Charles Dickens Essay Example for Free

Charles Dickens Essay One lesson we witness in A Kestrel for a Knave also aims to teach the pupils about facts. However this lesson is taught by Farthing who is caring and a more fatherly teacher and this is communicated by his name. Mr Farthing has used his kind personality to gain some respect from the boys in the class. Although the lesson has the same content as the lesson in Hard Times during the lesson it becomes obvious that Farthings teaching is different. He manages to involve Billy, who is normally quite shy and lacking motivation, positively in the lesson. Farthing teaches in a more relaxed way and lets the lesson flow as well as welcoming input from the boys. He encourages Billy to participate and makes him feel special as he has something interesting to share. Farthing lets Billys thought tumble out and does not cut him short. Billy tells all about his bird, which he has raised and trained, and Farthing seems genuinely interested Jesses, how do you spell that? He writes words on the board, allowing the whole class to learn about Billys unusual talent. Billy becomes the teacher for a while and as Farthing is not controlling like Gradgrind he allows this to happen. The lesson becomes full of individuality as Billy shares his unusual hobby and his confidence grows. This would never have happened in a lesson taught by Gradgrind, he would never encourage a pupil to take over his position and would think a pastime like Billys ridiculous. The way in which Farthing nurtures Billys thoughts reflect the way in which Billy has nurtured Kes. The time and devotion that Billy has shown the bird is matched, although on a smaller level, by the way Farthing waits for Billy to talk and persist to question him gently as if he knows Billy has a lot to share. Another contrast between the two schools is the way in which Billy and his classmates behaviour changes depending on the teacher, whereas Gradgrinds pupils are always the same. The different methods of teaching present at Billys school become obvious when the PE teacher Sugden is introduced. Sugden is a bully and again Hines has highlighted the teachers personality with his name, as Sugden is a thug. Billy dislikes PE and does not have a PE kit, as his family cannot afford to buy him one. He arrives late to the lesson as he has been talking to Farthing. Instead of discreetly giving him a kit to wear Sugden mocks Billy in front of the other boys. The way in which Billy is treated provokes him to answer back and be cheeky. Sugdens verbal bullying brings out the negative aspects of Billys personality. Not only does Sugden verbally bully his pupils but as a big man he does not hesitate to physically abuse them too. He hit Billy twice with the ball, holding it between both hands as though he was murdering him with a boulder. The whole lesson is a bullying game for Sugden. There is an absence of skills taught and so the lesson consists of a game of football in which Sugden is the captain of one of the teams as well as being the referee. He bullies the opposing team as well as his own teammates if they make mistakes. His attitude is immature and shows no sportsmanship or fairness, two lessons which should always be reinforced in PE lessons. His negative attitude has a clear affect on the boys, who leave the lesson cold and uninspired. The education system presented by Charles Dickens is extreme and unnecessarily harsh. However the title Hard Times makes it seem like Dickens is writing honestly about a time which lead to harsh methods of education. He highlights the naivety of the people as now teaching methods have improved and young people are encouraged to be themselves and achieve the best that they can. Satire is used by Dickens to emphasize the mistakes of the system. Charles Dickens could of attended a school like the one in Hard Times and so I think he aims to make the problems obvious to people who otherwise might not notice the wrongs in society. Barry Hines also writes the truth about the education system in his era and I think he also aims to highlight the incorrectness of the organization. However Barry Hines writes more realistically as the book is more recent and therefore easier to relate to. Both authors present systems, which now seem very wrong but at the time they were thought of as acceptable. Both books probably contain memories of the authors school days and particularly in A Kestrel for a Knave the scenes seem very believable. I could conclude that neither system would be justifiable now but in their time the schools seemed fair.

