Using Metaphors and Similes Effectively - Writing Tips

Similes and metaphors can be used to convey ideas as well as offer striking images. Consider the simile in the first sentence below and the extended metaphor in the second: Her mind was like a balloon with static cling, attracting random ideas as they floated by.(Jonathan Franzen, Purity. Farrar, Straus Giroux, 2015)I am a camera with its shutter open, quite passive, recording, not thinking. Recording the man shaving at the window opposite and the woman in the kimono washing her hair. Some day, all this will have to be developed, carefully printed, fixed.(Christopher Isherwood, The Berlin Stories. New Directions, 1945) Metaphors and similes can not only make our writing more interesting but also help us think more carefully about our subjects. Put another way, metaphors and similes arent just fanciful expressions or pretty ornaments; they are ways of thinking. So how do we begin to create metaphors and similes? For one thing, we should be ready to play with language and ideas. A comparison like the following, for example, might appear in an early draft of an essay: Laura sang like an old cat. As we revise our draft, we might try adding more details to the comparison to make it more precise and interesting: When Laura sang, she sounded like a cat sliding down a chalkboard. Be alert to the ways in which other writers use similes and metaphors in their work. Then, as you revise your own paragraphs and essays, see if you can make your descriptions more vivid and your ideas clearer by creating original similes and metaphors. Practice Using Similes and Metaphors Heres an exercise that will give you some practice in creating figurative comparisons. For each of the statements below, make up a simile or a metaphor that helps to explain each statement and make it more vivid. If several ideas come to you, jot them all down. When youre done, compare your response to the first sentence with the sample comparisons at the end of the exercise. George has been working at the same automobile factory six days a week, ten hours a day, for the past twelve years.(Use a simile or a metaphor to show how worn out George was feeling.)Katie had been working all day in the summer sun.(Use a simile or a metaphor to show how hot and tired Katie was feeling.)This is Kim Sus first day at college, and she is in the middle of a chaotic morning registration session.(Use a simile or a metaphor to show either how confused Kim feels or how chaotic the entire session is.)Victor spent his entire summer vacation watching quiz shows and soap operas on television.(Use a simile or a metaphor to describe the state of Victors mind by the end of his vacation.)After all the troubles of the past few weeks, Sandy felt peaceful at last.(Use a simile or a metaphor to describe how peaceful or relieved Sandy was feeling.) Sample Responses to Sentence #1 a. George felt as worn out as the elbows on his work shirt.b. George felt as worn out as his deeply scuffed work boots.c. George felt worn out, like an old punching bag in a neighbors garage.d. George felt as worn out as the rusted Impala that carried him to work every day.e. George felt as worn out as an old joke that was never very funny in the first place.f. George felt worn out and useless--just another broken fan belt, a burst radiator hose, a stripped wing nut, a discharged battery.

Shylock in The Merchant of Venice by William Shakespeare...

Shylock in The Merchant of Venice by William Shakespeare Shylock is certainly an interesting character made even more intriguing by Shakespeares portrayal of him. Much before the twentieth century, anti-Semitism was rife and The Merchant of Venice is a curious tale, as we are able to see how Jews were viewed in the late 1500s - especially as Shakespeares depiction was at odds with the accepted anti-Jewish prejudiced views in that he considers both sides of the argument. This play is an insight into the general opinions of Jews, the daily hostility facing them Shakespeares time and helps us understand why the hatred facing them through the ages†¦show more content†¦Shylock may not like the people he is dealing with, but he adores the rewards of dealing with them. However, our opinion of Shylock drastically changes when Antonio enters. Before, he seemed like an unfairly persecuted Jew, hated only because of his race and usury. But, once the merchant arrives, Shylock states, I hate him for he is a Christian, (I, iii, l. 35) and then rattles off a plethora of reasons why he dislikes him so. What strikes the reader is that, coming from someone often facing prejudice, Antonio is hated not for personal reasons or particular wrongs, but because of his profession and religion. Though, Shylock can be sympathised with a little later when confronted with Antonios flagrant superciliousness and unfounded moral superiority. Shylock displays a deep-rooted enmity for Antonio because they have been long-standing enemies, while he is more civil and forthcoming toward Bassanio. However, his hostile and antagonistic attitude towards others does nothing to alleviate the disapprobation and antipathy he faces - Shylock would be much more easily accepted if he di d not constantly refer to his Judaism and behave in such an à ©litist manner. In Act II, scene ii, we can understand Shylock from the angle of him as an employer. Launcelot clearly dislikesShow MoreRelatedShylock as a Villian or Victim in The Merchant of Venice by William Shakespeare1510 Words   |  7 PagesShylock as a Villian or Victim in The Merchant of Venice by William Shakespeare The Merchant Of Venice is the story of Antonio, a merchant, borrowing money from Shylock, a Jewish moneylender, in order to fund his best friend Bassanio’s romantic ambitions. Like the majority of the habitants of Venice, Antonio is Christian. At the time of the play, the sixteenth century, there was a huge abhorrence against those who were not Christian. As Antonio needed money quickly he hadRead MoreIs Shylock The Villain Or Victim In The Merchant Of Venice By William Shakespeare1411 Words   |  6 PagesCharacter Analysis Shylock Is Shylock the villain or the victim in the Merchant of Venice? In the play the ‘Merchant of Venice’ by William Shakespeare the antagonist Shylock is both the victim and the villain. Shylock is a Jewish moneylender and is initially portrayed as anger filled and bloodthirsty but as the play continues we begin to see him as more human and his emotions become more evident. As the antagonist, Shylock is a fearful adversary to Antonio, the protagonist. But as good begins toRead MoreEssay about Shylock in The Merchant of Venice by William Shakespeare1704 Words   |  7 PagesShylock in The Merchant of Venice by William Shakespeare William Shakespeares The Merchant of Venice contains an array of interesting and complex characters. From the alternately generous and grasping Antonio to the alternately love stricken and exploitative Bassanio to the vulnerable and manipulative Portia, this play has an abundance of multi-layered personalities. However, one of the most intriguing characters is also the most oft-vilified and minimized in the work. This characterRead MoreEssay on Imperfect Faith in The Merchant of Venice891 Words   |  4 PagesThe Merchant of Venice      Ã‚   Though William Shakespeare accurately portrays both Christianity and Judaism in his play The Merchant of Venice, the characters in the play do not represent their religions well. A reader unfamiliar with these religions could easily misinterpret flaws in a characters nature as the teachings of his religion. After a preliminary glance at the play, one would assume that Shakespeare wrote unjustly of the two religions depicted therein. However, Shakespeare hadRead More Is The Merchant of Venice an Anti-Semitic Play? Essay1491 Words   |  6 PagesIs The Merchant of Venice an Anti-Semitic Play?      Ã‚   The Merchant of Venice features a Jewish character that is abused and slandered by nearly every character in the play. Throughout the play the behavior of these characters seems justified. In this way, The Merchant of Venice appears to be an anti-Semitic play. However, The Merchant of Venice contains several key instances, which can be portrayed in a way that criticizes anti-Semitism. The first instance occurs in Act 1, scene 3 whenRead MoreWilliam Shakespeare s The Merchant Of Venice 1189 Words   |  5 PagesNikki Vietz Ms. Seibel Honors English 12 1 May 2015 Was Shakespeare Prejudice? The premise of William Shakespeare comedy, The Merchant of Venice, is the hostile relationship between Shylock, a Jewish moneylender, and Antonio, a Christian trader. The two gentlemen have a deep history of hatred due to personal injuries and Antonio’s refusal to collect interest on loans. This hatred comes to a climax when Antonio’s friend, Bassanio wishes to borrow three thousands ducats from Antonio so he can travelRead MoreShakespeare and Anti-Semitism in the Merchant of Venice1489 Words   |  6 Pagesnearly five thousand years. In the Elizabethan era, a question of anti-Semitism invariably arises. In William Shakespeares The Merchant of Venice, we find that one of the characters is the embodiment and expression of anti-Semitic attitude that is pervasive in Elizabethan society. Anti-Semitism was an intricate part in Shakespeares years. Jews were considered vile and scorned upon. Shakespeare presents Judaism as an unchangeable trait (Bloom 37). Shakespeare s age based their anti-SemitismRead MoreRacism And Prejudice By William Shakespeare s The Merchant Of Venice Essay1699 Words   |  7 Pagestheir religion and what they believe in, however there is racism and prejudice present in the world. William Shakespeare’s The Merchant of Venice is one of his most controversial plays. Written in the 16th century England, the play poses many questions concerning racial, religious and human differences due to anti-semitism being very common at the time. The story is set in Venice where a merchant named Antonio lived. His poor friend Bassanio wants to charm and marry a lovely, rich girl of BelmontRead MoreAnti-Semitism and Racism in the Merchant of Venice1019 Words   |  5 PagesAnti-Semitism and racism in The Merchant Of Venice. Anti-Semitism and the desecration of the Jewish population have been in existence for nearly five thousand years. In William Shakespeares â€Å"The Merchant of Venice†, we find that one of the characters is the subject and expression of anti-Semitic attitude that is persistent in Elizabethan society. William Shakespeares â€Å"The Merchant of Venice† contains many examples that insult Jewish heritage because they were the minority in London in ShakespeareanRead MoreMerchant Of Venice Critical Analysis Essay1001 Words   |  5 PagesThe Merchant Of Venice is structured partly on the contrast between idealistic and realistic opinions about society and relationships. The play tells us mercy is preferable to revenge. Shylock chose revenge over mercy against Antonio and how his choices affected him. The Court of Venice begging mercy of Shylock. Finally, Portia forgiving Bassanio for giving away his wedding band. Shakespeare characterised Shylock in such way that he highlights the inequalities of him, them being ungrateful, vengeful

