Safeguarding the Welfare of Children and Young People Essays

Safeguarding the Welfare of Children and Young People Essays Safeguarding the Welfare of Children and Young People Essay Safeguarding the Welfare of Children and Young People Essay Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety Children Act 1989 This Act identifies the responsibilities of parents and professionals who must work to ensure the safety of the child. This Act includes two important sections which focus specifically on child protection. The Education Act 2002 This sets out the responsibilities of Local Education Authorities (LEAs) governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. Children Act 2004 This provides the legal framework for Every Child Matters. It includes the requirement for: A shared database of information which is relevant to the safety and welfare of children Earlier support for parents who are experiencing problems A ‘common’ assessment of children’s needs Services to work more closely, forming an integrated service Policies which safeguard Settings must develop a range of policies which ensure the safety, security and well-being of their pupils. These will set out the responsibilities of staff and the procedures that they must follow. Policies may be separate or incorporated into one health and safety policy, but they must include sections which cover the following issues of: Safeguarding and protecting, and procedures for reporting E-safety Bullying, including cyber-bullying The Department for Education provides guidance for local authorities they use this guidance to develop their own policy and procedures which must be followed. Two of these are listed below. Working Together to Safeguard Children This is guidance which sets out the duties of organisations and how they must work together to safeguard children and young people. What to do if you’re worried that a child is being abused This is guidance to help those working with children safeguard and promote their welfare. It also looks at the actions which all adults working with children should take if they are concerned . E safety The UK for child internet safety (UKCCIS) was launched in 2008 in response to concerns about internet safety. Its role is to safeguard children in relation to this issue. The council has produced a strategy to increase awareness of internet safety, set out measures to protect children from unsuitable sites and establish codes of practise.

The 3 Japanese Verb Groups

The 3 Japanese Verb Groups One of the characteristics of the Japanese language is that the verb generally comes at the end of the sentence. Since Japaneses sentences often omit the subject, the verb is probably the most important part in understanding the sentence. However, verb forms are considered to be challenging to learn. The good news is the system itself is rather simple, as far as memorizing specific rules. Unlike the more complex verb conjugation of other languages, ​​Japanese verbs do not have a different form to indicate the person (first-, second, and third-person), the number (singular and plural), or gender. Japanese verbs are roughly divided into three groups according to their dictionary form (basic form). Group 1: ~ U Ending Verbs The basic form of Group 1 verbs end with ~ u. This group is also called Consonant-stem verbs or Godan-doushi (Godan verbs). hanasu è © ±Ã£ â„¢ - to speakkaku æ› ¸Ã£   - to writekiku è Å¾Ã£   - to listenmatsu Ã¥ ¾â€¦Ã£  ¤ - to waitnomu é £ ²Ã£â€šâ‚¬ - to drink Group 2: ~ Iru and ~ Eru Ending Verbs The basic form of Group 2 verbs end with either ~iru or ~ eru. This group is also called Vowel-stem-verbs or Ichidan-doushi (Ichidan verbs). ~ Iru Ending Verbs kiru ç â‚¬Ã£â€šâ€¹ - to wearmiru è ¦â€¹Ã£â€šâ€¹ - to seeokiru è µ ·Ã£  Ã£â€šâ€¹ - to get uporiru é™ Ã£â€šÅ Ã£â€šâ€¹ - to get offshinjiru ä ¿ ¡Ã£ ËœÃ£â€šâ€¹ - to believe ~ Eru Ending Verbs akeru éâ€"‹ã â€˜Ã£â€šâ€¹ - to openageru 㠁‚㠁’ã‚‹ - to givederu å‡ ºÃ£â€šâ€¹ - to go outneru Ã¥ ¯ Ã£â€šâ€¹ - to sleeptaberu é £Å¸Ã£  ¹Ã£â€šâ€¹ - to eat There are some exceptions. The following verbs belong to Group 1, though they end with ~ iru or ~ eru. hairu å… ¥Ã£â€šâ€¹ - to enterhashiru è µ °Ã£â€šâ€¹ - to runiru 㠁„ã‚‹ - to needkaeru Ã¥ ¸ °Ã£â€šâ€¹ - to returnkagiru é™ Ã£â€šâ€¹ - to limitkiru 切る - to cutshaberu 㠁â€"ã‚Æ'㠁 ¹Ã£â€šâ€¹ - to chattershiru çŸ ¥Ã£â€šâ€¹ - to know Group 3: Irregular Verbs There are only two irregular verbs, kuru (to come) and suru (to do). The verb suru is probably the most often used verb in Japanese. It is used as to do, to make, or to cost. It is also combined with many nouns (of Chinese or Western origin) to make them into verbs. Here are some examples. benkyousuru 勉å ¼ ·Ã£ â„¢Ã£â€šâ€¹ - to studyryokousuru æâ€"…è ¡Å'㠁™ã‚‹ - to travelyushutsusuru è ¼ ¸Ã¥â€¡ ºÃ£ â„¢Ã£â€šâ€¹ - to exportdansusuru ãÆ'ۋÆ' ³Ã£â€š ¹Ã£ â„¢Ã£â€šâ€¹ - to danceshanpuusuru ã‚ ·Ã£Æ' £Ã£Æ' ³Ã£Æ'â€"ãÆ' ¼Ã£ â„¢Ã£â€šâ€¹ - to shampoo