Concept of Applied Geology

Concept of Applied Geology Introduction The concept of Applied Geology to investigation of the ground for construction, hydrogeology, environmental geology and mining, is fundamental and it is a prerequisite for a durable result in any geological and engineering scheme. The timeline and strength with cost effectiveness and the knowledge of the geology of a terrain in any engineering, mining and geological schemes; roads, borehole drills, bridges, seismic operation, building of factories etc, are fundamentals that a contractor or an organisation embarking on either geological or engineering projects should be equipped with . The need for an established scrutiny and evaluation of geological features in any project sites hold the key for efficacious results in terms of its durability and efficiency. The main criterion for ground investigation varies with the magnitude and scope of a proposed engineering project; the appropriateness of the site, the site conditions, ground properties, and ground data for analysis aims. Ground investigation is the more restrictive phase of specialist intrusive investigation on a site with the associated monitory test and reporting designed to obtain data from three different aspects of the ground conditions, which are drift and soil condition, with laboratory test and application of soil mechanics technique, rock head, whose depth is commonly significant to excavation and foundations; bedrocks, strength and structural variation. The Concept of Ground Investigation (GI) Ground investigation is the concept of providing geotechnical data which are representative of the ground conditions and relevant to the scheme considered. This includes surface and subsurface investigation, laboratory work and factual reporting. When embarking on ground investigations these are some of the ground conditions needed: Fracture conditions of the rocks, with respect to the rock mass strength it determines. Geological history, and stress conditions in the ground, critical to underground engineering, such as mining and tunnels. Ground conditions and slope stability, with regards to pore and joint water pressure. Quaternary evolution, mainly rock weathering and deterioration by erosion. Man made impacts on the ground, which includes contamination of Brownfield sites. Nature and strength of rocks and soil, and the difficulties that these may pose in construction. In attaining the right data for an engineering or geological project, Ground investigation must surpass all the ground conditions for proper established analysis and the geological principles mentioned should be incorporated properly regardless of any unseen circumstances that may arise. Carrying out field assessments through ground investigation at an early stage in a project is very relevant in order to attain a preferred means of accessing the choice of techniques that can be used in preliminary ground investigation. The topography of a terrain is an essential factor for determining a preferential route, which in some cases may need to be modified depending on the nature of the terrain. Access route with low ground and shallow depth to water table which may be subjected to flood with thick organic deposits, such as peat, unstable ground and areas exposed to severe weathering conditions are one of the features in the topography of an area. Nature is the most complex barrier in grou nd investigation with defining features like deep valley, steep hill side, rivers, and huge rock outcrop, such as batholite. However, ground investigation outlines areas where the ground has adequate capacity in strength to sustain weight; most rocks or soil usually take the form of pad especially for construction purposes and mining. One of the major factors in the geological approach is the need to formulate ways of addressing issues that are of great concern in a topographic terrain. Concept for Construction The geological model in ground investigation has been formulated so as present a clearer picture of ground conditions. The concept of these views is presented in 3-D of geological features which are integrated into independent components of ground conditions. These are; Tectonic that outline the background data Geological to provide the broad ground picture Geomorphologic with the near/surface details In order to expose deficiencies of ground condition on site, and focus attention on potential engineering issues the model drawing must be well detailed with required artistic ability. The concept of a geotechnical investigation model is prefer construction model through ground investigation that will provide useful information and detailed design and layout for project managers and some contractors who do not posses geological or geotechnical know how. It has also gone a long way in identifying areas of difficulties, and the scale of potential geo-hazards that may occur and preferred solutions on them. These are the geological model reports that are carried out during ground investigations; Factual data with geological records Interpretation of the ground properties and conditions related to the construction projects, potential problems and the limitations of data. Furthermore, trial pits including headings (horizontal or with slight inclination) and shaft (vertical or with steeps inclination) drill and so called small-scale drill are direct investigation methods which allows an inspection of soil and rock, their sampling and their performance evaluation in the field gives an overview of the suitability of some direct investigation methods for soil and rocks in construction processes. The Concept for Hydrogeology Geology and hydrogeology are used to investigate lithological structures in determining the homogeneity of rocks in locating fractures and understanding the permeability of a rock with regards to water, gas and various contaminants underground in order to assess the mechanical stability and gather data from the groundwater system. In ground investigations, groundwater transport flow can be highlighted in such a manner that aquifers can be estimated and potential contamination analysed. The purpose of geological and hydrogeological surveys is to gain direct information by outcrop examination; digging trenches, boreholes drilling, conducting hydraulic test, such as (pumping test analysis and tracer tests) in wells to determine the situ hydraulic properties of that well. This process has been accomplished by field mapping, drill cores examination, construction and expansion of a network of groundwater observation wells. Sampling of rocks, soil and groundwater are taken, in order to dete rmine the physical, chemical, petrographic and mineralogical parameters in laboratory to analyse the texture of the rock and soil sample. The Concept for Environmental Geology Modern landfill disposal facilities require detailed investigations, in order to ensure that appropriate designs and safety precautions are put in place. Legislations generally require that those responsible for waste disposal facilities to guarantee that the sites are suitably contained as to prevent harming the environment and this can only be carried out by the assistance of the geologists to conducting detailed site investigation. In some