Bank Internship National City Corporation Free Essays

string(108) " secretary who would put it on the stack of other CACs to go down to the printing room for multiple copies\." This past summer (2002), I was an intern in the Credit Department at the corporate headquarters of National City Bank located in downtown Cleveland. During my time as an intern I was able to put my classrooms knowledge and experience into practice dealing with real world situations. Let me give you an overview of what our department basically did on a day to day basis. We will write a custom essay sample on Bank Internship: National City Corporation or any similar topic only for you Order Now We were what you would call the â€Å"number crunchers† of the building. Senior Credit Officers, Loan Officers, and Secured Credit Analysts would send numerous financial statements for various companies to our floor. These financials, with the attached project (I will explain the projects/assignment later) would then be assigned by our department head to specific analysts. We were then responsible for completing the desired task that the Officer had requested by a certain date and time. Analysts would gather as much information about the company as needed and perform the various tasks in order to get the Officer’s approval of the completed product. All in all, that is basically what the Credit Department did on a day to day basis, but this is just a brief overview. I will go into further detail throughout the remainder of the paper. On my first day at the internship, I was introduced to my supervisor and Assistant Vice President of Credit, Anita Swoboda (she interviewed me and gave me the job over the phone, so we had never met) and the rest of my coworkers on the 9th floor. After the introductions were made and I was situated in my new desk, I was instructed to go to a computer in the back of the office to learn the system that the department worked off of. The instructional tour took me through the database that I would be using on an everyday basis and showed me what everything the specifics of the system. The database was constructed like an Excel spreadsheet, but it was specifically made with equations for the different data entries. After I was fully acquainted with the database (it is called FAMAS), I was given my first assignment to complete. The slang term used around the office for these financial tables was â€Å"spreads†. The spreads were the end result of the data entered into FAMAS. I was given a set of financial statements from a specific company and my job was to enter the relevant data into the necessary categories and subcategories in the system. After all of the data was entered, I had to check to make sure that the balance sheet was in balance, the income statement provided the correct net income for the period ending, and the cash flow statement was in accordance to the company’s given data. If everything was in place and all of the data was correct, I then would print off the â€Å"output†. The output gave six pages of the summarized data that I had entered. Three pages were the replicas of the balance sheet, the income statement, and the statement of cash flows. The other three pages gave concise ratios and detailed reconciliations pertaining to the data. This, inevitably, was used by the Officer to make an accurate assumption about the stability of the company’s cash/asset/liability position. This was the most basic and most assigned project for the analysts in general. The next type of responsibility that I had was in the contents of what was called a Criticized Asset Sheet or CAC for short. These CACs were used by Officers when a company was underperforming according to National City’s standards for loan payments. These companies often times would have negative net income levels for more than one year, poor repayment practices in the past, and overall bad quality dealings with National City in general, just to name a few. The CAC required the analyst to do the assigned company’s spreads as well as a number of other pieces of financial analysis in order to give the Officer and the committee a better idea of where exactly this company stood and if it was beneficial to keep doing business with them. I was responsible for going through another database (I was taken through another step by step training session, this time with an individual) to get all of the pertinent information needed for the assessment. This new database allowed me to get detailed information on all of a company’s outstanding loans (i. e. what type of loan, when it matures, how much is outstanding, etc. ), the list of beneficiaries/individual signers on the loans as well as their financial commitment in the company, and the company’s past status on its old loans. After gathering the necessary information, it was my duty to input the data into a pre-designed word document and add verbiage to tell what each number represented (this is difficult to explain without showing you exactly what the sheet looked like). I would then send an updated copy of the CAC to the Officer (whoever it was that I was working with) and he would look over it to see if there should be anything else added and also to see if there were any mistakes that I had made. After looking over the sheet, the Officer would then send me a new copy of the CAC via interoffice email with his/her pdated section. Their section dealt mostly with notes from the last meeting, recommendations, developments, etc. which were relevant for the next meeting with the committee. I would then take this new copy and send it over to Secured Credit, where someone would derive an analysis on collateral determinants, cash flows summaries, etc. and that would then go into the CAC at the end. After I had collected all of the necessary items, I would put the CAC together with my section, the Officer’s section, the Secured Credit comments, and the spreads. I would then print out a copy and give it to the CAC secretary who would put it on the stack of other CACs to go down to the printing room for multiple copies. You read "Bank Internship: National City Corporation" in category "Papers" These copies would then be distributed to the various committee members when the CAC was due to be discussed. It was the committee’s duty to discuss the company’s situation with the Officer (the Officer was closely related with the company, meaning that he had gone to the location, spoken with the executives on several occasions, etc. to see if it was feasible or not to continue funding their outstanding loans or if they should be ended. The last responsibility I had as an intern at National City was the most detailed and the most important assignment that permanent analysts completed. Toward the end of my internship, it was noticed by my superiors that I could handle large workloads and put out excellent results. So, my supervisor decided that I should be taught how to do the main thing that permanent analysts did on a regular basis. These assignments were called Credit Sheets. The Credit Sheet incorporated all of the things that dealt with the CACs and the spreads, but required an extreme amount of financial information and overall analysis. This sheet dealt with the loan structure, financial position of the company, statements from the CEO, industry and company analysis, future implications that may hinder the business’s performance and various other aspects of the overall picture company and its industry in general. These sheets were usually between 30 and 100 page reports and were done because a company was seeking new loans, extensions on old loans, or more borrowings. My duties were to gather all of the information that I could about the company and its industry. I would be in constant contact with the Officer so that he/she could give me any updated financial or company news in general and also so that I could let them know how my progress was coming along. I would then construct a broad industry analysis as well as a very detailed company analysis. It was also my job to provide a detailed financial analysis of the company including collateral trends, borrowing base, future commitments, 1, 3, and 5 year cash flow analysis, and projected future position. The sheet, again just like the CAC, would be passed between the Officer and myself, with him/her adding necessary information as necessary, until we were both confident with the content. The sheet would then be presented to the committee