Special Education Essay Example | Topics and Well Written Essays - 3500 words

Special Education - Essay Example The term low-incidence disability is used to refer to these individuals, because the occurrence of such disabilities is less than 1% of the general population (Horner, Albin, Todd & Sprague, 2006). The numbers of students with such disabilities are accordingly less. But the important consideration for these students is the support that is required to help them participate in the community and to live a decent life similar to that of other citizens. Such students will need support for mobility, communication, self-care and learning (Horner, et al., 2006). While these students may have the capacity to learn, they must have lifelong support as well. Because legislation provides for the education of all students, these individuals must be educated to the levels of their abilities (No Child Left Behind Act of 2001). There's a need for providing them an opportunity to function without the stereotypes that exist about their potential. Students who can learn language acquisition skills can be taught the standards as required in the functional academics standards. There are three levels of language for students with severe disabilities: pre-symbolic, early symbolic and expanded symbolic (Horner, et al., 2006). Because some students are not able to respond to words and pictures, there is also a stage called non-symbolic. Non-symbolic communication can involve the use of technology to attract a student's attention. Daily routines can be established to interest students in books on tapes, artwork, writing and drawing centers. One way to teach students is with picture "reading." Picture communication boards are available to provide a means for students to indicate preferences of their needs and wants. Picture boards can be individualized so that specific students use their own boards to show the teachers what they want to do or what they need. This provides the teacher with direct information about the student's needs, rather than having to guess about the problem at hand. Because of their exceptionalities, students with low-incidence disabilities are usually educated in a setting designed for their support. Without this special setting, these students may not receive the appropriate educational program required. Many school districts have created facilities to provide educational opportunities for students between the ages of 16 and 21. Certified teachers must serve this population. Without appropriate training, many special education teachers find it difficult to teach such students. Also, opportunities for mastery of objectives by the students are limited because of their disabilities. Sustained efforts on the part of the teachers results in good achievement for the students in the classroom. The problem for teachers is to find ways and means to modify their teaching techniques and students' behaviors to produce learning. There must be a strictly defined plan for all students who are included in this group through the required Individualized Educati onal Plan (IEP). Also, there must be some methodology for intervening to produce mastery of standards. Students in this group are often difficult to teach and to control. Sometimes their undesirable behavior prevents them from learning. The primary problem

Research Paper based on company of your choice except Walmart

Based on company of your choice except Walmart - Research Paper Example Next section of the study will discuss the major milestones for the company. Time Period Milestones 1905 Nestle took over Anglo-Swiss Condensed Milk Company. 1920-1944 Nestle shut down operation in many plants and invested capital in launching Nescafe. 1945-1974 In this era, Nestle took the strategic decision to diversify its product portfolio. They took over Alimentana in order to launch Maggi. Nestle invested money for becoming one of the largest shareholder in L'Oreal. 1975-1979 Nestle took initiative to enter in pharmaceutical industry with the help of buyouts and strategic acquisition decisions. The company acquired Alcon Laboratories in order to enter American pharmaceutical industry. 1980-1994 Nestle used the acquisition strategy in order to increase height, breadth and depth of its food product portfolio. The Vevey based organization acquired food giant Carnation in order increase depth of the product line. Nestle enhanced the strength of the Nescafe brand by launching Nespre sso which was a form of espresso coffee. 1996-2005 Nestle diversified its business into nutritional and health division. The Swiss company entered into of health, nutrition and wellness business segment with the help of series of merger and acquisition activities. 2006-2009 Nestle took few major steps like acquiring nutritional division of Novartis, establishing shared value forum in different countries, trimming down the value chain for bottled water segment in order to increase sustainability and profitability of business. 2010-2012 Nestle launched Cocoa Plan for supplying disease defiant plantlets to their value chain partners. (Source: Nestle, â€Å"History†) SWOT Analysis & Impact of External Environment Strengths Strong Brand equity is the major strength for Nestle. The company has established strong brand presence with the help of its diversified product portfolio. The Swiss giant offers more than 4000 brands to customers which talks about the product diversification c apacity of the company. The company is the market leader in more than twenty five product categories like confectionery, pet care, coffee, bottled water, frozen meal, nutritional division and dairy products. Nestle has achieved leadership position in non-alcoholic beverage market with the help of products like Milo (energy drink), Nestle Pure Life (bottled water), Nescafe (coffee) etc. Nestle Pure Life is the highest selling bottle water brand in the world. Top brands of the company are growing at a rate of 10-20% annually which proves the strong brand equity of Nestle (Market Line, â€Å"Nestle S.A†). Research and development capability is the major strength for Nestle. The company has established more than thirty two research and development centers across five continents in order to incorporate high degree of diversification in product offering. The Vevey based company operates business with the help of three hundred application groups in order to develop products in accor dance with the local market preference. Weaknesses Major weakness of Nestle is its inability to generate revenue from all the markets it caters to in equal proportion. For example, 58% of Nestle’s revenue comes from its operation in developed countries like USA, UK and other European countries (Market Line, â€Å"Nestle S.A†). The company is facing problem in maintaining its revenue growth in European