cases, this may require that investigations may continue during and after construction of a landfill site, depending on the geological parameters of the environment and the construction mechanism, which may require adequate attention from time to time. Selection of a landfill site for a particular waste or a mixture of wastes involves a consideration of economic and social factors, as well as geological and hydrogeological conditions. A geophysical method was introduced to develop a model to detect and analyse abandoned landfill and contaminated plume in the environment. It is also use in locating fractured zones and obtaining other vital lithologic information from the ground. There are other Valuable ways for a meaningful use of the geophysical methods, such as electrical resistivity method, magnetic, seismic and gravity method; depending on the physical parameters in ground investigation. Geophysical methods supplement each other because they are sensitive for various physical parameters. Ground penetration radar is used in places with low and dry conductivity rock and also to check for contaminants from these landfill areas penetrating through a rock fault to the ground water. Seismic methods are used to investigate structures and lithology. Magnetic and electromagnetic surveys are very helpful in locating concealed landfill sites. These methods are easy and fast to conduct and can cove vast area in a short ti me. Electromagnetic, seismic, gravity and resistivity methods are used for ground water geophysical investigation on a regional scale. Geophysical surveys helps to obtain subsurface data on the possible location of groundwater aquifer and the area where a drill borehole can be located. The Concept for Mining In mining, geologist monitors the rock mass behaviour in ground excavations and tunnels. This rock mass behaviour forms the basis for determining the excavations and its support methods as well as assisting in evaluating and monitoring data during the overall processes. Ground investigation for an underground structure is a difficult task which in many cases does not get a proper analysis. The basic aspect of ground investigation is to develop a consistent ground modelling which includes all the geotechnical and hydraulic aspect necessary for the underground structures as the major concept of the construction contract. Rock geometry modelling and mechanical behaviour of rock masses depends on the understanding of the geological processes and their complex interactions such as deformation, weathering and metamorphosis (Steidl 2003). The correct transfer of the geological to geotechnical rock mass model and its implications into a proper design is one of the most challenging tasks in underground design project. The purpose of a comprehensive mining investigation as a sound geological modelling is for careful selection of rock mass parameters beneath the earth; geologic singularity of rock mass model such as lithological boundaries, faults and aquifers which have significant effects on underground mining, such as tunnel. Singularity data in underground mining or tunnel appear in procedures which can be either measured in boreholes, outcrops, aerial and satellite image in a statistical distributions, sometimes roughly estimated. The rock mass behaviour is as a result of a failure of the rock mass surrounding the underground wall. Each failure mechanism can be computed with appropriate analytical model and classified into defined Behaviour Types (Goricki 2003). Different failure mechanisms can be classified into gravity controlled failure of highly fractured rocks mass, stressed induced failure such as shear failure, key blocks, rock burst, buckling, spalling and plastification and some other failure geologic models. Conclusion Ground investigation, topographical surveys are essential part of the design process for any major infrastructure development. They reveal information about the ground conditions in any given area and even indicate whether the location can support any major structures. Their findings of these surveys not only inform the alignment of the scheme but also construction technics. During ground investigation issues like complex conditions on the ground may arise within a project area. The findings or results after the ground investigation has been finalised will gives a possible means of addressing its causes and prefer ways to minimize its effects by indicating the no go zones. The most common ground condition issues are: Flowing groundwater or methane gas Natural or artificial cavities within bedrock Soil and variable drift materials Weathered, weak or fractured bedrock Active or potential failure and landslide Compressive landfill, with or without soft spots In ground investigation the equivalence of ground features with geological maps are very essential for proper geological details and soil profile. The ground investigation team are primarily made up of geotechnical engineers, geologist and grillers who are accompanied by an archaeologist and ecologist during survey works.

What is The Right Stuff? :: The Right Stuff

The Right Stuff - What is the Stuff? As might be expected from the title, The Right Stuff is centered on the concept of having the right stuff. Author Tom Wolfe uses several recurring techniques and comparisons to describe this idea and its relationship to the men who took part in the Mercury program. An opening chapter of the book is devoted to the "right stuff" in order to explain the concept to the reader. In this chapter, Wolfe makes a clear distinction between the right stuff and simple bravery. He tells the reader that a possessor of the right stuff can not only risk his life. He "should have the ability to go up in a hurtling piece of machinery and put his hide on the line and then have the moxie, the reflexes, the experience, the coolness, to pull it back in the last yawning moment" (19). One critic interprets the distinction as being "between the actual experience of the right stuff- of being a fighter pilot and experiencing, for example, night landings on an aircraft carrier- and any prior effort to describe that experience in language" (Marowski and Matuz 419). In the same chapter, the reader is also introduced to an element which recurs throughout the rest of the book. The author compares a career in flying to the climbing of a ziggurat, an extraordinarily high and steep pyramid. In an especially vivid passage he writes: "the idea was to prove at every foot of the way up that pyramid that you were one of the elected and anointed ones who had the right stuff and could move higher and higher and even-ultimately...be able to join the very Brotherhood of the Right Stuff" (19 ). Through this pyramid the world is divided into those who had the stuff and those were just left behind. Another characteristic of the right stuff is the pilots' relationship with one another. These pilots seem to always want to associate only with one another. Wolfe shows the reader the pilots' belief that only other pilots can understand their daily life and death struggles. In their discussions, though, it is shown that the pilots never like to use words like "danger," "bravery," and "fear." Instead they use a special code or explain by example.