and it would be determined through discussion, whether or not the company’s request was valid according to the information presented and the committee’s feeling about the future of the company. I did also have other various responsibilities such as side projects for different people and whatnot, but basically, the things that I described above were my most important responsibilities. These duties, no matter how large or small, were an integral part of the corporation’s functioning as a whole. During my time as at National City, I, along with the two other interns and the new permanent employees, was required to take a Commercial Credit class. We would meet as a group one or two times a week with Anita, in a classroom setting, and go over the different topics we were assigned to read. There were five parts in all: Qualitative Company Analysis, Credit Risk Analysis, Cash Flow Analysis, Balance Sheet Analysis, and Case Studies. These areas were integral in the learning process of dealing with Commercial Credit in that it taught us what to look for when dealing with companies’ financial statements and allowed us to take a more in depth look at the financial process. It was an incredible learning tool because it allowed all of us to take what we were learning in the classroom and use it in a real world situation. I thought that that aspect was the best part of the internship in that it expanded on my current skills and enabled me to experience situations that cannot be taught merely in a college setting. The purpose of an internship, as I see it, is to make a person aware of the world that waiting for them after college and to give them a better understanding of what is out there in corporate America. Not only did this internship show me what could be waiting for me after college, but it also taught me a great deal about how a corporation works as a single unit. My job and status in the corporation was not looked down upon and I was not handed filing work or other types of â€Å"busy work†. I was being taught and molded in a way that was in accordance to how they train their ermanent employees. It was truly an incredible learning experience for me. The internship was very beneficial to my future professional career. I speak with employers now and they are thoroughly impressed with my experiences at National City. I have a superior knowledge of certain aspects of the financial world that has given me a leg up against the competition during the interviewing process as well as in conversations with professionals in the field. I feel more comfortable and confident with my skills and abilities than I have ever felt before. National City made me feel important and now that is the attitude that I carry around with myself. The thing that I enjoyed the most about my internship at National City was the fact that I was treated as an equal and important member of the corporation. Aside from the learning aspect of the job, I gained a sense of what it would be like to be an employee of a large company, such as a bank. I was given work that the permanent employees were doing and I was expected to perform within the same parameters. I also enjoyed the work setting in general. We worked hard, but it was a laid back atmosphere where you could really get to know the other people in the office. Plus, most of the people that I worked with were either fresh out of college or had graduated just a few short years back. There were also a few Ohio University College of Business alumni in my department which made for interesting and resourceful conversations. With all of things in mind, I cannot stress enough how much I enjoyed the fact that this job really taught me a lot. I know that I have already mentioned this, but the knowledge that I gained from my time at National City was priceless. I never thought that an internship could be so beneficial to me in the long run, but I was proven wrong in this case with flying colors. The internship, overall, was just an incredible experience for me and I am truly grateful that I was given the opportunity to prove my self while expanding on my skills at the same time. The College of Business has done a fantastic job in preparing me for my professional career in many ways. Many of the classes I have been required to take have given me a strong base of knowledge in particular areas of finance. I felt extremely prepared for this job when I first started just because of the fact that the finance and accounting classes that I have taken so far have taught me a great deal about the raw material in dealing with income statements, balance sheets, cash flow statements, etc. The course I took at National City was mostly a method of fine tuning my already present skills and also a means of allowing me to put my entire classroom learning to work in real world situations. The course that really prepared me the best for this position was the second business cluster (301i). In the cluster, I learned how to better my time management skills, work through tough situations, and gain more experience with interacting with other individuals (group work). I thought it was amusing that the permanent analysts were working on industry analyses for their projects and I was able to help them because of the fact that I had done so many of them in the cluster. I guess I really didn’t realize just how much I have truly learned until I experienced it first hand in a situation like the one I just mentioned. The introductory finance class given in the cluster (FIN 325) was also an important class that helped to prepare me for this job. I was introduced to the stock market on a more specific level and was taught about how to â€Å"analyze† the numbers (basically, what everything means). But, like I said, the overall knowledge that I gained from all of the classes I have taken here at Ohio University have been a huge benefit to my professional career. When I began my internship, I knew that I was prepared, but I didn’t know that I could be fully prepared for the task that was laid before me. To my relief, everyone around me was extremely helpful if I had any problems with anything and the Credit class also refreshed my memory about some of things that I may have forgotten over time. All in all, I was prepared enough to perform to the best of my ability and to add value back to National City. My overall outlook on my career and future has always been a concern of mine. I would always ask myself what kind of job of do I want to have when I graduate, where do I want to work, what will make me happy, etc. and it has always been hard for me to answer. To be honest with you, I never thought that I would want to work at a bank, to become a â€Å"banker†. But after experiencing a banking job first hand, I feel that it is something that I truly enjoy. I feel that banking is a great place for a finance major to start off in a career because it allows one to gain an understanding about the â€Å"meat and potatoes† of the financial world. Banking is a broad field to get into because there are so many aspects of it and so many different career paths to follow. I have interviewed with a number of companies to get a feel for what is out there for finance majors coming out f college and have found that it is mostly banking or sales. I know for a fact that I do not picture myself in a sales type position (life insurance, broker, etc. ) and that banking just seems to be the right fit for me. I have had the benefit of being able to take an in depth look at what the banking industry is all about and what it has to offer to myself i n regards to developing my professional career. I am happy to say that I am currently in the second round of interviews with National City for a Commercial Banking position. This is a position that I feel will be the most beneficial for me to begin at directly out of college. I feel that this position will give me the sound financial background that I need in order to advance in my career and develop into the professional that I have always strived to become. This internship was a great experience for me, one that gave me something more than just a paycheck. National City is an excellent corporation and deserves praise for its efforts in the internship arena. Please let me know if there are any other questions that you would like answered, for I may be able to explain myself better in spoken words (592-6294). Thank you. How to cite Bank Internship: National City Corporation, Papers