Improvement Is Better Than Delayed Perfection

Improvement Is Better Than Delayed Perfection Question-Continuous improvement is better than delayed perfection  Mark Twain (1835-1910). Analyse this statement critically and rigorously with reference to appropriate literature sources. Introduction This essay will be looking at the importance of quality and continuous improvement at a glance within an educational context. The writers interest in the topic is merely to explore and understand the essence to which every establishment for whatever purpose it was built upon should strive in continuous improvement to services rendered to its customers and the community at large while maintaining quality services. The focus is to highlight any flaws within the organisational practice with which quality could still be improved upon for the good of the whole community. The structure of the essay will take an explicit interpretation and description of quality and continuous improvement while portraying an interventionist stance at the conclusive statements made at the end of the essay. Literature review The concept of Quality Quality management is a systematic way of guaranteeing that organized activities happen the way they are planned. It is a management discipline concerned with preventing problems from occurring by creating the attitudes and controls that make prevention possibleà ¢ By Philip Crosby Writings in 2008, Winch and Gingell state that during the 1990s it became fashionable to talk about ËÅ"quality in education. Part of the reason for this is a renewed interest in accountability. Why should the concern for accountability be expressed in terms of quality? One major reason is that concerns about whether or not a particular form of education is worthwhile have been expressed in terms of a paradigm derived from manufacturing industry. ËÅ"Quality in a commercial context strongly connotes product usefulness and reliability. ËÅ"Quality assurance refers to systems that are robust enough to ensure that products that are defective or unreliable simply do not get made. The idea, as one quality guru has said, is to ËÅ"get it right first time. Of course, an artefact can be scrapped or reworked if it is defective, but a service cannot. If it is not ËÅ"right first time then it is not right. Some effective quality assurance systems ought to be particularly relevant to service are as of economic activity. Whether or not it is in the private or the public sector of the economy, it is sometimes maintained that education has the characteristics of a service industry. In particular, if education is poorly provided then there is no second chance for the recipient. A diner at a restaurant who has a badly cooked meal will feel disgruntled but will suffer no permanent damage. On the other hand, the pupil who receives a poor education may not even feel disgruntled but may suffer permanent damage in terms of future life prospects. It is, then, not surprising to hear that a key feature of educational accountability is the provision of quality assurance systems. Every aspect of leadership and management across all sectors of most organisations require a sustainable approach towards ensuring quality and sustainable measures are being utilised and developed within a global context. This includes measures which most leaders would adopt towards maintaining and sustaining the strategic aims of any organisation with due considerations of internal and external forces which influences the decisions made each day. An example of what entails leadership that is sustainable through quality measures can be found in a school management system. Where the Head teacher aspires to have very committed students who have good grades, a good school structure and a qualitative staff that would help the school achieve its strategic objectives successfully. But during the process of strategising for an academic year other factors comes into play i.e. customer service, effective acquisition and deployment of resources, school budget for the academic year etc. There may be a number of key factors that would help achieve such success Firstly, a well-devised system of service evaluation process of Search-Feedback-Act that could be put in place involving all employees, not just management or teachers, in developing plans for improvement. Secondly, all employees could be given considerable education and training to help them improve service quality and would actively and systematically encourage creativity and innovation. Thirdly, the organisation that may move away from measuring quality purely by the number of complaints it gets from customers and the impressions of the head of personnel department. Instead, organisations implement a multi-factor index which includes quantitative points such as the length of time customers have to spend being tested into the school, and qualitative points such as the friendliness/politeness experienced at reception. The concept of Continuous improvement Continuous improvement has been successfully used by the Japanese for a number of years, and the Japanese word kaizen is used to describe it. The idea of kaizen is not to sit back once improvements have been made to a product, but to be almost like bees working away at a hive. Each does a little at a time, but by adding on an incremental basis they can eventually produce something that is much larger and better. The issue of quality can be approached in the same way, so that very minor changes over time can result in a considerable improvement in performance. For example, the levels of fuel efficiency in the average saloon car have improved dramatically over recent years. This has been made possible due to the cumulative effects of continual minor changes in car body shape, fuel delivery systems and engine design (.Porter, K., Smith, P., Fagg, F. 2006). Foskett, N., Lumby, J. 2003 states that the third way of defining quality (in regards to continuous improvement) is to match the current state with an imagined future improved state. In other words, individuals or groups not necessarily take as their comparator an existing standard or expectation but, rather, work creatively to suggest ways to which a current aspect of education could be improved. This definition is