1 BACKGROUND Essay example -- Business and Management Studies

1 BACKGROUND 1.1 Ford Motor Company Ford was the pioneer of the motor vehicle, just over 100 years ago. Today, Ford Motor Company is a family of automotive brands consisting of: Ford, Lincoln, Mercury, Mazda, Jaguar, Land Rover, Aston Martin, and Volvo, employing 350,321 (Yahoo Finance) workers in more than 200 countries. 1.2 Motor Industry The American oligopoly in the motor industry, consisting of Ford, General Motors and Chrysler, has suffered from poor financial results recently. As reported by www.guardian.co.uk (16/06/03), â€Å"the big three US car-makers are wrestling with the combined effects of over-capacity, growing competition from Europe and Japan, huge pension and health care costs, and a damaging increase in incentives to get customers into the showrooms†. A real sign that the car industry is in the midst of major change came when www.reuters.com (25/01/04) reported that Toyota had overtaken Ford as the world’s second-biggest automobile manufacturer. The Japanese firm’s strategy of focusing on quality, efficient manufacturing and targeting new markets paid off with their market capitalisation, at $120bn, totalling more than the â€Å"big three† combined. The main value driver for the motor industry is platforms, or production lines. The Japanese and European firms invested heavily in multi-car platforms and can now base a number of cars on one platform, rather than the traditional method of one car per platform. This has reduced their fixed costs dramatically and allowed these firms to sell their cars at much cheaper rates and gain market share. Developing new platforms requires serious investment not just in financial terms, but also in time. The â€Å"big three† are several years behind the new competition and because of this, American automotive research firm Iceology estimate the market share of the â€Å"big three† could fall from 60.2% in 2003 to 56.5% by 2006 (Business Week, 3867, 76). 2 CURRENT POSITION 2.1 Competitive Position The intense publicity generated by Ford’s recent centenary celebrations diverted attention from the fact the company was suffering from slowing sales and dire financial results, such as losing $5.5bn in 2001 (Strategic Direction, 19(1), 9). CEO Jacques Nasser led Ford away from their core business and despite replacing him in 2001, the combined effects of his reign and the e... ...Can Ford Fix This Flat?’, ‘Business Week’, 2003, 3860, 50 ‘Detroit Tries It the Japanese Way’, Business Week, 2004, 3867, 76 ‘Ford Feels the Pressure’, ‘Strategic Direction’, 2003, 19(1), 9-12 ‘Big Three Car Bosses Fight for Pole Position’, ‘Strategic Direction’, 2003, 19(11), 10-13 ‘Restructuring Ford Europe’, ‘European Business Review’, 2003, 15(2), 77 - 86 ‘Pedal to the Medal - Enough is enough’, ‘Business Week’, 2004, 3865, 30 Financial Resources DataStream (Aston University Library) Internet Resources www.guardian.co.uk, ‘Ford goes in for refit after 100 years’ www.reuters.com, ‘Toyota overtakes Ford as No.2 car maker’ http://finance.yahoo.com/, Yahoo Finance http://www.autointell-news.com/News-2002/January-2002/January-2002-3/January-16-02-p4.htm - Ford Motor Company Announces Revitalisation Plans http://www.forbes.com/reuters/newswire/2004/03/02/rtr1282302.html - Ford's Scheele sees deflationary price environment Truby (2002) - http://www.detnews.com/2002/autosinsider/0209/25/a01-596413.htm Susanto (2003) - http://www.susanto.id.au/papers/JITFORD.asp Lienhert (2004) - http://www.forbes.com/2003/12/15/cx_dl_1215feat.html

Ehrlichs Population Bomb :: essays research papers

Ehrlich's Population Bomb "People are realizing that we cannot forever continue to multiply and subdue the earth without losing our standard of life and the natural beauty that must be part of it. these are the years of decision- the decision of men to stay the flood of man." Ehrlich here explains the one of the most pressing problems facing man in the 20th century. In Population Bomb, Ehrlich explains that pollution, shortages, and an overall deterioation of the standard of living is all due to overpopulation. In chapter one Ehrlich explains the pressing problems facing modern civilization and how these problems are directly or indirectly linked to overpopulation. Ehrlich explains situation using various examples of how mass starvation is inevitable if population continues to increase the way it is currently. In third world countries their food supplies are becoming increasingly scarce because of their increasing populations. In these third world countries the rich-poor gap is increasing creating the potential for large parts of the population to starve. Paraphrasing Ehrlich's ideas in chapter can be explained as; there is only so many resources and as population increases those resources will soon be depleted. Ehrlich uses historical population research to lead to the conclusion that in 90 years the population could be well over the earths carrying capacity. In third world countries where population control is rarely used population, pollution, and scarcity are becoming ever increasing problems. Roughly 40% of the population in third world countries are children 15 years or older. Ehrlich explains that if population growth continues at this rate older generations will find themselves without adequate food and medicine. Near the end of the chapter Ehrlich explains the cause of the massive increase in population growth; as he explains that science and medicine have decreased the death rate exponentially while the birth rate has not decreased. In "Too Little Food" Ehrlich starts off with the assumption that about 50% of the people in the world are in some degree malnourished. He uses statistics from "New Republic" and the Population Crisis Committee to put the number of deaths to around four million people dying each year of starvation alone, not disease caused by starvation. Ehrlich explains that sometime around 1958 population growth exceeded the available food supply. When this happened the laws of supply and demand took over and caused massive inflation in food costs and causes marginal farm land to be put into production. All of these signs caused a period of time with severe shortages in food. In 1966 alone the world population increased by 70 million while food production remained

Kids Health Essay