Human Resource Management Ezibuy

Question: Discuss about the case study Human Resource Management for Ezibuy. Answer: Influence of external business factors on human resource management function Human resource management plays a significant role in the retail performance of EziBuy of New Zealand. Human resource management not only streamlines the business operations but also helps to gain competitive advantages in this growing competitive world. However, growing demands of customers and changed environments of the external world create lots of challenges for the human resource manager of EziBuy (Bamberger, Biron and Meshoulam 2014). With internal economic and technical difficulties, the human resource management of this organization also faced difficulties from the external factors (Bamberger, Biron and Meshoulam 2014). The three major external factors which have significant effects on the human resource management performance are described as follows Demographic Factors: Demographic factors such as education, race, gender and cultural background have significant impacts on the organizational performance. Cultural diversity along with gender discrimination creates significant negative impacts on the HRM practices. The organizational authorities create pressure on the human resource manager not to select more women employees as they think female workers are very emotional and will not be able to make impactful decisions for the organization (Snell, Morris and Bohlander 2015). In addition, the older people are used to with the older technology and programs. So, if any new technical programs are introduced inside the organization for business benefits, these people do not want to adapt the changes. This kind of distinctions is not fruitful for any organization. Socio-Cultural Factors: People hired from different cultural backgrounds create workforce diversities which are very difficult to handle. Cultural diversities sometimes lead to conflict situations which result in unethical behaviors inside the organization (Bamberger, Biron and Meshoulam 2014). The Cultural mismatch is one of the greatest problems faced by the human resource manager of EziBuy as this affects the retail performance negatively (Gatewood, Field and Barrick 2015). In addition, the attitudes of employees are different; some are very dedicated, and some have high apathy towards work. Therefore, the human resource manager faced lots of difficulties while mitigating these problems from the organization. Political Factors: These factors are the major reason which halts the human resource operations to achieve organizational goals and objectives. The rules and regulations set by New Zealand government create a lot of pressure on the recruitment process of the organization. While hiring people, the human resource manager is strictly ordered that candidates should have some political references or background to get selected in the organization. Ineffective enforcement of these laws leads to sexual harassments, gender discrimination and organizational diversities (Berman et al. 2015). All these factors lead to poor psychological well-beings of the employees as well as create high employee turnover rates. Moreover, people recruited from political background always try to show their power which creates organizational discrimination. It becomes very difficult for the human resource manager to deal with those issues; as a result, organizational performances are getting affected. Effective Human Resource Planning Process By analyzing the external factors which are affecting the human resource department of EziBUy very badly, can be mitigated by moving from current manpower position to desired manpower needs. Through strategic planning, the human resource manager should have to use rights kinds and a right number of people at the right place and the right time, so that organization can receive long run benefits. Strategies to Solve the Problems of Demographic Factors: The human resource manager of EziBuy should incorporate diversity management program with the business applications which will help to ensure the fact personal differences should not be related to the hiring and recruiting process (Snell, Morris and Bohlander 2015). In addition, the organization should train and promote the women employees properly in the same manner as the men workers so that the gender discrimination problem can be ignored to some extent. Strategies to Solve the Problems of Socio-Cultural Factors: Integration of people coming from different cultural backgrounds can lead to conflict situations if not properly handled. In order to mitigate this, the human resource department of EziBuy should strategize proper plans to develop effective human capitals to engage the cultural changes in a positive way. After hiring people, the organization should pose an inductive training session for the employees to emphasize new ways and a new mindset for achieving maximum profits for the organization (Gatewood, Field and Barrick 2015). Moreover, the human resource manager should take one to one feedback from the employees whether they are facing any challenges inside the organization or not. After that, the HRM should take up appropriate countermeasures as per the organizational needs. This feedback process will help to mitigate the cultural problems of the organization at larger extent. Strategies to Solve the Problems of Political Factors: The human resource manager of EziBuy should be aware of the political factors with different workforce policies which are negatively affecting the organizational performances. Before adapting any rules and regulations introduced by the government, the human resource manager should fully examine the implications of amongst the organizational workforce. Therefore, it will be possible to bring out necessary improvements inside the organization (Bamberger, Biron and Meshoulam 2014). Moreover, the recruitment process should be totally based on skills and qualifications and not on the political background or reference. The human resource manager should take the responsibility to ensure the fact while anticipating the changes; normal functions of the organization are not affected. With all the above mentioned strategies, the HRM department should also determine manpower needs for the organizational benefits, and this can be achieved in the following ways Forecast the Future Manpower Needs: This totally depends on future requirements of staffs in the organization. Prepare Inventory for Present Manpower: The inventory plan should contain employees' abilities, work preferences, and skills which can be used as business information (Berman et al. 2015). Anticipate the Manpower Resources: it can be done by comparing the present resources with future requirements of manpower. Meet the Manpower Requirements: it can be achieved through proper planning, selection and recruitment, training, promotion and motivation to ensure that the manpower needs are properly met. References Bamberger, P.A., Biron, M. and Meshoulam, I., 2014.Human resource strategy: Formulation, implementation, and impact. Routledge. Berman, E.M., Bowman, J.S., West, J.P. and Van Wart, M.R., 2015.Human resource management in public service: Paradoxes, processes, and problems. Sage Publications. Gatewood, R., Feild, H.S. and Barrick, M., 2015.Human resource selection. Nelson Education. Snell, S.A., Morris, S.S. and Bohlander, G.W., 2015.Managing human resources. Nelson Education.