Summary Essay Example | Topics and Well Written Essays - 750 words - 4

Summary - Essay Example At next stage the company may ensure its web presence through a corporate website. This web presence is then used to provide details of company’s products or services. At the next level of B2C e-business implementation the company may accept online orders and integrate it with its finance department and later on customer may be enabled to make online payments. This requires an integration of website with company’s financial system. In today’s global markets customer acquisition, retention and extension are ensured through used of Customer Relationship Management Systems (CRMs). A B2B e-commerce system facilitates interoperability between supply chain organizations and other business organizations. It is also integrated with local information systems of the organization. These systems are supplier-facing and are known to be Supplier Relationship Management (SRM) systems. The performance of these systems is analyzed in terms of time they take to complete a procurem ent process. B2B e-commerce systems have significantly squeezed the delays and most of the activities are automated and processed online. Closely related to e-commerce is the procurement process, this process is usually considered to cover all activities of supply chain process and it has a separate model for e-procurement process. Examples of e-business and e-commerce systems http://www.ibm.com/us/en/sandbox/ver2/ http://www.walmart.com/ Chapter 8: Knowledge & Systems for Communicating Online Knowledge is the purified form of information. We come across information in our routine life very frequently and by processing this information we accumulate knowledge that has some value to us. Using information is an important aspect of our daily life. It is important to know how to deal with information we come across and embed it with our previous knowledge to purify existing knowledge. Imagination is the other source of knowledge and we tend to imagine whatever we need to know. Imaginati on is a very important tool used for enhancing our knowledgebase. Knowledge management is essential for its systematic acquisition and various fields of knowledge are combined to make a new field of knowledge. Our professional knowledge is a combination of theoretical, empirical, personal, procedural knowledge and practical wisdom. Practicing several knowledge domains with varying depths formulate professional competence. Sharing, collaboration, participation and building knowledgebase are common functions to generate, acquire and retain knowledge. ICT technologies have contributed a lot towards building and enhancing all these knowledge functions. Wikipedia, e-mails, blogs, forums are few to mention the contribution of ICT technologies. Knowledge Management (KM) is an important organizational objective to utilize the scattered knowledge resources like experiences, insights, and various information systems and databases to ensure learning and sharing from existing knowledge. Knowled ge Management can be utilized to create a competitive advantage, to avoid repetition of mistakes and to achieve sustainable growth and improvement at organizational level. KM can also give powerful and useful inferences form an organizational CRM to make intelligent and aware business decisions. Examples of Knowledge and online Communication Systems

Case Brief U.S v. Hinkley Essay Example | Topics and Well Written Essays - 500 words

