3 Is the Answer

A Christmas Memory Multiple Choice Identify the choice that best completes the statement or answers the question. Comprehension The questions below refer to the selection â€Å"A Christmas Memory. † ____1. Buddy and his friend keep their money — a. |at Mr. Haha Jones’s house|c. |buried in the pecan orchard| b. |in the local bank’s Christmas club|d. |under a floorboard beneath the bed| ____2. Buddy and his friend give fruitcakes to everyone except — a. |the relatives they live with|c. |people who visit them only once| b. |a bus driver|d. |President Roosevelt| ____3.Which of the following statements best describes Buddy’s friend? a. |Fashion is her passion. |c. |Big cities fascinate her. | b. |She has strong feelings about God. |d. |She spends a lot of time at the movies. | ____4. Buddy compares his friend to a bantam hen because she is — a. |always poking her â€Å"beak† into things|c. |small and sprightly| b. |not very intellige nt|d. |as flighty as a bird| ____5. When it comes to his other relatives, Buddy — a. |barely acknowledges their existence| b. |feels very close to them| c. |is jealous of the attention they pay to his cousin| d. feels that they offer him a lot of support| ____6. Which adjective best applies to Buddy’s friend? a. |unstable|c. |elegant| b. |generous|d. |cruel| ____7. Which of the following items is not an activity that binds the two friends together? a. |Flying kites|c. |Making decorations| b. |Traveling|d. |Drinking whiskey| ____8. Toward the end of the story, Buddy is separated from his friend. Why? a. |He runs away from home. | b. |His friend is sent to the hospital to suffer her last illness. | c. |A letter from President Roosevelt invites Buddy’s friend to the White House. | d. Buddy is sent to military school by his relatives. | ____9. Which sentence tells you that Buddy’s friend has died? a. |â€Å"A morning arrives . . . when she cannot rouse herse lf to exclaim: ‘Oh my, it’s fruitcake weather! ’†| b. |â€Å"The other Buddy died in the 1880s, when she was still a child. †| c. |â€Å"I wrapped her in a Fine Linen sheet and rode her in the buggy down to Simpson’s pasture where she can be with all her Bones. †| d. |â€Å"I’ll wager at the very end a body realizes the Lord has already shown Himself. †| ____10. Which image from the story appeals to the sense of smell? a. â€Å"sweet, oily, ivory meat mounts in the milk-glass bowl. †| b. |â€Å"A straw cartwheel corsaged with velvet roses out-of-doors has faded. . . .†| c. |â€Å"a hateful heap of bitter-odored pennies. †| d. |â€Å"words tumbling together into a wrathful tune. . . .†| Literary Focus The questions below refer to the selection â€Å"A Christmas Memory. † ____11. Which custom is a major part of the setting and mood of â€Å"A Christmas Memory†? a. |Kissing under the mistletoe|c. |Making and giving gifts| b. |Listening for Santa Claus’s sleigh|d. |Inviting friends to a Christmas party| ____12. What is the difference between tone and mood? . |They are synonyms; there is no real difference. | b. |Tone expresses how an author feels; mood is how an author makes the reader feel. | c. |Tone appeals to the sense of hearing; mood appeals to the sense of sight. | d. |Mood can be created through setting, but tone cannot. | ____13. How are flapjacks and hominy grits part of the setting of â€Å"A Christmas Memory†? a. |They show the traits and attitudes of the two main characters. | b. |The fact that they are described makes them part of the setting. | c. |They help show the customs of characters in a certain time and place. d. |The images of these foods are so detailed, a reader can almost taste them. | ____14. All of the following places are part of the setting of â€Å"A Christmas Memory† except a(n)  Ã¢â‚¬â€ a. |forest|c. |attic | b. |riverside cafe|d. |church| Completion Complete each statement. Vocabulary Development On the line provided, write the word that best completes each sentence. inaugurating|dilapidated|paraphernalia|sacrilegious|carnage| prosaic|disposition|exhilarates|suffuse|noncommittal| 15. The smells of baking and the freshly cut trees ____________________ the old kitchen. 16.Buddy’s friend has a strong faith and never says anything ____________________. 17. Buddy’s friend might be considered ____________________ by some people, but he thinks she is the most special person on earth. 18. The ____________________ baby buggy serves them well. 19. Killing flies to earn money results in a ____________________ of bugs. Short Answer Constructed Response 20. Choose a favorite passage from â€Å"A Christmas Memory. † On a separate sheet of paper, identify its setting, and state what you think the mood of the passage is. Referring to specific images, explain how the setting helps create that mood.A Christmas Memory Answer Section MULTIPLE CHOICE 1. ANS:DPTS:1OBJ:9. 1. 1 (plot) 2. ANS:APTS:1OBJ:9. 1. 1 (plot) 3. ANS:BPTS:1OBJ:9. 1. 4. 1 (characterization) 4. ANS:CPTS:1OBJ:9. 1. 7. 7 (figurative language) 5. ANS:APTS:1OBJ:9. 1. 4. 2 (character interactions) 6. ANS:BPTS:1OBJ:9. 1. 4. 1 (characterization) 7. ANS:BPTS:1OBJ:9. 1. 4. 2 (character interactions) 8. ANS:DPTS:1OBJ:9. 1. 1 (plot) 9. ANS:APTS:1OBJ:9. 2. 1. 11 (making inferences) 10. ANS:CPTS:1OBJ:9. 1. 7. 8 (imagery) 11. ANS:CPTS:1OBJ:9. 1. 3 (setting and mood/atmosphere) 12. ANS:BPTS:1OBJ:9. 1. 3 (setting and mood/atmosphere) | 9. . 7. 19 (tone) 13. ANS:CPTS:1OBJ:9. 1. 3 (setting and mood/atmosphere) 14. ANS:DPTS:1OBJ:9. 1. 3 (setting and mood/atmosphere) COMPLETION 15. ANS:suffuse PTS:1OBJ:9. 3. 3 (context clues) 16. ANS:sacrilegious PTS:1OBJ:9. 3. 3 (context clues) 17. ANS:prosaic PTS:1OBJ:9. 3. 3 (context clues) 18. ANS:dilapidated PTS:1OBJ:9. 3. 3 (context clues) 19. ANS:carnage PTS:1OBJ:9. 3. 3 (c ontext clues) SHORT ANSWER 20. ANS: Students’ responses will vary. A sample response follows: A favorite passage of mine is the one in which Buddy and his friend shell pecans for their fruitcakes.It’s set in the kitchen on a November morning after the characters have gathered the nuts in the woods. To me the mood is one of finding joy in the midst of a cold, lonely place. Other people don’t seem to be around, but the kitchen is warmed by the fire and filled with the characters’ joy and friendship. There’s a contrast between light and dark in this paragraph—the rising moon and the fire on one hand, the growing darkness of the night on the other—that seems to me to show the delicate balance between happiness and loneliness in the characters.The image of the characters’ reflections in a dark mirror, mingling with the rising moon, sum that up for me. In that dark mirror there’s a hint of another mood—the bittersweet m ood of the adult Buddy looking nostalgically back at his childhood and a few precious moments, fully aware that as the events of the story seeded the rich emotional life that sustained him as a boy, so those same moments, the empty shells of his memories, now feed the transforming fire that makes him a writer. PTS:1OBJ:9. 1. 3 (setting and mood/atmosphere) | 9. 1. 7. 8 (imagery)