Brand Jordan Popularity

Introduction Brand Jordan is a global shoe and apparel brand synonymous with the high-end quality products. The brand is associated with a sporting legend, Michael Jordan. In 1984 while Jordan was signed by Nike to an endorsement deal. The year 1985 is a significant year to brand Jordan.Advertising We will write a custom term paper sample on Brand Jordan Popularity specifically for you for only $16.05 $11/page Learn More This is the year when Nike revolutionized basketball shoes with their release of Air Jordan. Unlike shoes of the time, that were plain, Nike brought in a different kind of shoes that were colored red and white. The NBA initially banned the shoe because it violated existing league dress code rules. This created a debate in the media that engendered widespread national coverage. After a long and successful sporting career, Jordan together with Nike created Brand Jordan (David 65). Discussion What are the key-brand attribute of Brand Jordan ? The key-brand attributes of Brand Jordan is the jump man logo that shows on both the shoes and apparel. When Michael Jordan retired in 1998, Nike was prepared and in the following year, Brand Jordan was launched as a part of Nike. Inc. The brand had jump man logo branded on all Brand Jordan products. The brand has since inception had athletes endorse it with Michael Jordan being its leading former athlete endorsee. The brand has seen sporting greats such as a basketball player ray Allen, boxer Roy Jones and a baseball player Derek Jeter. Athletes’ Endorsements have always been a big part of Brand Jordan as it gives authenticity to the products and an emotion connection with the brand. As of 2006, the group of athlete endorsers collectively known as Team Jordan consisted of thirteen individuals. They consisted of seven basketball players, two footballers, one boxer, and one musician. The brand has also enjoyed unofficial and unpaid endorsements from celebrities such as Emine m and Fat Joe (David 98). Another attribute of the brand is the number of products especially shoes that they produce. The company produces a limited edition of Air Jordan. This has not only improved the balance sheet of the company but has also helped it cut a niche in the footwear market.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even after more than 20 years, every release of the Air Jordan is anticipated by fans who eagerly snatch them from retailers around the world. The company has remained a leader in the footwear industry in terms of products design, technical features, and innovative packaging (David 105). The brand produces a range of products that are targeted to different segments of the market. The company produces Air Jordan, a footwear line that retails for more than $120 dollars, which targets the high-end market. On the other hand, they produce training kits thro ugh the Brand’s line. This caters for training and performance needs of athletes across all sports. How well does each Team Jordan candidate match up with this brand attributes? Each of team Jordan candidate matches up with the brand’s attribute. The Team consists of persons with worldwide reckoning the same as the brand. As seen, the team is made up of famous athletes and musicians. All these persons are people who have excelled in their fields just like the brand. These persons just like the Brand are iconic and just like the brand’s logo they stand out from the rest through their superb performance. Why are celebrity endorsers such an important part of Brand Jordan’s brand strategy? The best approval deals manage to equate the merchandise with the appeal of the famous person. One example includes Newman’s Own. The actor, Paul Newman, has a brand of organic-food produce. The association his acting career and the company has worked to his advantag e. As a company Nike has always had, athletes endorse their products and Brand Jordan being its subsidiary was no exception. Sportsmen’s’ endorsement of merchandise helps to provide genuineness to a product and helps create a connection with the consumer. Studies carried out have shown that customers are more likely to buy products sanctioned by athletes than products not certified. Sportsmen are role models and consumers tend to believe them, particularly those with good morals. However, merely having a sportsperson advertise a merchandise or company is not enough. An athlete needs to fit a company’s image, appeal to its audience, and be respectful (Scott 29). What are the opportunities and risks in expanding Brand Jordan internationally? When companies go international, various benefits come with this as well as challenges. Brand Jordan is not immune to this and, therefore, impact of it going international should weigh. Some of the advantages of it going inter national include an increased market; it would lower marketing costs and would help the company in attracting of a competent work force.Advertising We will write a custom term paper sample on Brand Jordan Popularity specifically for you for only $16.05 $11/page Learn More The risk the Brand would face include the difference in customers’ needs in different markets for their products, difference in customers’ response to marketing strategies and it would face differences in legal settings, some of which may be different from their home (Scott 102). How can Brand Jordan ensure the long-term viability of a business built around a retired athlete, no longer dominating the public eye? During his career, Michael Jordan accomplished a lot as an athlete. Having earned five Most Valuable Player Awards five times and ten NBA scoring titles, he became one of the most decorated athletes of all time. Jordan retired from basketball in order to compete a s a professional baseball player. After a short and mediocre baseball career, he returned to play for the Chicago Bulls in 1995. Jordan retired from basketball in order to compete as a professional baseball player. After a short and mediocre baseball career, he returned to play for the Chicago Bulls in 1995. Every bit as much the leader and competitor he had been before, Jordan won another three consecutive NBA championships before retiring once again after the 1997-98 season. Individuals of all races, classes, ages, and genders could seemingly identify with him. The Jordan name became synonymous with dominance, excellence, and respect. With a person who has all this successes, it has been easy for Brand Jordan to prosper. Another thing that has helped push the brand has been their marketing strategy of portraying Jordan as a mentor rather than a player (Scott 152). Using the list of candidates presented in the case, which athlete would you recommend joining Team Jordan. Why? Lookin g at Jamie Foxx history, he would be the best pick. Jamie Foxx is an American Academy Award winning actor, Grammy Award nominee, and comedian. He is the fourth person in history to have had a #1 album and won an Academy Award. Raised by his grandmother from an early age, Foxx was held to a high standard, which placed him in the Boy Scouts, the church choir, and practicing at the piano. He was also the quarterback of his football team in high school.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More He attended Julliard where he studied classical piano. Jamie has it all an American Academy Award, Grammy Award nomination, a musician, and comedian. He is immensely talented. This would endear and appeal to different people with different likes. He would appeal to music lovers, movie lovers and with his sporting history; he would be instrumental in reaching sports fans. Choose to recommend an athlete not on the list I would choose to recommend Usain Bolt as a potential athlete to join Team Jordan. Bolt was born in 1986 in Jamaica. Currently he is both the world and Olympic gold medalist in the 200 metres, 100 metres and together with his teammates, the 4 x 100 metres relay. In the year 2002 during the world, Junior Championship Bolt became notable when he won the 200 metres race. In 2004, he ran the 200 metres race in under 20 seconds. This made him the, youngest sprinter, to ever run it in less than 20 seconds. Bolt turned professional in the year 2004 and his career has been grow ing successful. At only 25, this youngster is destined for great successes. He is the world’s record holder of 100 metres, 150 metres, 200 metres, and 400 metres (Bolt Curtis 125). Having an athlete with this credentials joining Team Jordan, would not only be an honor but would push to brand to new heights. This athlete still has many years in his sport and his endorsement Work Cited Bolt, Usain Custis, Shaun. Usain Bolt: My Story: 9.58: Being the World’s FastestMan  London: HarperSport, 2010. David, Andrews. Michael Jordan, Inc: corporate sport, media culture, and late modern  America. New York: New York Press, 2001. Print Scott, Stephen. A new brand world: 8 principles for achieving brand leadership in the 21st century. New York: Penguin, 2003. Print This term paper on Brand Jordan Popularity was written and submitted by user Silas Pruitt to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Causes of the Mexican-American War