realistically based on working form what exist to what could be achieved. It is a universally applicable in theory in that ideas for improvement will take into account resources and political realities. However, the emphasis on continuous improvement is predicated on a degree of autonomy and power that may not exist in all institutions or cultures. If governments impose a structure or curriculum on schools/colleges, or if the internal management structures are hierarchical and controlling, then the freedom of staff, parents and students to suggest ways forward is clearly constrained. This idea of continuous improvement can be linked to Demings(1986) idea of Plan, Do, Study and Act, where a problem is examined, information is gathered and a plan to improve it is suggested. The ËÅ"Do part is when the plan is tested on a small scale, followed by the ËÅ"Study stage, where evaluation of the trial takes place to see if any other issues have arisen. The ËÅ"Act stage is where the plan becomes standard and is carried out continuously. This leads back into the ËÅ"Plan stage for further analysis. The question then arises of how one assures the quality of education. There are two answers which are not necessarily incompatible with each other. The first focuses on processes, the second on outcomes. Process-based quality assurance relies on observation of teaching and learning and the activities that support it, as the key determinant of whether the education being offered is worthwhile. Inspection is the most common form of process quality assurance. Outcome-based quality assurance relies on the assessment of the outcomes against certain pre-agreed standards. Examination and testing are the most common forms. Leadership Approaches Qualitative leadership skills in educational management revolve around factors described below: Identifying the key issues Improving Customer satisfaction and ways of measuring it Customer care training employees and setting standards Employee involvement in overall goals of the organisation. Improving quality observation and benchmarking Reflection and conclusion Quality and organisational culture- Foskett, N., Lumby, J. (2003) stated that Quality can also be relative to cultural norms. What appears to be quality provision for pre-school children in China will look very different to western eyes and vice versa. They further noted that measures of Quality by definition are dependent on numeric values in relation to, e.g., examination passed or examinations met, but such values do not necessarily capture the variety of outcomes expected of education or the dynamic changes in expectations in the experiences of even the learner, let alone the all those of an institution. Quality will therefore remain a fluid and nebulous concept, interpreted variously in practice, an orthodox to which many feel indebted to follow. No single prescription will secure improvement in quality in a context as complex and animated as a school or college. The most that an educationist can do is to remain aware of the imprecision of the concept and be sensitive to both th e educational and micro-political forces which affect its achievements, choosing with care from the plethora of taxonomies, philosophies, good practice and recommended process they can offer. Methodology Qualitative researched literature review was adopted which typically includes positivist, interpretive, constructionist, critical, and participatory paradigms. The researchers perspective stems from the long documented history of naturalistic observation in real-world situations. Views of positivism range from conservative to progressive-activist, but all involve the belief that reality is external to self and can be observed using tools that produce information that can be understood and interpreted by others. The essay is linked historically to social activism through the idea that social situations can be studied, critiqued, and subsequently changed. The essay may have collected data through observations or various forms of instruments and often derive explanations for their results from pre-existing theory without concern for whether the study population understands or agrees with their views. a literature review is very much a plural rather than a singular one as there are many literatures a researcher must examine to produce a coherent literature review. For example, by doing qualitative research, the researcher is joining an ongoing debate in some shape or form. The originality of an idea, an approach, or a theoretical reinterpretation adds to existing literature. The objective of this entry is to describe the plurality of literature, to underline the difference between general and specific literatures, to highlight how to use theoretical literature as a tool to increase understanding of a subject area and test a research question or hypothesis, and to examine the methodology and data literatures that form important parts of the research process.( GIVEN, M. L. 2008) Data findings on quality and continuous improvement in educational context. Wherever an educational operation is based, whether it is public or private, it needs customers, and consumer choice has increased dramatically over the past twenty years because of three factors: globalisation, technology and competition. Technology Technology provides opportunities and threats. The development of computer technology in the form of online and blended learning, podcasts, webcasts and blogs can and increasingly will provide consumers with the option of new self-study methods and the choice to learn with an organisation in a foreign country while living at home or working in the office. At some point translation software may even negate the need for some people to learn a foreign language. These technologies, however, also provide organisations with opportunities to provide new methods of learning and new means of communication with customers. The rise of online learning and blended learning programmes, plus the expansion in state education of new technology [such as interactive whiteboards] means that students are increasingly more techno-literate. It also means that as technology develops and becomes more part of our everyday lives, students generally expect language classes, which in some cases take up a large p art of their disposable income, to be technologically well-equipped. The exponential growth of technology cannot be ignored as the speed of technological advancement is unlikely to slow down. Competition Competition may come from new organisations entering