Multiplication and Addition

If students see that addition and altercation is similar because In multiplication you simply repeat the Dalton problem several times then they will have an easier time learning to multiply numbers. A way in which students can relate Dalton and multiplication Is by teaching them and having them work on grouping. By grouping the students will need to draw circles for the first number that Is being multiplied and starts Inside the circles for the second number that Is being multiplied.For example In the student will need to draw 3 circles and then the student will need to draw 5 stars inside each circle. This way the student will be able to see that they are simply adding 5 three times. The commutative property states that the order in which you add or multiply two numbers does not affect the result. (ABA=baa) For example 3*5=5*3=15. A way that this property is connected to thinking strategies is by grouping. The teacher may have the students first draw 3 bubbles and 5 stars inside eac h bubble and then have them count the stars for the total of 15 stars.Then the teacher can have the students draw 5 bubbles and put 3 stars inside each bubble ND once they have done this the teacher can once again make the students count the stars and they will realize that it once again equaled 15 stars, signifying that the two ways came out with the same answer, teaching them the commutative property. The associative law states that when you add or multiply numbers, the grouping of the numbers does not affect the result ((ABA)c=a(BC). For example (2*6)3=2(6*3)=36. The associative property can be worked out by drawing it out and grouping together.For example for the (2*6)3=2(6*3) problem the students can draw 3 bubbles and raw 12 stars inside each bubble or draw out 2 bubbles and draw 18 stars inside each bubble, if the students count both of the different group of stars there will be 36 stars in each picture, therefore showing the students that the order In which the numbers are m ultiplied does not affect the outcome. The distributive law states that multiplying a number by a group of numbers added together Is the same as doing each multiplication separately. When the distributive property Is used you distribute a number to get the same answer. (b + c) = ABA + AC and (b + c)a = baa + ca) For example 2(3+4)= With the deliberate property the students can connect It to a thinking strategy Is by skip counting. For example In the problem 2(3+4) the students can either break the problem apart and do It separately or do It together, they can skip count by as 3 times and then by as 4 times and add the numbers or skip count by as 7 times, both will equal 14. One conceptual error that may be associated with addition and multiplication Is that students may rush themselves ND not look at the sign if it is addition or multiplication.One way to help the worksheet using highlighters. Once the worksheet is handed out to the students the teacher can ask the students to take out their highlighters and when they are working out each problem they must first highlight the sign, whether it is addition or multiplication, this way they will take their time and look at the sign to correctly answer the problem. A second misconception associated with multiplication is that the students may not correctly work out the distributive law.In a problem such as (2+4) they may forget that they must distribute the 3 to each number and instead do 3*2+4. A way to help the students not commit this error is to first hand them out a worksheet that they only need to write the next step they will take, such as 3(2+4)=3*2+3*4. A second way to help the students not commit this error is to have them draw an error from the number three to the number to and a second arrow from the number three to the number 4 for each problem, this way the students will remember that they must multiply the first number to each number inside the parenthesis first.