Causes of the Mexican-American War The origins of the Mexican-American War can largely be traced back to Texas winning its independence from Mexico in 1836. Following his defeat at the Battle of San Jacinto (4/21/1836), Mexican General Antonio Là ³pez de Santa Anna was captured and forced to recognize the sovereignty of the Republic of Texas in exchange for his freedom. The Mexican government, however, refused to honor Santa Anna’s agreement, stating that he was not authorized to make such a deal and that it still considered Texas a province in rebellion. Any thoughts the Mexican government had of recovering the territory quickly were eliminated when the new Republic of Texas received diplomatic recognition from the United States, Great Britain, and France. Statehood During the next nine years, many Texans openly favored annexation by the United States, however, Washington rejected the issue. Many in the North were concerned about adding another â€Å"slave† state to the Union, while others were concerned about provoking a conflict with Mexico. In 1844, Democrat James K. Polk was elected to the presidency on a pro-annexation platform. Acting quickly, his predecessor, John Tyler, initiated statehood proceedings in Congress before Polk took office. Texas officially joined the Union on December 29, 1845. In response to this action, Mexico threatened war but was persuaded against it by the British and French. Tensions Rise As annexation was debated in Washington in 1845, controversy escalated over the location of the southern border of Texas. The Republic of Texas stated that border was situated at the Rio Grande as set forth by the Treaties of Velasco which had ended the Texas Revolution. Mexico argued that the river stipulated in the documents was the Nueces which was located approximately 150 miles further north. When Polk publicly supported the Texan position, the Mexicans began assembling men and sent troops over the Rio Grande into the disputed territory.   Responding, Polk directed Brigadier General Zachary Taylor to take a force south to enforce the Rio Grande as the border. In mid-1845, he established a base for his Army of Occupation at Corpus Christi near the mouth of the Nueces. In an effort to reduce tensions, Polk dispatched John Slidell as minister plenipotentiary to Mexico in November 1845 with orders to open talks regarding the United States purchasing land from the Mexicans. Specifically, Slidell was to offer up to $30 million in exchange for locating the border at the Rio Grande as well as the territories of Santa Fe de Nuevo Mexico and Alta California. Slidell was also authorized to forgive the $3 million in damages owed to US citizens from the Mexican War of Independence (1810-1821). This offer was refused by the Mexican government which due to internal instability and public pressure was unwilling to negotiate. The situation was further inflamed when a party led by noted explorer Captain John C. Frà ©mont arrived in northern California and began agitating American settlers in the region against the Mexican government.     Ã‚         Thornton Affair War In March 1846, Taylor received orders from Polk to move south into the disputed territory and establish a position along the Rio Grande. This was prompted by new Mexican President Mariano Paredes declaring in his inaugural address that he intended to uphold Mexican territorial integrity as far as the Sabine River, including all of Texas. Reaching the river opposite Matamoros on March 28, Taylor directed Captain Joseph K. Mansfield to build an earthen star fort, dubbed Fort Texas, on the north bank. On April 24, General Mariano Arista arrived in Matamoros with around 5,000 men.  Ã‚   The following evening, while leading 70 US Dragoons to investigate a hacienda in the disputed territory between the rivers, Captain Seth Thornton stumbled upon a force of 2,000 Mexican soldiers. A fierce firefight ensued and 16 of Thornton’s men were killed before the remainder was forced to surrender. On May 11, 1846, Polk, citing the Thornton Affair asked Congress to declare war on Mexico. After two days of debate, Congress voted for war- not knowing that the conflict had already escalated.