the market, as mentioned above, but it may also appear in other forms. As other countries gain economic power, their languages become more important and people begin to study them to enable them to enter that economy. This phenomenon has already been observed (Graddol, 1997) with Spanish, Arabic and Mandarin expected to gain importance over the next decades, eventually becoming a serious threat to English as a foreign language. As economies develop, education is becoming increasingly important as skill becomes essential to finding work. An increasing number of courses are becoming available, especially in the field of computers and information technology, which compete with ELT for customers, particularly within the training budget of major companies. Gaining an Edge over Competitors If an organisation has an element of its service which is different or more attractive than its competitors it is said to have achieved competitive advantage. Gaining competitive advantage requires a cross functional approach between an aspect of marketing which gathers data about customer needs and expectations and the day-to-day operational functions that translate those market needs into operational capabilities. The roles of marketing and managing the day to day operation are often taken by one person in small organisations, which can make it easier to translate customer needs into operational reality. In a small private language school of ten teachers, for example, the director may be the focal point for information about the local market, the local economy, the type of customers the school serves and how they feel about the service. In a school of this size the director may also be the person who decides what courses are offered and whether the market is best served by, for example, offering expensive one-to-one ESP tuition for business professionals or cheap general English courses for classes of 20 students. A not-for-profit organisation may also consider pursuing a particular strategy based on the kind of customers it serves. For example, a charitable or state ELT organisation may decide to provide cheap walk-in English classes for disadvantaged mothers to attend as and when they have time. In this case, flexibility is the key to satisfying the customer and gaining competitive advantage. The three factors of globalisation, technology and competition mean that educational organisations have to pay increased attention to the needs and expectations of existing and potential customers to retain them and to attract new ones. By gathering information on customers needs and through market analysis organisations can develop a service which is different or more attractive than that of competitors. (Walter. 2001) Conclusion If stakeholders allow ourselves to get caught by the short-term disease of modern management, non-thinking, market-driven practices then the idea of sustainable organization is out of the question. Also the chance of ever reaching the levels desired will be eliminated in all but the shortest of measures. It is necessary for every leader of the future to know enough about the moral side of business and how it could be approached with sacrificial aims through which sharing and upholding several values together among competitors would improve upon global problems. Or how the socio-economic profit of the organization could be able to express or aid the concerns required to reflect a longer-term view of the community at large. I would recommend that every leader in every spectrum or field of study to bring about ways through which the underlining influences bordering the choices we make in life (in regards to quality and continuous improvement) should reflect upon the healing societal issues rather than competing. Just as we know in the history of human relations over time that competition brings about a chaotic state while the harmony of shared values and sacrifices brings about societal cohesion and benefits all. References Crosby, P. (1980) Quality is Free. McGraw-Hill. Deming, W. (1986) Out of the Crisis. MIT. Foskett, N., Lumby, J.(2003) Leading and managing education-International dimensions.London. Paul Chapman Publishing Given, M. L. (2008)The SAGE Encyclopaedia of Qualitative research methods. California. Sage Publication series Graddol, D.(1997) The future of English. London. The British council Porter, K., Smith, P., Fagg, F. (2006) Leadership and Management for HR Professionals Oxford.Butterworth-Heinemann Walker, J. (2001). Clients Views of TESOL Expectations and Perceptions The International Journal of Educational Management 15/4. MCB University Press http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0600150404.pdf Walker, J. (2007)Service Climate in New Zealand Language Centres Journal of EducationalAdministration 2007 Volume: 45 Issue: 3 http://www.emeraldinsight.com/Insight/viewPDF.jsp?Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740450305.pdf Winch, C., Gingell, J.(2008) Philosophy of education. Oxon. Routledge publishers

Develop Positive Relationships with Children Essay

1.1 Explain why positive relationships with children and young people are important and how these are built and maintained Why positive relationships with children and young people are important (Ref 1.1): * When children feel comfortable with us they can separate more easily from their parents. * Children are more likely to participate in play and learning activities if they are secure emotionally * when children have strong relationships, they are less likely to show unwanted behaviour as we can recognise and meet their needs * children’s language develops more quickly because they feel confident talking to us * practitioners can plan more accurately as they understand children’s developmental needs and know their interests * practitioners are able to respond to children more effectively because they can recognise their expressions and emotions. Good relationships are really important for our wellbeing. Humans have evolved as social animals, so we have a deep, natural need to connect with other people and to belong to a social group. This sense of connection and belonging comes from good relationships with the people around us – in our families, at work or school and with our friends. There is strong evidence that when we feel we belong, we will flourish. A child’s ability to develop good relationships is an extremely important step on the path to getting the best out of his or her life. How positive relationships are built and maintained (Ref 1.1): * Communicating effectively