Case Study – Richard Phillips and family

In considering the actions available for the police and the social worker, this essay will initially look at the background to the present youth justice system. It will go on to consider areas of tension and conflict that exist at a number of levels within the system, for example the conflict between the welfare model of the Children Act 1989 and the justice model that underpins the Crime and Disorder Act 1998. It will examine the rights, duties and responsibilities of those involved before going on to summarise the impacts of the actions that might be taken. †¦ Youth justice has always been a contentious subject. Some people take the view that what is required is a â€Å"get tough† approach, while others see a more positive approach to the issue in welfare and community based initiatives†¦ † (Workbook 3, p 38). A consequence of this has been that â€Å"†¦ The relationship between social work and the criminal justice system has been one of tension and ambivalence since the demise of the rehabilitative ideal of the latter decades of the twentieth century†¦ (Reader, Worrall and Souhami, p 120). Had Richard's alleged offence taken place thirty years ago it would have been dealt with against the background of the Children and Young Persons Act 1969 where the aim was to depoliticise and decriminalise youth offending. The welfare principle contained in the Children and Young Persons Act 1933 would also apply. Together, these acts require courts to give concern to the welfare of the child in youth justice proceedings. This doctrine was influenced by the developmental theory of adolescence which supports the view that while young people may commit minor crime as a part of the growing up process, they will naturally come to see such behaviour as unacceptable and reform themselves. Formal intervention would only serve to bring young people into the crime system, tarnish their prospects, and consequently, increase the likelihood of re-offending and ultimately, the numbers of victims. However, shortly after the passing of the 1969 Act, the political tide had changed. Magistrates became unhappy with social workers and custodial sentences increased. (Reader, Worrall and Souhami, p 123). Throughought the 1980s the tension between the two models led to a â€Å"†¦ twin track approach to tackling juvenile crime†¦ † (Workbook 3, p 38). The â€Å"get tough† lobby were satisfied by the introduction of the short sharp shock of new detention centres and yet at the same time politicians saw the dangers of criminalising young people. Change was inevitable and by 1996 the Audit Commission had published a report called â€Å"Misspent Youth† which was very critical of the youth justice system. This led to the Home Office paper â€Å"No More Excuses† with its model of â€Å"restorative justice† which was a precursor to the Crime and Disorder Act 1998 and the Youth Justice and Criminal Evidence Act 1999. The 1998 Act has a statutory aim of prevention of offending by children and it is against this background that Richard's alleged offence will be treated. The political pendulum had swung from a culture that saw the welfare principles as the key to reducing offending, to one that, whilst recognising rights and welfare, sees them as subsidiary to the principles of restorative justice. These principles are; restoration, where young offenders apologise and make amends, reintegration, where they pay their debt to society then rejoin it, and responsibility, which involves accepting the consequences of offending. The Act also abolished the legal doctrine of doli incapax, removing the burden of proof on prosecuting lawyers that a child defendant under the age of fourteen knew what he did was wrong (Workbook 3 pp 38 – 45 and Reader, Vernon, p 221) A clear example of this swing from welfare to justice is in the context of the Child Safety Orders introduced by the 1998 act. Breach of such an order can mean a child under ten is taken into care â€Å"†¦ irrespective of whether the threshold criteria contained in s. 31 (2) of the Children Act 1989 are satisfied†¦ † thus overriding the welfare principle (Workbook 3 p 40). Confusingly however, a contemporaneous counterbalance has been the introduction of Human Rights legislation such as the Human Rights Act 1998 as well as ratification of the United Nations Conventions on the Rights of the child. This legislation tends to reinforce the welfare principle. Stuart Vernon's comment that â€Å"†¦ hese are interesting times for youth court magistrates†¦ † is very relevant to this debate (Reader, Vernon, p 222), because it recognises the tensions that arise resulting from the divergent views held by all those involved and the resultant uncertainty as to outcomes; for victims and perpetrators of crime and their representatives. Having looked at the background to the tensions and conflicts it is now appropriate to consider how they impact on what happens next in Richard's case. Among the reforms introduced by the Crime and Disorder Act 1998 was the establishment of Youth Offending Teams (YOTs). Prior to the act, a social worker would have had responsibility for Richard's case and would involve other professionals as necessary. The Act changed this by shifting the responsibility to multi-disciplinary YOTs which comprise professionals from social services, the police, probation services, the health authority and the education authority. The establishment of these teams involved huge change and conflict between the occupational cultures of the different disciplines, for example, â€Å"†¦ police officers disliking â€Å"woolly† social workers and social work stereotypes of anti-youth police officers†¦ (Reader, Watson p 246). The Act also introduced a system of reprimands and final warnings doing away with the former system of cautions. (Reader, Watson pp 242-248). â€Å"†¦ The police are responsible for the investigation of crime. This responsibility includes the arrest, detention and questioning of suspects†¦ † (Workbook 3 p 10). The police have contacted the YOT because they want to question Richard. Under the Police and Criminal Evidence Act 1984, (PACE) Richard is classified as a â€Å"vulnerable† suspect and it his right not to be questioned without the presence of what is known as an â€Å"Appropriate Adult†. This right can only be overridden in very exceptional circumstances which must be authorised by a police officer of superintendent rank or above and the circumstances must be recorded in the custody record. Amongst the functions of the YOT is the provision of an appropriate adult service and these duties are often performed by a social worker. (Reader, Watson, p 244 and Workbook 3 p 73). The rile of the appropriate adult is to â€Å"†¦ provide comfort and support to a child who might otherwise be disorientated in strange surroundings†¦ (Workbook 3, p 73). She should check that the child has had nourishment and is not under the influence of drugs or alcohol and is generally in a fit state to be questioned. Under the PACE code of practice guidance, it is stated that a parent or guardian should normally undertake this function; but in this case, Richard has refused to involve his parents. In any event, the parent may not have â€Å"†¦ the experience or confidence needed to represent the child effectively in the potentially hostile atmosphere of the custody suite†¦ † (Workbook 3, p 73) It appears that Richard has not requested the presence of a solicitor and it is the duty of the social worker to encourage him to do so and explain the advantages. Marie Kearns, a youth justice worker describes how this can heighten the tension between the police and social workers because it will involve delay and the solicitor may encourage a â€Å"no comment† interview. â€Å"†¦ The police may on occasions feel they â€Å"know† who has committed a particular offence, and they do not want the interference of solicitors and â€Å"do gooding† social workers to allow the guilty to walk free†¦ (Workbook 3, p 75). At this stage and indeed every stage, the social worker must practice within the Code of Practice of the General Social Care Council. It is very important to avoid being dragged into the police culture which is a risk in a multi-disciplinary team (Reader, Worrall & Souhami, pp128/9). The social worker must practice in an anti-oppressive way, despite the seriousness of the alleged offence, working in partnership with Richard and keeping him informed about the processes and his rights at all times. It is equally important to practice in a way that is anti-discriminatory, not making any