Case Brief U.S v. Hinkley - Essay Example The defense attorneys also presented medical evidence in the Court which supported their claim. On July 21, 1982, the jury acquitted Hinckley of his crime by accepting that he was suffering from insanity. The district court ordered him to be removed to St. Elizabeths Hospital for treatment of his mental condition till the time that he ceased to be a threat to himself and the community. (United States Vs Hinckley, n.d) The legislation governing â€Å"insanity† in the District of Columbia stated that a person accused of committing a crime could not be held responsible for his actions if, during the time of commission of the act, the accused suffering from a mental disease or illness â€Å"lacks substantial capacity to know the wrongfulness of his conduct or to conform his conduct to the requirements of law†. It was evident that, there was a sound legislation in the Columbia district to prevent the legal system from prosecuting mentally unstable persons who had accidentally trespassed the law. Therefore, the main legal question which had to be ascertained in this case was whether John Hinckley was really mentally sick when he had attempted to assassinate President Reagan. The verdict of the case depended on this crucial finding. (Fuller, 1982, p1) During the process of trial, Hinckley’s defense lawyers argued that he was suffering from schizophrenia: a mental impairment which compels the patients to assume different characteristics during their interactions in society. In most cases, the patient while functioning as a specific individual is completely unaware of his identity as another individual which he has assumed unknowingly. The attorneys further declared that Hinckley was obsessed with an American feature film named â€Å"Taxi Driver† and his actions on that fateful day were significantly influenced by the events in the movie. The film portrays how the protagonist undertakes an attempt to assassinate the President of his national country.