1.1:- Explain what it means to have a duty of care in own work role. 1.2:- Explain how a duty of care contributes to safeguarding or protection of individuals. Having a duty of care is an obligation to a professional, a child and family. Any family placing a child within an early years setting should feel that staff members will take full care of their child and that they will be safe. Any professional caring for a child would be held responsible if the minimum standard of care is not met. â€Å"If a duty of care is not met in a role that requires it, then the responsible person can be held accountable for allowing negligence to occur.† Meggit (2011) Providing a duty of care to a child is to ensure that they are at no harm. This would mean that a professional would need to be aware of giving the child right amount of attention, watching for potential hazards and making wise choices in the steps taken to ensure a child’s safety. There are legislations that early years setting must take full consideration of when proving a duty of care. Such as the Child Care Act 2006. This act incorporates the welfare standards in which all staff who look after children under the age of 8 should comply with. In September 2008 it became a legal responsible for care givers to ensure that all provisions are met. The welfare requirements of this are that within setting there should be an adult to child ratio. Every child matters used to be a government requirement but now it is guidance. This framework helps to safeguard and protect children. This framework says that children must be; Safe Healthy Achieve economically Contribute to society positively Enjoy life Safeguarding is very important within any early year’s setting. Safeguarding helps to protect children from malnutrition and negligence. Some safeguarding procedures within my own work placement are signing in and out books and everyday security checks. This means on my arrival I am asked to present my student ID or any other form to prove who I am. I cannot enter the child care setting at all, as all doors are controlled from the office inside. All doors are kept locked, and have pin locks on them. This ensures that even if an adult was able to get into the setting doors would be sealed. One example of duty of care not being given is about a small girl that died. Molly Cunliffe was unlawfully killed, in a nursery setting, in July 2007 when she was left in the care of an unqualified 17-year old student. The 16 month old child choked on a cloth bag tie when in her cot. Mr. Cunliffe says that â€Å"This is the result in unforgivable negligence and the needless death of our daughter Molly.† Nursery world (10/3/2014) There are a number of ways that providing a duty of care contributes to the safe guarding or protection of individuals. These include; Adult to child ratio’s Procedures Indoor and outdoor checks Security checks (ID), sign in and out book Trained first aiders Unqualified staff always supervised Uniform CCTV CRB/DBS checks Counting children on a regular basis/ registers Look belongings away/ phones locked away Visitor badge On arrival at my placement I am let in when a member of staff recognises me. I am then instantly told to sign myself in and security check to ensure that I am who I say I am. This means I need to present my student ID. This helps to protect children from strange people coming into the building. The setting is also a looked premises. This helps staff to know who is in the building. When arriving into my room, I am asked to sign into the room. Children are also signed in and out of the room. Children are also counted regular throughout the day. This ensures that no child is missing. When going to placement I am expected to wear my uniform. On my uniform its states when I am from and when course I am doing. With my uniform I am asked to wear a student badge. This helps to protect children because they are aware that I am supposed to be there. Adults and parents can also see that I am working with their children for a reason and that I am no danger. When arriving at placement I place all my items in a locker. This has to have  my phone in and any other valuables. This ensures safeguarding because it prevents me and other professionals from taking photographs of children or adding confidential information on social networking sites. Procedures such as accident, illness and injury forms help to protect children and members of staff. These forms are kept confidential but parents are able to look at these records as and when they like. It also protects staff from allegations. At my placement they have CCTV and open nappy changing rooms. CCTV helps to ensure that all children are protected and are always visible to staff. This can help when an adult or child may make an allegation. Open changing rooms help protect children and their confidentiality. CCTV means that staff are visible at all times but children being changed cannot be seen on the camera. As I am an unqualified adult in the setting, I am always supervised by qualified members of staff. This protects children because they will always be supervised by someone that they know and feel safe around. There is also a trained first aider within the setting that will be able to assist when a child is injured. 2.1:- Describe potential conflicts or dilemmas that may arise between the duty of care and the individual’s rights. Everyone is entitled to their basic human rights. These are the right to food, shelter, health care, safety and protection from abuse. Children in generally will not be able to stand up for themselves. United Nations drew up a charter ‘The United Convention’ on the rights of a child. â€Å"The Children and Young Person’s Act 1933 consolidated all existing â€Å"child protection† work at that time into one act† Child protection (17/11/11) The children and young people’s act 1933 imposes a criminal responsibility for adults. This means that if an adult chooses to leave their child in the care of someone, and something was to happen, they would be held responsible. Choosing inadequate care for a child would be seen as neglect. Potential dilemmas or conflicts that could arise within a setting could be; A child’s appearance and hygiene: Dirty clothes, unkempt, smelly Constant and unexplained bruises and injuries Change in personality and behaviour: Changing from quiet to very unsettled or aggressive. Dramatic change in weigh, food problems: Change in appetite or stealing food. Continuously saying and reporting things that happen: Telling members of staff that they have been hit. Dilemmas or conflict would be managed within setting by arranging regular meetings. This wouldn’t