judgements about Richard because of his background (Workbook 1 pp 10 -13). The concept of partnership working between agencies involved with the welfare of children is now enshrined in law in section 10 of the Children Act 2004. Once the interview has taken place the police have to decide if there is sufficient evidence to charge Richard. They also have the option to issue a final warning under section 65 of the Crime and Disorder Act 1998. A further reprimand is not an option because Richard has already had one. The social worker can do little to influence this decision as it is solely a matter for the police. (Workbook 3 p 53 and Law Card S35). In Richard's case, it is apparent that the police intend to charge him. Section 38 of the Police and Criminal Evidence Act 1984 recommends that children aged between ten and sixteen should be released; with or without bail once charged unless certain conditions are met. These conditions are several, but two examples are; when the custody officer has reasonable grounds to believe that detention is necessary to protect the defendant, or if it is in the defendant's best interests (Workbook 3, pp 54/5). The police have decided, in Richard's case, that the conditions are met and intend to detain him. A decision that will highlight the â€Å"†¦ continuous conflict between care and control†¦ † (Reader Worrall and Souhami, p 121) that is part of the social worker's remit. Richard's detention will normally be in local authority accommodation. This can be in the form of secure or non secure accommodation. The local authority has the power to decide where Richard is to be placed and this decision will rest with the social worker; availability of suitable accommodation being a significant feature. If the decision is to place Richard in secure accommodation then this will be subject to the provisions of Section 25 of the Children Act 1989 which allows secure placement for up to seventy two hours, but only if the child has a history of absconding or is a danger to himself or others if kept in non secure accommodation; a difficult decision for the social worker in this case. Further detention is not allowed without court intervention. There are strongly held views about whether the welfare principle of the Children Act applies in these circumstances. In 1995 the Court of Appeal stated that in such cases, whilst the welfare of the child is not irrelevant, it is not paramount. Again, confusingly however, it also ruled that social workers performing the functions of Guardian ad litem should make their reports based on what is in the best interests of the child. In practice, if the custody officer decides that provision of local authority accommodation is neither practicable nor available then Richard would remain in police custody. Contacting his parents would then become imperative (Workbook 2 p, 93 and Workbook 3 p 55). It is also important to remember Rob, who is the victim. He is also a child and is entitled to the same rights as Richard. The Local Authority also has both general duties towards him, and specific ones should the circumstances result in Rob being regarded as a child â€Å"in need† under Section 17 of the Children Act 1989 (Workbook 2 pp 18-19). His father has insisted that action be taken against Richard but it is appropriate to consider Rob's wishes; the wishes and needs of victims being an important principle of the National Standards for Youth Justice (Workbook 3 p 34). As soon as is practicable, the next task for the police is to arrange for Richard to appear before the youth court, a panel of local magistrates. They would have the option to either release Richard with or without bail or to remand him to Local Authority accommodation. Again there is room for conflict, because such accommodation may not be locally available and this could infringe Richard's right to education under both the 1998 Human Rights Act and The United Nations Convention on Rights of the Child. Interestingly, the convention appears to recognise the potential for conflict between justice and welfare using the word â€Å"primary† rather than â€Å"paramount† in Article 3 in the context of the best interests of children (Workbook, pp 16 – 17). In practice, much would depend on the outcome of the efforts to find Richard's parents. If the case goes to trial, this would also be in the youth courts where the culture has changed considerably in recent years, partly because of the tension between the welfare and justice models. In a very high profile case in 1993, two children were convicted of the murder of another child, Jamie Bulger. The intimidating nature of the trial was the subject of much criticism by human rights lawyers and in 1999, the European Court of Human Rights found that the trial breached Article 6. 1 of the European Convention on Human Rights (now incorporated into the Human Rights Act 1998) which guarantees people who are accused of crimes, the right to an effective participation in their trial. The resultant changes in the youth courts mean the use of clear language, an informal layout, better information for victims, better feedback for magistrates and more frequent lifting of reporting restrictions (Workbook 3, pp 57 – 59). If Richard pleads guilty, then as this is his first offence, a Referral Order under sections 1 – 7 of the Youth Justice and Criminal Evidence Act 1999 is likely. This would involve making a contract between Richard and the YOT aimed at reparation and prevention of re-offending (Law Card C32 (EW)). A not guilty plea means the magistrates must decide on his guilt, based upon the evidence. In the event of Richard's guilt being established, the next social work task is the preparation of the pre-sentence report â€Å"†¦ the social worker's most important contribution to the youth court†¦ (Workbook 3, p 60) which allows the court to make an informed decision based on comprehensive and accurate information about Richard. The report would be written in accordance with the National Standards for Youth Justice with a number of standard headings: Sources of information, which would include information gathered from school and home, an analysis of the offence including the impact on the victim, an assessment of the offender including risk to the community and risk of re-offending and a conclusion that would include a sentencing recommendation. (Workbook 3 p 62). The report must take into account the welfare principle of the Children and Young Persons Act 1933 as well as the aim of section 37 of the Crime and Disorder Act 1998 which is to prevent re-offending. It must be written in a way that is consistent with the core values of the Code of Practice for Social Workers with anti-discriminatory practice being a particular feature in the light of an HM Inspectorate of Probation review finding that African-Caribbeans are over represented in reports that recommend custodial sentences (Workbook 3, pp 62 – 63). After reading the report the magistrates must decide upon a sentence. A wide range is available, formerly under a number of different pieces of legislation but now incorporated into the Powers of the Criminal Courts (Sentences) Act 2000. In Richard's case a Supervision Order under sections 63-68 of the act is likely, or an Action Plan order under section 69. These orders can include specific requirements such as where Richard is to live, what he is to do, and compliance with his supervisor's directions. The orders can last for up to three years. At the other end of the scale, should Richard re-offend, then a Detention and Training order under section 73 of the Crime and Disorder Act 1998 would be available. This would deprive him of his liberty (Workbook 3, pp 65 – 67 and Update Supplement, p 22) and increase the likelihood of an ongoing spiral of crime, the worst impact for Richard (Workbook 3, p 68). In conclusion then, it can be seen that conflict and tension feature strongly in youth justice. Some people argue that aspects of the Crime and Disorder Act 1998 are unnecessary if the resources were made available to allow Local Authorities to carry out their duty to prevent offending that is stated in schedule 2 of the Children Act 1989. The 1998 act also has a preventative aim although only 2. 5% of the budget is committed to it (Workbook 3, p 46). It is against this background that social workers in youth justice face the challenge of how to operate in a system where the measures of success are constantly swinging between retributive and rehabilitative goals, without compromising their own Professional Code of Practice (Workbook 3, p 5).