Criminal Invesigations Essay Example for Free

Criminal Invesigations Essay The purpose of this research paper is to show the role, function, nature and responsibility of the criminal investigator. The Methods Used and the Interpretation of the Collection of Physical Evidence and Understanding of the Sources of Information will be explained within this paper. The Role, Function, Nature and Responsibility of the Criminal Investigator The criminal investigator has specific roles and function within their organization. The duty of a crime scene investigator is to try to assemble and bring together multiple events, information, and interpretations of a crime scene to make it one big picture. Based on physical evidence, testimonies of eyes witnesses, suspects, and the victim he will create scenery to figure out what has happened. He or she is creating a hypothesis in what happen before the crime scene occurred and after. All evidence found in all cases by the investigator has full understanding and knowledge of it in order to be an effective investigator (Physical Evidence). The mentality of an investigator has to have interest, observative, and have the ability to write down everything that is going on. While on a crime scene he or she will notice what is wrong in the crime scene. For instance, the investigator notices that everything in a home is taken out and thrown on the floor in which the investigator can tell the crime scene is a burglary. In the investigative world, not only each individual investigator learns from each case they take up but from each other. While learning from each other they have to be opened minded and have doubt in order not to interfere with the facts of the case. The job of a criminal investigator has high levels of critical thinking (Police). The Methods Used and the Interpretation of the Collection of Physical Evidence When the investigator is called onto a crime scene they have a lot of work to gather and process. The first initiative officer will turn the crime scene over to them. The investigator might be also in charge of giving out press information based on the crime scene. The first thing that they might observe is the possible of the scene being contaminated by the officers who arrived their initially. The crime scene must be organized, and controlled using the proper methods so that the suspect of the crime scene may be successfully captured (Police).. The investigator will meet with the lead detective and the first responding officer on scene. He or she will interview them the two people on information pertaining to the scene. The investigator will get an understanding on what happened, when it happened, and how the crime occurred. The information received, the investigator will combine his information with theirs and make a logical determination of what happen in the crime scene. The gathered information as if you were a judge to see if the facts and evidence will meet will support the conclusion of the scene (Police). The process of the crime scene investigation is when they receive a call to go to a crime scene. When you arrive at the scene, you will make a list of what is required for this particular crime. Every crime scene is different. As crime scene investigator, you will need to have enough police officers protecting the crime scene and yourself. The officer will have to make sure that no one who is not authorizes to enter the premises stays out. The responding officer or a designated person would be the recorder keeper of authorize personal who enter the crime scene. They would have to write down their name, ID number, date, time, and what department (Police). The crime scene investigator will start to take photographs from the outside. The will take pictures of the entire area. All angles will be necessary from across, behind, on top, and bottom of the crime scene. Pictures will be taken of the street names, numbers, the street itself, vehicles, and street light posts. The more pictures taken; the more evidence you have. Every picture taken should be accounted. A log will be helpful of keeping account of the pictures, what camera, lens and film being used. If video camera is used that is also should be logged into the log sheet. In addition, you may want to write down who had access to photos or video other than the crime scene investigator (Physical Evidence). Now, the crime scene investigator will take note on any damages or any property taken on the outside. All evidence will be taken into photography. Photography will be taken from all angles, close-up and from a distance. Any mark numbers and letters must be place in the one area and be able to fit in one photograph. Next, Diagrams will be made of the crime scene and where the evidence was found. Triangular, rectangular, and baseline diagrams will be made to show a rough measurement of where everything happened. The investigator is always to remember to record location, measurements, and the person who collected the information. The investigator will now move inside the premises of the crime area. The investigator has to make sure he has proper approval and if necessary a search warrant. When entering the premises, you may want to wear protective gear so that you will not contaminate the evidence. Protective gear may include gloves, head and shoe covers, jumpsuit, and a mask. When looking for evidence inside the area, avoid the place where you think the suspect has moved around. The investigator will have less cross contamination on the evidence. Area where the investigator will walk will be around the edges not of the middle of the scenery. They will take notice on the entry point and exit point of the suspect. They will make sure other detectives or investigators in the crime scene to walk in certain paths to not contaminate the crime scene (Police). The crime scene investigator will logically take photographs as he did outside into the interior of the crime scene. They will work either in the same direction or opposite direction in working the crime scene. The crime scene investigator will do the same procedures in all crime scenes. When taking photographs, the investigator will take photographs in a three dimensional way. Photographs will be taken of the floors, walls, and ceilings. Everything must be visible for evidence by taking photos of the four walls. One angle might not be enough to show the evidence needed. Multiple angles must be taken. With all the photos taken, the investigator will make a diagram of the crime scene. It is good to point out the major details of the crime scene such as furniture, entry and exit points, and the victim. Another way of recording evidence is through video camera. Taking video must be only of important video of the crime scene. It may be easier to take video in fifteen second intervals. The investigator will also take video from all angle of the crime scene. After they are done collecting evidence, they will go make another walk through to make sure no missing evidence pertaining to the crime scene. Collaboration with other crime scene investigators and detectives will be done to insure all evidence has been collected. Understanding of the Sources of Information In the line of an investigator, getting enough information is critical. Information can be from physical evidence, the crime scene, interviewing, and interrogations. Interview and interrogations are very different. Interviews are just to gather information of the crime. An interrogation is getting information based on the suspect being involved. An investigator need to know the difference so that the person being interviewed or interrogated will know if they in custody or being asked a few questions. Two key ways of getting information will be witnesses, and interviews (Berg). WitnessesA witness will help out a lot while investigating. When interviewing, there are ten basic steps. The steps are plan ahead, arrange for privacy, identify yourself properly, assemble case facts in advance, have an intentional direction, be timely, avoid interruptions, be a good listener, adjust language level, pace, and demeanor as necessary, and maintain rapport throughout the interview. There are many types of witness which may include willing witnesses, eyewitnesses, reluctant witnesses, silent or disinterested witnesses, unreliable witnesses, frightened witnesses, biased witness, hostile witnesses, timid witnesses and deceitful witnesses. An investigator may also deal with people of many different ages. The investigator will have to identify these witnesses, and if they are children, young adults, or mature adults. They will have different methods on the way they try to receive information and if the information is valid (Berg). Interviews At first, a rapport will be made by the investigator. A rapport is a relationship between the officer and the one being interview knowing theirs empathy. An interview may not exactly occur right after the crime due to the anxiety from the situation. Time is needed before interviewing. It has to be a respectful interview and listening very closely. There two ways to interview a person; cognitive and behavioral analysis. Cognitive interview is reconstructing the circumstances, reporting all information, recalling events in different orders, and changing perspectives. Behavioral analysis is just identifying the person body language to the truth (Berg). Conclusion In conclusion, criminal investigation is a long process of collecting information. They have the most important job. The process of collecting information is extensive. It is critical for them to collect all evidence so that the suspect may be apprehended and justice shall be served when in the court system. Information may be either through physical evidence, interviews, or witnesses (Berg). Works Cited Berg, Bruce L., John J. Horgan, and John J. Horgan. Criminal Investigation. New York, NY: Glencoe/McGraw-Hill, 1998. Print. Physical Evidence. Enotes.com. Enotes.com, n.d. Web. 19 Oct. 2012. http://www.enotes.com/physical-evidence-reference/physical-evidence. Police: Criminal Investigations Sources Of Information And Evidence In Criminal Investigations. Physical, Crime, Polygraph, and Witnesses. N.p., n.d. Web. 19 Oct. 2012. http://law.jrank.org/pages/1656/Police-Criminal-Investigations-Sources-information-evidence-in-criminal-investigations.html.