Why so few men choose nursing as their profesion Research Paper

Why so few men choose nursing as their profesion - Research Paper Example This paper evaluates the reasons why men join nursing profession, analyzes the challenges they face and allays the misconceptions about male nurses, to show that men equally qualify as effective nurses. Introduction The professional roots of nursing could be traced back to the 20th Century when Florence Nightingale came up with professional schools for nursing (O’Lynn & Tranbarger, 2007). This professionalization of nursing by Nightingale that saw nursing rise in status as a women’s respectable profession saw men being marginalized in the profession. This has caused a minimization of the role of men and their history in nursing in spite of documented evidence of men in nursing dating back to as far as 250 BC (Wolfenden, 2011). This marginalization has since become a systemic issue and has become endemic to the nursing profession and education. However, it should be acknowledged that men equally provide care as women in nursing professions and the contrary stereotypes, m yths and beliefs propagated over years are misconceived. Previously, nursing was seen as a respectable profession for the women. Even though men were accepted into nursing profession, the medical model encouraged women nurses as the ideal position. This pushed men away from nursing into medicine, considered as a more socially acceptable profession for men (O’Lynn & Tranbarger, 2007). Whereas this approach is no longer being practiced, the nursing profession remains largely female dominated. Moore and Dienemann (2013) observe that the 2008 US Census identified only 5.5% as male nurses from the total nursing population. This replicates in many other parts of the world. The current trends in nursing indicate a shift from overtly denying men entry into nursing to a covert approach where men are denied nursing positions deemed unsuitable for them in declining their matriculation into nursing classes (Wolfenden, 2011). Men join nursing as a career just like any other careers and do not consider the profession to be less masculine. The reason for men joining nursing profession as observed by Moore and Dienemann (2013) is purely the motivation to help others, the principle guide in nursing. Intrinsic motivation could arise from previous work experience of such men. A research study by Tworney and Meadus (2008) in a Canadian province indicates that men join nursing profession as a normal career like any other, for salary and job security. These extrinsic motivators resemble those that inspire people to enter into other professions. With the instability in economies, geographic mobility, financial security and career needs, men have found nursing as a career like any other that could provide the much needed solution. Various studies have shown the satisfaction of male nurses with their profession (Kouta & Kaite, 2011; Moore & Dienemann, 2013; Wolfenden, 2011), some further citing the subjects encouraging other men to join the profession (Tworney & Meadus, 2008). Thus, nursing is a profession where men could fit in just as any other profession. On the other hand, one of the reasons why few men exist in the nursing profession has been the stereotypes in the nursing profession. Wilson (2009) observes that the public perceives nursing as a sex-role occupation that remains exclusive to females, a perception that remains deeply entrenched in the society due to the traditional image of a nurse as being white and female. This has been propagated by the mass media which reinforces nursing images solely on female attributes. This influences the perceptions of the society and feeds the bias cycle limiting the role of men in the profession of nursing. Furthermore, nursing

Baw.Grop Essay Example | Topics and Well Written Essays - 1500 words

Baw.Grop - Essay Example If the trade bloc comprises of geographically proximate countries, the trade agreement is known as ‘regional trade agreement. Most of these trade agreements are done to enhance the business situation in a region by the coordination offered by each of the member states. Back in 2006, on the first day of January, the agreement on South Asia Free Trade Agreement came into force. Out of their members India, Pakistan and Sri Lanka are known as Non Least development Contracting state (NLDCS) and Bhutan, Bangladesh, Maldives are Nepal are referred as Least Developed Contracting States (LDCS) (Commerce, n.d.). The member countries of this agreement are able to avail a number of trade opportunities which are specifically available to the member countries of this agreement. These agreements have emerged to promote multilateral trade with a commitment to offer higher rate of economic growth worldwide. However, the spread of these regional blocs has denied allowing the non member countries to take the advantage of free trading. To enjoy the benefits of free trading which include enhanced resource allocation, improved level of efficiency, exposure to new innovative ideas, technologies and products the South Asia countries must ensure trade facilitation, econom ic cooperation to other Agreements and higher investment across the countries in that region. Despite of the fact that South Asia Association for regional Cooperation (SAARC) is being into existence for the last 25 years, still in 2004, the percentage of intra regional trade was only of 4 % of the total trade amount (Kemal, 2004). In a review, World Bank has revealed that all the regional grouping does not boost the trade and enhance the growth automatically. Although, the objective of these regional trading groups is to promote inter regional trade and economic growth, a large no of groups fail to achieve the same (Kemal, 2004). SAFTA has allowed

Emerald Emerging Markets Case Studies Essay Example | Topics and Well Written Essays - 2000 words

Emerald Emerging Markets Case Studies - Essay Example Major changes have been elaborated to bring out the descriptive cause and effect based on the observations. The outcome of research ascertained that behavior and performance were affected by unethical haraam practices such as being late for work for no valid reasons, heavy drinking, taking long lunch hours, disrespect and anger when dealing with colleagues and even when addressing her seniors. These findings and results once tabled can be used by other employees as lessons to follow as well as for managers to devise strategies aimed at improving the performance of the most important asset in any organization which is the human resource (Muhammad, & Rehman, 2012). The employee in question has been referred to as an underperformer for his unsatisfactory work performance and failure to undertake her duties as per the standards required. Maryam Qureshi, has also been termed as an employee who did not comply with workplace rules, policies and procedures. In addition, she used to cause disruptive behaviour that impacted on the co-workers. Given the existing economic situations where businesses and profit making organizations are working hard to maximize profits, it is very crucial to make sure that employees respect their lines of duty. However, obtaining 100 percent of employee’s efficiency is not guaranteed as seen in the case study with Maryam. An underperforming worker can affect the bottom line of the company’s objectives, workplace morale, making other employees’ work look more difficult. Thus, the best thing to deal with such a case is to dismiss the staff in question. However to avoid running into legal problems, there are certain procedures that should be followed. For instance, in this case the management has to carry out a substantial performance review process so as to have a sufficient evidence to support the decision of firing Maryam (Burke, & Cooper, 2011). Maryam’s case does not look complicated since