just focus on a child’s concerns but also a child’s achievements. Regular meetings would keep a parent updated in any changes. This also offers an opportunity for professionals to support a parent if they need the support and advice. Policies and procedures such as confidentiality and safeguarding are always available for parents to read and understand. Parents would read and sign the policies and procedures to show that they understand and agree with what they settings do in relevance to safeguarding and providing a duty of care to their child. Having policies and procedures helps to ensure that that parents are fully informed of any action they would need to take if an issue was bought up. Although professionals will keep things confidential, if a child is at risk someone else would needs to be informed. Forms and information regarding a parent’s child are always available for them to read. Professionals will build up a strong trust worthy relationship with parents and child so that they feel any issues or concerns can be dealt with calmly. This will help to ensure that if conflict does happen, the adults knows that they are talking to someone that trust them, understands them and will offer professional advice. Some situations such as behaviour, health and safety and confidentiality can or may cause conflict. These may arise between an individual’s rights and the duty of care. Confidentiality: The possible risk may be that the child is a risk of significant harm. It isn’t always possible to keep confidentiality if concerns are raised about a child’s safety. If confidentiality is broken, conflict could arise though losing the trust of the parent. Ways of managing the risks are settings having policies and procedures regarding confidentiality and safeguarding. Parents should be aware of the procedures professionals may need to take when a concern is bought up. Health and safety: A health and safety risk may be a child being left un supervised at home alone. This could but the child in serious danger. Also if a child is regularly absent for nursery/school, this could cause a concern. Ways of managing the risks are to offer guidance and support to adult/parents about breakfast clubs and after school clubs. Additional support could be giving them leaflets to help with financial and child care cost. Behaviour: If a child has a dramatic change in behaviour; for example changing from very calm to unsettled or aggressive, could be signs of a further medical condition such as ADHD. It can also affect a child’s learning and development if they are progressively finding it hard to concentrate on activities or group reading time. A way settings would manage this would be to have a good behavioural management and to speak to parents about there prefer way of dealing with bad behaviour. If a setting felt that  a parent’s behaviour management wasn’t affective enough, professionals could other strategies. 2.3:- Explain where to get additional support and advice about conflicts and dilemmas. There is a wide range of additional support that can offer advice about conflicts and dilemmas such as LEA (Local Educational Authority) This authority offers advice on special educational needs. They are educational advisors. These advisors will draw up an individual plan for a child. This should be reviewed every year. The special educational needs coordinator (SENCO) will work in partner shit with settings, children and parents to find the right support the child needs. â€Å"Parents should be involved in developing the individual’s educational plan, and the child should also get the chance for input.† Young Minds (2014) Another place professionals can get additional advice from is health services such as school nurses and play therapists. School nurses not only deal with children being ill, they also have an important role in promoting good health. â€Å"School nurses do vision and hearing screenings and a children how to take care of themselves.† Kids Health (2014) School nurses also work with children with special needs such as diabetes and teach them about their condition and monitor them while they are in the setting. Nurses give patients and families compassionate support when they need it. A play therapist also works with children that may have problems such as; Loss through bereavements, family breakups and separation Illness or disability Experienced neglect and abuse Children with low self esteem and anxiety issues Play therapist will adapt to suit individual needs and appropriate age. Play therapist helps children to explore their feelings and emotions and make sense of them. Play therapists work with children through role play, sensory play and different toys to help build a trust relationship between them. Social service work closely in partnership to help advise about conflict and dilemmas. â€Å"Social services have a statutory obligation to safeguard and promote the welfare of vulnerable children and can provide a wide range of services to children and their parents.† Family lives (2014) Charities offer addition support to practitioners and advise through different groups of people. Some charities that offer addition support are; Barnado’s NSPCC Save the children Noah’s arch bereavement support The NSPCC (National Society For Prevention Of cruelty To Children.) offer addition support through a help line. They are a 24 hour service. This allows practitioners to discuss child pretention concerns. They also offer and information service where practitioners can find out changes in child protection policies, practice and research. Noah’s ark is a charity based on offer support to children with limited or life threatening illness. This charity works closely in partnership with families and other agencies by offering flexible support. They help families live positively and support them through bereavement. They offer emotional and physical support through the child’s life. 3.1:- Describe how to respond to complaints. When responding to complaints, there are things practitioners should and should not do. Should: Practitioners should always remain in a professional manor. This would mean following set procedures and remaining calm when dealing with any complaints made. It is also important so that bonds and relationships are not broken. Remaining confidential is very important. People remain confidential to avoid conflict. The only time when confidentiality is broken is when there is a safeguarding issue. Following the confidentiality procedure will prevent people taking sides and gossiping about the situation. It is important that practitioner always explain the importance of the issue. This means making people aware of what is going on. By following policies and procedures, the situation can be resolved. When responding to complaints, good body language will show that a practitioner is listening to what the other person has to say. Being attentive will show that their views are being listened to and understood. Making eye contact and informs the speaker that they are being listened to and will show that they are empathising them. â€Å"†¦Ã¢â‚¬ ¦. people will usually make eye contact as a signal that they are ready to listen.