Character research paper Example | Topics and Well Written Essays - 1000 words

Character - Research Paper Example He unwittingly propels Nora to autonomy through a loan and unforeseen reactions. Henry Ibsen's productions upset social mores and were always controversial. "Of the many Victorian controversies and questions over art, morals and religion, none was more bitter and more provoked than....by Ibsen" (Decker 632). Ibsen's life portrays a man who experiences bankruptcy and economic downfalls which cause him to question the moral fabric of society. He constructs his plays with an underlying, often iconoclastic message. Family values are undermined by gender. Many of his plays were unpublished and unknown, because of bouts of failure at the box office. Ibsen left his family and migrated to Italy for twenty seven years where he became the father of modern prose drama. His life demonstrates the conflict between money and family. It should come as no surprise that A Doll's House exhibits a web of relationships with financial ruin as the prevailing fear and society's scorn as the main element to be averted at all costs. Ibsen greatly disagreed with traditional male and female roles. Ibsen's plays were classified as "thinking dramas" because of the philosophy. Ibsen feels that marriage is a union to be enjoyed in a couple comprising of equals and conveys a strong human rights message. A Doll’s House, written in prose, is grounded in realism which defaces society's idealized gloss on marriage and the male/female relationship. Girls and women usually cherish dreams of living in a tastefully designed doll house with a perfect spouse. However, Ibsen smashes these illusions by authoring a work which counters the supposed myth of forever happiness. He speaks against the child-like and dolled-up woman as the preferred ideal. In Ibsen's day, the woman had no right to take a loan without the confirming signature of a man and a married woman's leaving a man was an event rarely heard of. Thus, his plays stand as a poignant critique against the unequal status of women. The title, A Doll's House, connotes the role of the woman as a beautiful puppet, characterized with qualities such as superficiality, playfulness, lack of intelligence, lack of humanity and frivolity. However, in this play, the doll depicted as the woman of the family transforms and transitions Pinocchio-like into a real woman. "A number of Ibsen's drama's portray first the weak or displaced husband or father who lives in a world threatened by change and second, a woman who challenges the patriarchy" (Ross 242). The lead-female, Nora Helmer, comes into realization of her one-sided marriage and leaves her husband, coming into an awareness of her husband's lack of appreciation for her, his selfishness, and dominance - she recognizes that she is not self-actualized. Henry Ibsen also lays bare the difficult decisions in questions of morality and money. He mirrors his own life in his classic, A Doll's House in which characters must choose between life and moral obligations. In this situation, he u ndermines religion and its claims on individuals. A Doll's House unmasks the marriage problems of a bourgeois family and another demanding creditor. Want forms the