The Crime Film Genre and Coppolas The Godfather

The Crime Film Genre and Coppolas The Godfather Introduction Genre theory Films belong to different kind of genres which depend on the content of the film. One of the familiar types of movies available in the market today and the entire movie industry is crime and drama type of movies that are loved by most youth today. (Corliss, 2014). Crime films are arguably the most complex genre of movies that reflect our ideology of moral order and justice in society, lawful even illicit, desirable and sometimes unworthy. Crime genre of films mirrors society because of its relationship with the complexity of real live events that fulfill the audience’s desire for mayhem and underdog characters. The critical alternative and tradition, for the most part, focuses on the nature of the film where the traditional movies tend to emphasize heroism together with the restoration of moral order in the society. (Seel, 2008). The earliest crime film is traced to be the silent epoch in 1897-1927. Duringthis Progressive erain the United States of America. Social conditions that existed this time, such as immigration together with increased urbanizationled to a proliferation ofmost organized crimes, social anarchy and there was also a distrust of the government activities. Serial killer movie genres have far more cerebral-thinking characters the slasher movies. Serial killers have specialized victims in them and a consistent way of committing crimes in the same movies. More than this, these films once emerged during a time when conservative criminal justice policies were more and society viewed crimes as inherently evil people. There was a big need for research and funding in dealing with serial murderers. And to make matters worse, criminologists and psychologists were less careful to this pattern of behavior. But serial killer movies grew in fame due to the increase of actual serial killer cases worldwide and human interest in movies that are awry in nature. (Poon, 2006). The Godfather first movie The Godfather is a 1972 American film in which the director was Francis Ford. The producer of this movie was Albert Ruddy and the screenplay was facilitated by Mario Puzo together with Coppola. Starring in the movie was Marlon Brando and one Al Pacino, who were leaders of a fictional New York family of crime, the story was written between 1945and 1955. The concentration was on the transformation of Michael Corleone from being in a reluctant family outsider to a ruthless Mafia boss while undertaking the Corleones under the one patriarch Vito. This movie that was ideally based on a script labored between for some period by Puzo and later given form, I believe, by director gets the same feel by the person watching. We even tend to observe with Don Corleone’s family not that we dig gang wars, but just because we have been with them from the start, watching them in the movie wait for battle while situated even at the kitchen table in the activity of eating. (Welsh, Fleming Dowler, 2011). The Godfather† himself in the movie is not even the central character in the drama. The position goes to the youngest and the brightest son known as Michael, who keenly understands the way of his father’s position while revising his old ways of life. The Godfather’s role in the family business is described by his name as he stands outside the next generation that will move on and eventually angle the family into the legitimate business. In the film, Brando’s performance is skillful. Though it earned him an Award of the Academy for the best actor. His voice is wheezy and also whispery. We also notice that physical movements deliberately lack enough precision in the film. The effect of lack of precision is of a man so accustomed to the power that he no longer needs to remind others of it. Brando does look the part of old one, Don Corleone, just because of acting and partly because of his makeup. However at some point, he seems to have stuffed a bit of cotton into his jowls, making his lower face immobile. (Poon, 2006). The genre conventions available. The film genre convention is the presentation of the film.the way the actions of the actors convey the theme, and the title of the movie is what genre convention is all about.In the Godfather movie, the act of family loyalties was portrayed. With his father at the end of his career and also his brother too weak, Michael takes the reins of the family and then promising Kay that he will make the business legitimate within five years period. To this end, he insists that Hagen has to relocate to Las Vegas and relinquish his role to Vito for Tom is not a wartime consigliere and thus the older man concurs that Tom should have no part in whatever will in case happen in the coming battles with their rival families. At the time when Michael travels to Las Vegas in order to buy out Greenes stake from the familys casinos, their partner derides the family for being run out of town. Michael, to his dismay, notices that Fredo has fallen beneath Greenes sway. (Navarro, 2012). We also see that there are violence and murder. When Vito suffers a fatal heart attack and dies, at the funeral Tessio, one of the Don’s capos, approaches Michael in order to arrange a meeting between him and Barzini, exposing on the treachery that Vito had just forewarned. The meeting is set to occur the same day as it was for the christening of Connie’s baby. As Michael stands on the altar as the childs godfather, Corleone just assassins murder to the other New York dons and Moe Greene. Tessio is executed because of his betrayal, and then Michael extracts Carlo’s confession for his involvement in setting up Sonnys murder of Barzini, and also Clemenza garrotes Carlo with a wire. Kay tries hard to comfort Connie when she goes on and accuses Michael of killing her dear husband and ordering other executions, and she is finally relieved when he finally denies it. But when the capos arrive, they address her husband as Don Corleone. (Andrew, 2008). References Andrew, D. (2008). The GODFATHER. (Cover story). Film Comment, 44(6), 38-42. Corliss, R. (2014). Corleone Family Values: The Godfather Part II at 40. Time.Com, N.PAG. Navarro, V. (2012). Nonfictional Performance from Portrait Films to the Internet. Cinema Journal, 51(3), 136-141 Poon, P. (2006). The Corleone CHRONICLES. Journal Of Popular Film Television, 33(4), 187-195. Poon, P. (2006). The Tragedy of Michael Corleone in The Godfather: Part III.. Literature Film Quarterly, 34(1), 64-70. Roundtable on the Return to Classical Film Theory. (2014). October, (148), 5-26. Seel, M. (2008). Realism and Anti-Realism in Film Theory. Critical Horizons, 9(2), 157-175. Welsh, A., Fleming, T., Dowler, K. (2011). Constructing crime and justice on film: meaning and message in cinema. Contemporary Justice Review, 14(4), 457-476. doi:10.1080/10282580.2011.616376

The Republican Party Essay examples -- Papers Government Politics Essa

The Republican Party The Republican party is one of the two major POLITICAL PARTIES in the United States, the other being the DEMOCRATIC PARTY party. It is popularly known as the GOP, from its earlier nickname Grand Old Party. From the time it ran its first PRESIDENTIAL candidate, John C. Fremont, in 1856, until the inauguration of Republican George BUSH in 1989, Republican presidents occupied the WHITE HOUSE for 80 years. Traditionally, Republican strength came primarily from New England and the Midwest. After World War II, however, it greatly increased in the Sunbelt states and the West. Generally speaking, after World War I the Republican party became the more conservative of the two major parties, with its support coming from the upper middle class and from the corporate, financial, and farming interests. It has taken political stances generally in favor of laissez- faire, free enterprise, and fiscal responsibility (at least until 1981) and against the welfare state. The Founding of the Party Scholars agree that the origins of the party grew out of the sectional conflicts regarding the expansion of slavery into the new Western territories. The stimulus for political realignment was provided by the passage of the Kansas-Nebraska Act of 1854. That law repealed earlier compromises that had excluded slavery from the territories. The passage of this act served as the unifying agent for abolitionists and split the Democrats and the WHIG party. "Anti-Nebraska" protest meetings spread rapidly through the country. Two such meetings were held in Ripon, Wis., on Feb. 28 and Mar. 20, 1854, and were attended by a group of abolitionist FREE SOILERS, Democrats, and Whigs. They decided to call themselves Republicans--because they p... ...en George Bush won the presidency by a large margin. President Bush's approval rating reached an impressive 89 percent in 1991 after the international coalition he forged against Iraq achieved victory in the Persian Gulf War. However, a recession that began in 1990, combined with the electorate's growing concern with domestic issues in the aftermath of the Cold War and public impatience with "gridlock" in the government, counted against him in his reelection bid. Led by Bill CLINTON, the Democrats in 1992 captured the presidency (with 370 ELECTORAL votes to Bush's 168) and solid majorities in both houses of Congress. In 1994, having blocked Clinton's legislative agenda and mounted an aggressive counterattack in that year's mid-term election campaign, Republicans seized control of both houses of Congress. Bibliography: American Encyclopedia on line

Teaching Assistant Level 3

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