Often, we focus on trying to get our point across or saying how we feel about something. However, communication is a two-way process – it involves listening as well as speaking. How we listen to others is just as important as what we say to them. But good listening is much more than staying silent when another speaks. The most effective form of listening for building good relationships is empathic listening. Empathy is about seeing things from the other person’s point of view. So, empathic listening means listening with the intention of really understanding what the other person means and how the other person feels. We are much more likely to build good relationships with children and young people if we really make an effort to see things from their point of view. If we do this, they will feel supported and understood, and are much more likely to open up and tell us about what’s happening in their lives and how they feel. Seeing things from a child’s point of view is not easy. It means really trying to step into their shoes and imagine how a situation looks through their eyes and how it feels to them. This quote helps us understand how children (and adults!) really want to be listened to: | When I ask you to listen and you start giving advice, you have not done what I have asked. When I ask you to listen to me and you begin to tell me why I shouldn’t feel that way, you are trampling on my feelings. When I ask you to listen and you feel you have to do something to solve my problem, you have failed me, strange as it may seem. Listen! All I ask is that you listen: not talk or d o – just hear me. We also need to consider the child’s perspective if they ask us for our opinion or advice. Children are much more likely to listen to our opinion or advice if we can put it in a way that means something to them. For example, if they ask us for advice on what subjects they should study at high school, it may be best to explain why we think certain subjects would be better than others. Or it may be that they don’t want specific advice on what subjects they should do, but they want us to help them think about it so they can then make the decision more effectively themselves. So, asking probing questions like: â€Å"what do you enjoy doing most?† or â€Å"what would you like to find out more about?† or â€Å"what would you be most happy doing as a job on a daily basis?† may help them make the decision for themselves. Effective communication is not just about speaking and listening. It is also about watching and feeling. Our body language and tone of voice actually communicate more strongly than the words we use. So, listening effectively involves tuning in closely to the other person’s body language and tone of voice as well as their words. How positive relationships are built and maintained(Ref 1.1): * Identifying and sorting out conflicts and disagreements Children, like adults will have their disagreements. As children get older their arguments can become more serious and are not  simple squabbles. In order for children and young people to trust us, it is important that we can identify difficulties and help them wherever possible to find ways through them. It is essential that children and young people perceive our way of doing this as fair. When you have a conflict with a child, there is an opportunity for learning about how to solve problems. Conflicts help children to understand that other people have different thoughts and feelings to their own. Listen to the child and try to understand their point of view, and help them to understand yours. Then together, try to think of ways to solve the problem that you are both happy with. It might take a while but it will be worth it, and will help to build your relationship. How positive relationships are built and maintained (Ref 1.1): * Being consistent and fair Consistency means not just keeping behavioural boundaries in place, but also making sure that we do not have significant mood swings, e.g. one day being excitable and funny and the next being quiet and withdrawn. Children and young people rely upon us, this means that it is essential that day to day, we are consistent. Children also need to know that we will be fair with them, we will listen to what they have to say before jumping to conclusions and we will try to make sure that their needs are taken into consideration.Fairness is something that adults need as well. Parents will want to see that the way that their family is being treated is comparable with others, while staff members need to feel that their workplace is a fair one where everyone is expected to pull their weight. * Showing respect and courtesy Mutual respect is essential for good relationships. This means that everyone in the relationship respects each other. Respecting others means being considerate towards them, thinking about their feelings and accepting that they may have different views and opinions to you. A good relationship with a child would mean that you would respect them and they would respect you. Good long-term relationships also involve giving to others (for example: time, kindness, praise, etc.). However, just because you give, it doesn’t mean that you lose out – everyone in the relationship should give, so  everyone should expect to benefit (mutual benefit). A good relationship with a child would mean that they benefit from their relationship with you and you would benefit from your relationship with them. Children don’t have to compete with each other to gain recognition or opportunities. We all have different abilities and strengths, and if we teach children to respect each other and to see each others’ strengths, we will be helping them to see that everyone can achieve in their own way. Their own success does not have to be diminished by another child’s success. And, if you can help them to help each other to be successful, you will be helping them to build better relationships with each other. From the earliest age, we should be using markers of respect in English such as saying please and thank you. We should also speak to children and young people using voice tones that are warm and courteous. * Valuing and respecting individuality Good relationships can lead to great ideas, creativity and achievement. We are all different, and in good relationships, people celebrate their differences, they don’t just tolerate their differences. They may have different religious or political beliefs, different kinds of lifestyles, different personalities or different abilities. But they use this diversity and richness