† Meggit (2011) Shouldn’t :- When responding to complaints there are many things that practitioners should not do. Practitioners should not dismiss people’s opinions and views. This can cause them to feel threatened and make them think that their views and opinion are not valued. Do not interrupt when the other person is speaking. This can seem rude and make them feel that they are in the wrong. All opinions should be valued and dealt with fairly. Practitioners should not be judgemental. If people are judged they may feel that their opinion is being dismissed and they are in the wrong. Practitioners should never compare. If an individual is compare to another can make them feel out casted and different. It is important to remember that all children are different and develop at different stages. No child is unable to do something; they are working towards achieving it. 3.2:- Explanation of main points of agreed procedures for handling complaints. Policies and procedures: All early years settings will have policies and procedures for making complaints. This will make people aware that if they have complaints to make they know where to go and how it will be dealt with. Have relevant forms for complaint makings. This will allow the setting to deal with the complaint quickly and effectively. All complaints should be treated as important no matter what the complaint is about. When a complaint is made, it should be dealt with immediately. This will prevent the situation getting worst. Depending on the seriousness of complaint, it would be made to the manager or a named person. For example the safeguarding officer, governors or local authorities. If the report is made against the manager is should be taken to the person next in command. A meeting should be help separately for the relevant people to talk about the situation. This meeting should be held in privacy. Both staff/adult should be allowed a witness with them so that they feel safe. During a meeting notes should be taken on the situation, but they should always be repeated and explained. No meeting should end without an action or review date. This could be signing an agreement of the action taken and to agree that they complaint has been resolved.

Aboriginal Health in Canada: Historical, Cultural, and Epidemiological Perspectives Essay

The Canadian native aboriginals are the original indigenous settlers of North Canada in Canada. They are made up of the Inuit, Metis and the First nation. Through archeological evidence old crow flats seem to the earliest known settlement sites for the aboriginals. Other archeological evidence reveals the following characteristics of the Aboriginal culture: ceremonial architecture, permanent settlement, agriculture and complex social hierarchy. A number of treaties and laws have been enacted amongst the First nation and European immigrants throughout Canada. For instance the Aboriginal self-government right was a step to assimilate them in Canadian society. This allows for a chance to manage cultural, historical, economic, political and healthcare of the indigenous people communitiesCITATION Asc11 p 21 l 1033 ( Asch 21). The aboriginal people of Canada make up 4.3 percent of the total country population. This population is evenly spread amongst recognized 700 first nation bands that have divergent language and culture. The aboriginal population plays a great role in upholding Canada’s cultural heritage. History of Assimilation The history of assimilation of the Canadian Aboriginals trace back to the 18th century when Canada was still under the French rule. The call then was the urge to the Aboriginals to get assimilated into the Canadian culture. The attempts for assimilation climaxed in the early 20th Century that led to the eventual integration of the Aboriginals into the Canadian culture. It is believed that Canada was in violation of the human rights when they forced the aboriginals to get assimilated into a Eurocentric society. â€Å"There were instances of children being forced from homes into Christian schools. CITATION Asc11 p 22 l 1033 ( Asch 22)† This was violation of human rights. Different laws like the Indian Act and other treaties played an outstanding role in shaping Aboriginal relationship in Canada. The Indian Act led to a huge conflict of interest following its effect on the Indians living in Canada during its implementation. The Indian Act was a mechanism that strengthened the eviction of Indians ad also a means of displacing Indians from their tribal lands. On the onset of the 19th Century, land hungry Canadian settlers clustered in the coastal south of Canada and slowly moved into the neighboring statesCITATION Ngu11 p 238 l 1033 (Nguyen 238). Since most of the tribes occupying that area were the Indians, the Canadian settlers petitioned the Canadian government to remove them as they perceived them as an obstacle to expansion towards the west. The rationale for the Indian Act was that the southeast Indian tribes had no attachment to any particular land. However, this rationale ignored the fact the Indian tribes had vast crops of corn and lived in set tlements. Those who benefited from the Indian Act are the Canadian settlers who had immense hunger for Indian land. The Canadian Settler lured the Indian tribes into signing the treaty by guaranteeing them peace and integrity within the Indian territories. They primarily assured them that their lucrative fur trade would continue without any interruption. This in return improved Canada economy as it gave Canadian settlers access to southern lams that were rich in cotton. In addition, it also boosted Canada and global economy as it accelerated the industrial revolution. Canada was able to pay back its debts to its global partners through the improved efficiencies in cotton production and transportation