Health and Safety 1 Assignment Example | Topics and Well Written Essays - 2250 words

Health and Safety 1 - Assignment Example Principal contractor's legal responsibilities for notifiable projects: Monitor and oversee construction while coordinating with the contractor. Prepare and implement a plan for the project and site rules. Share relevant portions of the plan with contractors. Provide suitable welfare facilities available on site before beginning work on site, and maintain them through the project. Check competence of all parties appointed by him. Ensure dissemination of all needed information to all workers. Consult with workers before and during work on site. Assist CDM co-ordinator by liaising with him on design. Ensure security of site and safety of all workers on site. Contractor's legal responsibilities for all projects: Monitor and oversee own performance as also that of workers on site. Assume responsibility for competence for their employees. Training of their employees Providing information to their workers to enable maximum productivity and quality. Comply with requirements as set out in Part 4 of the CDM regulations document. Provide good and adequate welfare facilities for own workers. Contractor's legal responsibilities for notifiable projects: Check whether the client is aware of his own duties, and whether a CDM coordinator has been appointed and HSE notified prior to beginning work. Cooperate and coordinate with principal contractor while planning and executing work, as also setting down site rules and reasonable directions. Provide details pertaining to the work to any contractor engaged in the project, including the principal contractor. Provide information for the health and safety file whenever required. Give feedback on the plan to the principal contractor, identifying and pointing out any problems. Inform the... The main provisions outlined within the document and their introduction by project management is as follows. These are common for both MHSWR 1999 and CDM regulations, 2007, differing in scope and resultant measures: Encourage all involved (Client, design team, contractors and workers) to work towards the seamless integration of safety and health issues into the process of building construction. This has been made possible by introducing the CDM coordinator who makes compliance possible through extensive pre-project coordination between all concerned. Reduce and eliminate hazards through better planning and management from the start of a project. As the client responsibilities have been more clearly defined, it is in the clients best interests to involve designers and the contractors to identify and reduce hazards before actual construction starts, thereby reducing project creep through efficient project management and time lines. Effective targeting of effort to maximise health and safety improvement outcomes.

Business and Economic Forecasting Research Paper

Business and Economic Forecasting - Research Paper Example ant to note here that increase in wage rates will also results in increase in the spending power of the consumers and consumers will be willing to pay more for the products, thus it can have some positive effect on the economy. On the other hand the increase in the transportation costs will have double fold negative impact on the economy as the consumers will have to also bear the increased in the transportation costs. Hence, there can be different economic scenarios during different economic times. For instance, during the economic boom the increase in wage rates will not have strong negative impact on the economy, as the people will be ready to pay more for the products. However, the increase in the transportation costs will negatively influence the economy. But the increase in wages will have greater overall effect on the economy. On the other hand during recession the increase in the wages will have less positive and more negative impact, as still people will be more inclined towards saving and hence will be reluctant to pay more for the products. Similarly the increase in the transportation costs will have negative influence on the economy. Hence, it can be said that the wages will have more effect on the state of the economy in different time periods. So the slope value of wages will be high as compared to that of the transportation costs in the multiple regression formula (Hoshmand, 2009). During regression analysis and evaluating regression models it is important to check that whether the regression model is efficient or not. For this purpose different tests and methods are used by the researchers. One method used in this regard is the R2 test. The researchers use The R2 test in order to check whether the forecasted values are closely related and associated with the original values or not. This means that the high value of R2 depicts that there are less or few errors and residuals in the regression model. If the value of R2 is closer to one it means that

Information Systems Master Essay Example | Topics and Well Written Essays - 2000 words