of experience to create better ideas and new solutions or create a great team achievement. Children, young people and other adults will all have different strengths, talents and attitudes. They will also respond in different ways. Valuing and respecting their individuality means showing that we are comfortable with their differences. Children, especially teenagers, often want to ‘fit in’ with their peer group. Feeling comfortable with the people around us is important. But to fit in and feel comfortable with others, we don’t have to be the same as others, we just have to accept and value others. If we can make others feel accepted and valued, then they are more likely to accept and value us. Recognising others individuality is the basis of anti-bias practice. How positive relationships are built and maintained (Ref 1.1): * Keeping promises or honouring commitments Trusting someone else is the foundation of a good relationship. We can  strengthen or weaken someone’s trust in us by what we say and do. To strengthen a relationship, it is important to think about the little things we can say or do to keep the other person’s trust – for example, we can be open and honest with them, keep our promises and try to understand their point of view. As adults who work with or care for children, you can help develop your relationships with children by doing things that build their trust in you. This will show them how to trust others and behave in a way which helps others trust them. Not keeping promises or honouring commitments mean that a child or young person will tend not to trust us again or may keep some distance from us. Build trust in your relationships with children – keep your promises, be honest and clear about what you expect from them, apologise when you make a mistake and forgive them for their mistakes. Help them understand that you expect them to do the same with you. * Monitoring the impact of your own behaviour on others Part of working professionally with children, young people and their families is to monitor and then, if necessary, adapt our own behaviour. You may notice that a child moves slightly back when you talk to them. Noticing this is important as it might be a sign that the child finds you too overpowering and so you will need to alter your style slightly to be gentler. * Keeping confidentiality as appropriate Confidential information is information which should be shared only with people who have a right to have it, for example, your lead practitioner, supervisor or manager. Confidentiality is essentially about trust and respect. Parents and other professionals will often give you confidential information on the basis that it will be helpful to you when you work. They do so trusting that this information will not be passed on to others, to become the source of gossip or interest. If you breach confidentiality, you will break that trust. When trust between you and others breaks down, so too does the relationship. While we can never promise to maintain confidentiality if children reveal that they have been abused, or that there is a danger that they may be harmed, keeping confidentiality is an important part of working with children, young people and others. 1.3 Evaluate own effectiveness in building relationships with children or young people The wonderful thing about children and young people is that they are all different. We need to adapt the way in which we approach and communicate with them according to their age/stage of development, needs and personality. For each child or young person that I work with, I consider the strength of the relationship, they have with me. I use the following pointers to identify how well the relationship is being built: * Greeting Does the child or young person seek me out soon after coming into my setting? Does the child or young person like to tell me when they are leaving the setting? * Seeking help Does the child or young person look for me if he/she needs help or if they have had an accident? * Smiling and eye contact Does the child or young person often make eye contact with me or smile while I am with them? * Looking for company Does the child or young person look for me to get involved in his/her playtime, in chat or in an activity? * Absence Does the child or young person miss me when I am not in the room (babies and toddlers) or if I am off for a few days? Ref 2.1 Explain why positive relationships with people involved in the care of children and young people are important The professional and positive relationships we develop with people involved in the care of children and young people will ensure that good communication is possible in order to support the needs of children and their families. It is important to have these positive relationships as if we don’t there is a danger that information may be withheld or passed on incorrectly. This has to be taken seriously as, over the past few years, some child deaths have occurred because people caring for children have not worked properly together. An example of this is: In 2000 in London, an eight-year-old Ivorian Victoria Adjo Climbià © (2 November 1991 – 25 February 2000) was  tortured and murdered by her guardians. Her death led to a public inquiry and produced major changes in child protection policies in England. After Climbià ©Ã¢â‚¬â„¢s death, the parties involved in her case were widely criticised. A public inquiry, headed by Lord Laming was ordered. It discovered numerous instances where Climbià © could have been saved and noted that many of the organisations involved in her care were badly run and did not communicate with one another. Where parents are concerned it is essential that we build positive relationships so that we can work closely together with them to benefit the child in a variety of ways. This should include settling the child in, sharing developmental information and also learning about children’s interest. Benefits of positive relationships: Information can be shared quickly between adults Children are given consistent care Skills and ideas can be shared Children’s welfare can be properly monitored Children’s needs and interests are identified Plans for children’s care and education are more effective People involved in the care of children and young people are : Colleagues Organisational managers and supervisors Carers/parents Official visitors e.g. inspectorate for the UK home nation (Ofsted) Other Visitors, Colleagues from other agencies and services (Early years) External partners

Biomedical Informatics Is It The Smooth Communication...