for the large country. In general, Canadian citizens gained through improved living conditionsCITATION Not94 p 78 l 1033 (Notzke 78). There were many problems with the Indian Act. The treaty had many flaws and was based on indigenous foundations. Consequently, as the aboriginals lost their land, so did Canada lose its native culture? There was a substantial increase in slavery due to increased crop production and introduction of slave states occupied by aboriginals. The Act allowed the government to control most aspects of Native American life: resources, land, band administration and education. This treaty was based on the argument that Indians were stereotypes, barbaric, hostile and wandering people. The Act was a tragedy that caused thousands of aboriginals to leave behind their homes, crops and livestock and homes that had spiritual significance to them. This act spelt the end of aboriginal rights to live in Canada under their own traditional laws. The aboriginals were forced to concede and assimilate the law of Canada or leave their native lands. Forced to move out of their homelands, the aboriginals ended up in Oklahoma. Any attempts by the Indians to file for petitions turned futile as none of the courts ruled in their favor. The Government sent troops to force them out without giving them a chance to gather their belongings. The Canadian settlers tricked the Native Americans out of their land with false promises that they would live on their land in exchange for protected ownership of the remaining landCITATION Asc11 p 43 l 1033 ( Asch 43). Aboriginal Issues The forcefully introduction of the Western culture to the aboriginal people led to a cycle of physical, social and economic destruction of these people. Some of these issues include poverty and spiritual destruction as seen in modern day. The root cause of poverty amongst the Aboriginals started in as soon as they were relocated from their native land. The distribution of wealth among individuals in the world clearly shows the looming inequality with some people at the top of the income economy structure while some at the bottom. This translates into poor health, poverty, low levels of education, starvation and reduced levels of life expectancies. As soon as they left the reserves for the urban centers the aboriginal people were met with a new type of discrimination of racism that alienated them further hence condemning them to poverty levelsCITATION Fri02 p 29 l 1033 (Friesen and Friesen 29). â€Å"Statistical evidence show that half of the Aboriginal populis in Canada live below p overty†CITATION You06 p 83 l 1033 ( Young, Herring and Waldram 83). However there have been tremendous efforts by the Canadian public who have offered help to the growing Aboriginal people through initiatives that are meant to remove them from poverty Healthcare The arrival of the European settlers into Canada brought several foreign diseases that had a devastating effect on the Aboriginal people. Due the traditional society setting of the Aboriginal people healthcare was left for those who were felt to be deserving the chance the White settlers. The aboriginal medicine was way inferior to the newly developed medicine. With the growing racism in Canada the aboriginals lacked access to the requisite health that they needed. Federal and jurisdictional disputes have denied the Aboriginal people the necessary access to health care. There have been several reported incidences of infectious diseases that spread fast amongst the Aboriginal people. Employment The white settlement into the native’s lands resulted in the Aboriginals having a feeling of distrust and hate towards the white settlers. The white settlers on the other hand treated the Aboriginals with some kind of distrust and loathe and hence could not trust them with job opportunities. This resulted in an increased rate of unemployment amongst the Aboriginals. The increasing case of poor health was also contributory to the unemployment levels of Aboriginals. â€Å"From a 2001 Canadian statistic record, it revealed that the chances of Aboriginal youth getting employment opportunities was twice low in comparison to other Canadian youths†CITATION You06 p 173 l 1033 ( Young, Herring and Waldram 173). This highlights the plight of the aboriginal youths as regards to availability of employment opportunities for them. Community Problems Lack of Awareness on the disease and its effects on the lives of Aboriginals are the leading causes of the high rate of disease amongst Aboriginals. As a result of this, there have been numerous large scale campaigns raising awareness on this. The Canadian government’s vision is to discuss healthcare countrywide through the media. The lack of trust of the system and how it works is also contributory to woes the aboriginal people face. They do not trust the judicial system and the employment sector this leads to them falling as victims of the system. The distribution of wealth among individuals in the world clearly shows the looming inequality with some people at the top of the income economy structure while some at the bottomCITATION Ngu11 p 230 l 1033 (Nguyen 230). This translates into poor health, poverty, low levels of education, starvation and reduced levels of life expectancies. As soon as they left the reserves for the urban centers the aboriginal people were met with a new type of discrimination of racism that alienated them further hence condemning them to poverty levels. Conclusion It is critical for the Canadian government to step up its efforts in an endeavor of saving the aboriginal communities from extinction. Given their rich cultural background they could contribute positively to the economy in form of tourism. References Asch, Michael. Aboriginal and Treaty Rights in Canada. UBC Press, 2011. Young, T Kue, Ann Herring and James Burgess Waldram. Aboriginal Health in Canada: Historical, Cultural, and Epidemiological Perspectives. University of Toronto Press, 2006 . Cook, Eung-Do and Darin Flynn. â€Å"Aboriginal Languages in Canada.† Contemporary Linguistic Analysis (2008): 318-333. Friesen, Virginia and John W Friesen. Aboriginal Education in Canada: A Plea for Integration. Brush Education, 2002. Nguyen , Mai. â€Å"Closing the Education Gap: A Case for Aboriginal Early Childhood Education in Canada, A Look at the Aboriginal Headstart Program.† CANADIAN JOURNAL OF EDUCATION (2011): 229-248. Notzke, Claudia. Aboriginal Peoples and Natural Resources in Canada. Captus Press, 1994. Source document