The Political Writings of Charles Brockden Brown Essay examples -- Cha

The Political Writings of Charles Brockden Brown Charles Brockden Brown, famous as the first professional American writer, was an inventive creator of novels, stories, pamphlets and journal articles. His life extended from 1771-1810, over some of the most significant periods of American history. He came from a Quaker community of Philadelphia, a very intellectually and politically active city. Not surprisingly, Brown was â€Å"swept up in a strong current of challenges to traditional authority† (Watts: 51). He was heavily influenced by the thought of his time, notably Godwin, Wollstonecraft, French Revolutionary thinkers and the American â€Å"disciples† of Locke (Clark:110). Much of his political writing addressed specific situations, though Brown also held very strong beliefs on government and power generally: â€Å"[Law] is the shortest and safest road to the possession of power, and power must be desirable by bad men for its own sake, and by good men for the sake of the beneficial employment of it† (Th e Rhapsodist: 108). Due to this focus on legislative power, Brown’s political writings are intensely critical of the Jefferson government and its actions. â€Å"He is a moralist, and extractor of lessons from specific incidents, not a pointer of people in action† (Warfel: X). Brown was generally concerned with the theory of government and its relation to happiness. Throughout the 1790s he developed many Utopian visions in an attempt to create the perfect political world (Watts : 65). He adamantly demanded â€Å"artistic, intellectual, commercial, and†¦ political independence from Europe† (Axelrod: 4): â€Å"In every work proceeding from my pen, my chief demand†¦ [is] the liberty of judging for myself† (The Rhapsodist: 22). Brown... ...nd the Cession of the Mississippi to France, drawn up by a Counsellor of State. Ed. David Lee Clark. North Carolina: Duke University Press, 1952. pp. 261-268. ----. Monroe’s Embassy, of the Conduct of the Government in Relation to our Claims to the Navigation of the Mississippi. Ed. David Lee Clark. North Carolina: Duke University Press, 1952. pp. 268-270. ---. The Rhapsodist. Ed. Harry R. Warfel. New York: Scholar’s Facsimiles and Reprints, 1977. Clark, David Lee. Charles Brockden Brown: Pioneer Voice of America. North Carolina: Duke University Press, 1952. Warfel, Harry R. Introduction. The Rhapsodist. Ed. Harry R. Warfel. New York: Scholar’s Facsimiles and Reprints, 1977. pp. v-xii. Watts, Steven. â€Å"The Young Artist as Social Visionary† The Romance of Real Life. Baltimore: The Johns Hopkins University Press, 1994. pp. 49-70.