Biomedical Informatics begins to make the smooth communication process where the health care system can manage to do daily task. In this technological era, every sector is merging with the technical field, which is actually becoming important for healthcare systems to revamping medical systems. In the early age of computers, biomedical computing was the attempt to construct a system that would assist a physician in decision making. From late 1970’s to early 1980’s personal computer become available, which makes progress in biomedical computing research to continue to be tied to the availability of funding from either government or commercial source. Development of human-interface technology that matches the data processing power of computers with cognitive capability of human begins to formulate insightful questions and to interpret data is still a rate-limiting step (Tang and Patel, 1994). According to Shortliffe (2014), many countries successfully transform healthcare by adopting Biomedical Informatics. Where U.S has have a much lower adoption rate of EHRs compared to other developed countries. The U.S. transforming health care system by promoting development of a nationwide Health IT infrastructure since 2004. Which allows for electronic use and exchange of information. Most of the healthcare institution are encouraged by the Health Information Technology (HIT) and US Government to develop an integrated computer based information management environment to use electronicShow MoreRelatedIntroduction. Epic Epiccare Is Rated As The Best Acute1877 Words   |  8 Pagesbest Acute care and Ambulatory EMR for large hospitals with more than 75 physicians (KLAS Research,2017). As Houston Methodist (HM) is committed to Leading medicine and improve patient experience, the leadership decided in 2013 to shift from MethOD an EMR based on Allscripts ® to a new EHR looking for an integrated solution that will help build a complete and robust patient story, easily accessible by the care team to help them make more informed decisions in order to achieve better health outcomesRead MoreClou d Computing Of Health Care Industry3458 Words   |  14 PagesCloud Computing in Health Care Industry Executive Summary: In this paper I manage the favorable circumstances of distributed computing innovations in human services data frameworks. In the last few years, desires about patient protection data, therapeutic administrations, information maintenance, what s more social insurance supplier accessibility have climbed significantly. The human services industry is confronting note worthy weights to bring down the expenses connected with giving social insuranceRead MoreQuality Improvement328284 Words   |  1314 Pagesnumber of trees cut each year does not exceed the amount of new growth. This book is printed on acid-free paper. Copyright  © 2009 by John Wiley Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission

Descriptive Essay - Original Writing - 1298 Words

I walked along the shoreline, pleasantly stepping from rock to rock with my fishing rod in one hand and my tackle box in the other. Even though the sun was barely hovering over the horizon, there was still an hour of good daylight left. As I looked for a place where I wanted to fish. I admired the orange reflection on the ocean. I stepped down off the big rocks, and continued on my path, stepping over seashells, bunches of seaweed, and the occasional washed up buoy. Farther down the seashore, I finally found a spot with a big boulder that jutted out into the ocean from which I could fish. I made my way out to the tip of it, and was soaked by a wave that had slammed up against the face of the rock. I tasted that distance saltiness of ocean†¦show more content†¦A good hour and a half passed without my catching anything, but I kept at it. Even though I had not experienced the exhilaration of hooking a fish, i was certainly enjoying this change from my normal life routine. I con tinued casting and reeling in my lure as I stared at the ripples created by its erratic movements in the water, and listened to the powerful waves crashing against the shore. This repetitive and care free activity offered me an opportunity to reflect, and it helped me to clear my mind. My reflection was suddenly cut short, as I felt a strong tap on my line, signifying a fish had hit my lure. I gave a quick flick of my wrist, setting the hook. I began to work the fish towards me. The bass was relentless and was not going to be caught without giving up a fight. My mind was so focused on getting this fish to shore that i forgot everything that was going through my head. The full fight, which must have taken about 10 minutes, seemed to last a minute to me. I landed the fish, held it by its lip, and removed the lure from its mouth. I looked at this creature of the sea, that I had just fought to bring to shore. It lay curiously still as I studied it, with only its rapidly fluttering gill s showing any signs of life, as they gasped for air. Its camouflage was now on full display for me. The brown greens spotted back, a perfect blend of the sea floor, and the silver scales on its underbelly flashing crimson in the dying rays of the sun. After a short