Information Systems Master - Essay Example Across all brands the bank operates some 1800 sites in the UK. The area considered for analysis is the human resource management of HSBC Bank plc. The various procedures and facilities of the human resource management at the HSBC is discussed. Then an analysis is carried out on various subdivisions like Recruitment, Training etc and evaluation is done by framing models. Once the application form has been received, a credit check will be undertaken. This check will include CCJs, bankruptcy and delinquent debts registered (e.g. defaulted on payments to a loan which has not yet been paid in full.) Full details on this are contained within the application form. This is the next stage and is undertaken online. Typically instructions will be received on how to complete this questionnaire within 5 days from your initial submission of the application. The Experienced Commercial Relationship Manager applicants will also receive instructions on how to complete verbal and numeric reasoning tests, which are part of the assessment process for this role. A 30 to 40 minute telephone interview based on key skills for the role applied will be conducted. This is a competency based interview and applicant will need to talk through situations for the displayed particular skills. The final stage conducted by the recruiting manager, ... 1) Initial suitability A series of questions will be asked (such as your eligibility to work in the UK). 2) Online application form Complete the application form as prescribed with appropriate information. 3) Credit Check Once the application form has been received, a credit check will be undertaken. This check will include CCJs, bankruptcy and delinquent debts registered (e.g. defaulted on payments to a loan which has not yet been paid in full.) Full details on this are contained within the application form. 4) Profiling questionnaire This is the next stage and is undertaken online. Typically instructions will be received on how to complete this questionnaire within 5 days from your initial submission of the application. The Experienced Commercial Relationship Manager applicants will also receive instructions on how to complete verbal and numeric reasoning tests, which are part of the assessment process for this role. 5) Telephone interview A 30 to 40 minute telephone interview based on key skills for the role applied will be conducted. This is a competency based interview and applicant will need to talk through situations for the displayed particular skills. The key skills for each Customer Sales roles are: sales, customer service, teamwork, work standards and communication. For the Management roles the key skills are: sales/retail management, relationship building, leadership/team management, customer service, drive, resilience and communication. 6) Face-to-face interview The final stage conducted by the recruiting manager, typically at the location for the role applied for. Again the interview will focus on applicant's skills and experiences and how they match with Bank's requirements.

Physical Training In The Workplace Research Paper

Physical Training In The Workplace - Research Paper Example This proposal describes the issues that ABC Corporation is facing regarding its employees health conditions, because of which a number of malfunctions are noticed in the operational capacity of the business. Moreover, ABC Corporation is paying a significant amount of its revenues to the insurance company, in the form of premium for its employees’ health insurance. Employees are also complaining about the boredom they are experiencing at the workplace. The proposal consists of background of the problem defining the issues that lead to adoption of a suitable employee wellness program, the theoretical evidences for the proposed program and a set of recommendations regarding program design and how to implement it so that the desired objectives can be achieved efficiently. Contents Executive Summary 2 1.Background 4 2.Theoretical Grounds 6 3.Introduction to the Organization 7 4.Identifying the Issue 8 Memo 9 Reference List 12 1. Background â€Å"The doctor of the future will give no medicines, but will interest his patients in the care of the human frame, in diet, and in the causes and prevention of disease† (Adison, 1900) Providing a remedy to a disease with the help of medicines is easy but costly, at the same time, leaves medicine’s harmful effects on the human body. For this reason, rectifying the physical lacking and deficiencies from an individual’s health condition with the help of physical activities is beneficial as compare to the usage of medicines (DeVries, 2010). Any activity introduced by organizations’ managers and owner to improve the health conditions of the employees is known as Workplace Wellness Program. Business in the modern world design and implement policies and regulations that compel workers of that organization to adopt healthy behaviors at their designated work station, which consequently results in higher productivity level. Organizational and industrial experts suggest that organizations should implemen t processes within its functional capacities that enable the employees to get hold of and maintain control over their health conditions. For this reason, business implement a number of physical exercise activities in the name of â€Å"Corporate Wellbeing† such as Behavior Change Communication to Improve Health landscape, health related events and seminars, medical scrutiny of the employees on time to time basis, physical training, weight reduction programs, health notices or fitness facilities within the premises of the business (DeVries, 2010). Workplace Wellness programs introduced by an organization would include giving flexible timing to the employees for physical exercise, providing employees with healthy food menu and help them to develop healthy eating habits, conducting â€Å"walk and talk† meetings with the employees and offering a number of financial incentives and aide to the employees so as to motivate them to participate in wellness programs. With the emer gence of globalization on the business horizon, organizations now need to engage employees into physical activities on a more rigorous scale, to maintain their health conditions. This activity results in keeping employees physically fit and increase their ability to counter the new challenges emerging every other day (DeVries, 2010).

How Does Elementary School Teachers Attitudes Impact Students Behavior Research Paper

How Does Elementary School Teachers Attitudes Impact Students Behavior - Research Paper Example Another research conducted also revealed that the action of teachers towards students with high achievers reflected high expectations, academic demand, special privileges and better opportunities. The researcher found that gender was controlled by teachers whose perceptions towards the behavior of students revealed significant component of their scholastic judgments. It was also found positive academic results led to academic oriented behaviors, which reflected high levels of performance in schools. Lastly, it was reported that through use of TSRQ, the performance level of students varied significantly depending on the attitude of their teachers. How Does Elementary School Teachers Attitudes Impact Students Behavior Introduction Teachers play significant roles in the classroom and they manage student behaviors in order to enable them achieve their academic goals successfully. The environmental settings where successful classroom management is carried out are bound to contribute to th e success of students. A number of researches have been conducted on the way elementary school teacher’s attitudes impacts student behaviors. This is because the influence of teachers’ attitudes inside and outside the classroom determines the performance of students. ... The aim of this research is to offer varied literature review on the way elementary school teachers’ attitudes can impact student behaviors. Literature Review Varied literatures have made significant efforts of revealing the way teachers’ attitudes in the elementary school impacts student behaviors. Pelletier (2002) argues that Supportive instructors leads to less student control. A few research studies have attempted to analyze the role of the ecological settings that influence instructors to embrace autonomy supportive or controlling conducts towards students. However, many researchers have made significant steps towards revealing whether teachers create a climate, which is primarily controlling or oriented towards supporting autonomy. For instance, some higher authorities impose regulations or restrictions that determine the way teachers should control their students. The research study conducted revealed that teachers were responsible for the students’ perfor mance from lower levels up to the high standard levels (Pelletier, 2002). Similar field research experiments were conducted and it was discovered that teachers who were externally pressured to produce better results in the learning institutions were more controlling and less effective than teacher who only helped students without controlling them. Pelletier (2002) examined the way instructors’ enthusiasm could either impact directly their coaching or arbitrate the effect between circumstantial dynamics and coaching conducts. For instance, rewarded teachers enabled students to make more errors while in an attempt of trying to employ a particular learning skill. The study research conducted observed that participants who were taught a certain skill by an extrinsically motivated teacher reported