Left Brain vs Right Brain Learning Styles Essay

People learn in many different ways, but do you ever wonder why that is. Why are we so different and learn so differently? The brain is the answer to that question. The brain gives us what we need to determine what and who we are as people. Because of the human brain’s complexity, professors and teachers are starting to see that one way of teaching is not always the best way from everyone. â€Å"Each child processes new information in ways are related to environmental, emotional, sociological, physiological, and psychological elements† (Green, 1999, p. 684). When it comes to the process of learning and thinking, the average person has two sides of the brain that determines how they learn. The two main halves of our brain are the right brain and the left brain hemispheres. Each hemisphere performs different functions and communicates information differently. One hemisphere is not more important than the other but they do determine how we see things and interpret them in our mind. With the left brain hemisphere, the characteristics are mathematical and analytical and with the right hemisphere the characteristics are more creative and imaginative. The brain is very complex to understand. Once we learn how the left side brain learns and how the right side brain learns, then we can better develop a way of learning for all types of students and people. The left side hemisphere of the brain include characteristics such as language skills, mathematical concepts, analytical skills, and logic and reasoning. Those individuals that have this brain hemisphere dominance are good with letters, numbers and words (Sousa, 1995, p. 88). The concepts of learning for the left side brain hemisphere is based on step by step instructions. A person who is dominant on their left side hemisphere learns better by having a plan to follow with organization. Learning facts and solving problems are some of the many ways to teach people with a dominant left side. Those people do not like surprises and they don’t like to learn courses that have no connection to the real world. They tend to want to deal with things the way they are in real life, not in a fantasy world. Left side learners are affected by their environment and have a hard time adapting to changes in their environment. Some of the other things that left side dominant learners are good at over the right side is they are better at memorizing facts and doing hands on work. They are list people and process things in a linear manner. Everything must be in sequential order to make things easier to learn. This is why math comes so easy for them because that is all math is a sequential order of steps to get to a solution. Left side learners do have trouble expressing themselves in words which makes the right side learner more dominant in that area. The right side hemisphere of the brain is quite different. The right side dominant people prefer to discover the possibilities and are good at grasping new concepts. They are more comfortable with abstractions and do not like courses that involve a lot of memorizing and routine calculations. The right side learner usually needs background information before a lecture or to have an abstraction before they read a book or chapter. This helps them better prepare for their class or what they are about to begin. They want to see, feel, or touch the real object. They have a need for things to be concrete, not theory. The right side learner does not like repetition unlike the left side learner. They need to see words and how a formula works in order to grasp the concept of how it works. Creative arts, music, and facial recognition are the dominant portions for the right side learner. Because they are color sensitive, right side learners try to use color to learn sequence. For example how to get to the grocery store from where they live. They would try to match up places and how they looked to where they might need to turn or go to. It is known as the Artist Brain because it is in charge of creative talents. Since both sides of the brain are not equal in the way that a person learns things, each side serve their purpose. For everyone, one side of their brain is more dominant than the other but no one is just right side or left side alone. â€Å"When learning is new, difficult, or stressful we prefer to learn in a certain way† (Hopper, 2007, p. 2) . Both sides of the brain are needed to function and communicate with each other through the corpus callosum which sends messages back and forth to each other between the right and left hemispheres. So now that we know that not everyone learns the same due to the left or the right hemisphere being more dominant than the other for those people, how do we become better teachers to provide a better learning environment for both sides. â€Å"While brain research alone can’t tell us how to teach people, understanding the brain leads to uncovering underlying learning mechanisms† (Worden, Hinton, & Fischer, 2011, p. 10). With this understanding of how both sides of the brain work, teachers and researchers can better train and teach students how to do things based on what side brain they use the most. There should not be just one way of learning something. Teachers have a hard job, but with knowledge and understanding they can better equip today’s leaders with the right tools to success. In conclusion, both sides of the brain are powerful in their own ways. The left side hemisphere learn by logical process and right side hemisphere learns by more creative ways. With understanding what each side does and how both sides might work together, we can come up with better ideas on how to teach students better for all types of learners. There is no one right way to teach someone something. It is finding that way to get them to understand things that poses as a challenge for us today. Each side serve their purpose and help each other along the way. With this understanding, we can become better teachers for the average person to the mentally disabled. References Green, F. E. (1999). Brain and Learning Research: Implications for Meeting the Needs of Diverse Learners. Education, 119(4), 682. Hopper, C. (2007). Learning Styles. Retrieved March 3, 2013, from Learning Styles: http://frank. mtsu. edu/~studskl/hd/learn. html. Sousa, D. R. (1995). How the brain learns. Reston, VA: NASSP. Worden, J. M. , Hinton, C. , & Fischer, K. W. (2011). What Does the Brain Have to Do with Learning?. Phi Delta Kappan, 92(8), 8-13.