Essay on Analysis of the Enron/Arthur Anderson Scandal

Enron and Arthur Anderson were both giants in their own industry. Enron, a Texas based company in the energy trading business, was expanding rapidly in both domestic and global markets. Arthur Anderson, LLC. (Anderson), based out of Chicago, was well established as one of the big five accounting firms. But the means by which they achieved this status became questionable and eventually contributed to their demise. Enron used what if often referred to as â€Å"creative† accounting methods, this resulted in them posting record breaking earnings. Anderson, who earned substantial audit and consultation fees from Enron, failed to comply with the auditing standards required in their line of work. Investigations and reports have resulted in finger†¦show more content†¦As competition increased and the economy started to plunge in the early 2000s, Enron struggled to maintain their profit margins. Executives determined that in order to keep their debt ratio low, they would need to transfer debt from their balance sheet. â€Å"Reducing hard assets while earning increasing paper profits served to increase Enron’s return on assets (ROA) and reduce its debt-to-total-assets ratio, making the company more attractive to credit rating agencies and investors† (Thomas, 2002). Executives developed Structured Financing and Special Purpose Entities (SPE), which they used to transfer the majority of Enron’s debt to the SPEs. Enron also failed to appropriately disclose information regarding the related party transactions in the notes to the financial statements.Andersen performed audit work for Enron and rendered an unqualified opinion of their financial statements while this activity occurred. The seriousness and amount of misstatement has led some to believe that Andersen must have known what was going on inside Enron, but decided to overlook it. Assets and equities were overstated by over $1.2 billion, which can clearly be considered a material am ount (Cunningham Harris, 2006). These are a few of several practices that spiraled out of control in an effort to meet forecasted quarterly earnings. As competition grew against the energy giant and theirShow MoreRelatedAuditor Choice and Institutional Investor Choice after the Enron Scandal. 618 Words   |  3 PagesThe institutional investor, who has owned significant amount of investment concern with monitoring duties of management, as they gain benefit from it. They require high quality of information and have a power to carry out financial analysis. Their monitoring role become important since there is increase in agency conflict between managers and shareholders. The institutional investor tend to pressure manager in order to protect shareholder interest. Since the institutional investor need to controlRead MoreThe Collapse Of Enron And Enron1365 Words   |  6 PagesTwo organizations that will live on in infamy in the business world are World Com and Enron. These names are synonymous with the largest corporate scandals in US history. Their failure to live by ethical and moral codes resulted in bankruptcy, large financial losses to employees and shareholders as well criminal penalties. Additionally, these deviations from ethical behavior from several related parties shined a light on the accounting profession and resulted in several changes in the industryRead MoreEthics And The Auditing Culture : Rethinking The Foundation Of Accounting And Auditing974 Words   |  4 Pagesfinancial scandals of Enron, WorldCom, and Arthur Anderson (p. 271). The authors emphasize the role of the AICPA Code of Conduct and ethical perspectives for accountants and auditors. Introduction. The authors study profiles of firms that included the accounting fraud. 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Introduction Accounting scandals are political or business scandals which arise with the disclosure of financial misdeeds by trusted executives of corporations or governments. These days, not too often, these scandals are splashed as headlines across media. Why? Because there are complex groups of stakeholders who might be seriously affected by the scandals. Enron scam was the most remarkable scandal in 20 centuries by their institutionalizedRead MorePower Failure : The Inside Story Of The Collapse Of Enron980 Words   |  4 PagesGeneral: Power Failure: The Inside Story of the Collapse of Enron, Mimi Swartz and Sherron Watkins, 432 pages, March 25, 2003, Crown Publishing Group, ISBN: 978-0-767-91368-3 Authors: The book is written by two authors: Mimi Swartz and Sherron Watkins. Mimi Swartz is a journalist who graduated from Hampshire College. She has written for many publications. 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