Public Management and Administration Case Study Example | Topics and Well Written Essays - 750 words

Public Management and Administration - Case Study Example Government by proxy has grown into a more diverse, pervasive, and an all-encompassing phenomenon that is here to stay. It is imperative that public administration scholars and policy makers offer proposals to reduce or eliminate the problems created by third party government and in turn improve government performance. Government needs partners to do its job. These partners present themselves in the form of for profit and non-profit organizations as well as state and local agencies. From the case study ‘should private contractors be guarding public buildings?’, it is stated that the Federal Protective security- FPS employs 1225 persons who are responsible for 2360 federal facilities. This shows a clear gap that gets filled by the government through proxy. By contacting out to fill the security gap required for public buildings, the FPS turns from a direct service provider to a generator of public value. It is vital that all federal building become well-guarded to protect national interests and property which gets funded by taxpayers’ money. If the government is unable to employ and train the required number of security guards required to man this buildings, contracting out seems a viable option. Government by proxy offers innovation and the ability of the contracted firms to tailor their services to meet customer demands. Contracted security firms get to train their guards on the requirements and challenges posed by the job contracted. These private security firms dedicate their time and capital into offering the ultimate service for their customer as they are in competition with other firms too. From the given case study, the author states of a meeting with private security guard who told him that he was trained on twenty one different weapons. This indicates the training level to which private firms engage their guards in preparing them to meet with the rising threats of insecurity

Boeing Airplane Manufacturing Company Essay Example | Topics and Well Written Essays - 1250 words

Boeing Airplane Manufacturing Company - Essay Example The paper tells that all relevant and reliable information are needed to make a decision about whether to pursue developing and manufacturing a very large commercial transport (VLCT). First, Boeing needs the prior revenue information as a basis for determining whether to pursue developing and manufacturing a very large commercial transport or VLCT unit. The business will not survive without revenues. Thus, the issue on whether to produce the super jumbo (A3XX) or the larger 747 version is grounded whether revenues are generated. Boeing needs to determine the cost and expense information to serve as a basis for determining whether to pursue developing and manufacturing a very large commercial transport or VLCT unit. Boeing Airplane Manufacturing Company must determine the total cost of buying each airplane part from its many suppliers. Likewise, the company must know the cost of labor to produce each airplane unit. Lastly, the Boeing Airplane Manufacturing Company must know the total manufacturing cost of producing each very large commercial transport or VLCT unit. The cost portion will contribute to better Boeing Airplane Manufacturing Company decision making in terms of pursuing the super jumbo or larger 747 version production. Boeing needs to scrutinize the amount of profits generated as a basis for formulating more effective finance decisions. The company will proceed with the manufacture of the Boeing plane only if the net profit crops up. In the net profit computation results to a net loss figure, the company must drop the plan to develop and manufacture a very large commercial transport (VLCT) unit. ... The $20569 subtotal revenue indicates that the company may generate enough very large commercial transport or VLCT unit revenues to generate the required bottom line net profits. In terms of relevance of information, the profit information has high relevance value in relation to the decision to develop and manufacture a very large commercial transport or VLCT. Boeing Airplane Manufacturing Company will not pursue the production of very large commercial transport or VLCT units if net profits are not realized within one or more accounting periods. A net profit figure discourages management from pursuing or continuing the production of very large commercial transport or VLCT units. The company must exert efforts to ensure net profit crops up during each accounting period. (3) In terms of reliability, the revenue and profit information has high reliability. The case study shows that the company generated $20,569 in 1993E. Likewise, the revenue information shows that the company consisten tly generated profits from 1989 to 1993E. The information persuades management to predict the very large commercial transport or VLCT unit will generate revenues (Weetman, 2006). In terms of reliability, the cost and expense information has high reliability, including 5.5 % risk free interest bonds. The case study shows that Boeing Airplane Manufacturing Company buys the airplane parts (wings, tires, etc.) from several suppliers. The cost information, including the $5 billion to $20 billion amount, shows whether the company’s revenues are high enough to generate gross profit figures. The gross profit result shows whether there are enough funds to pay for the Boeing Airplane Manufacturing Company marketing and

John smith Essay Example for Free

John smith Essay Re: Agriculture, Food Safety, and Inspection Officer. (Or Deportation Officer). (Or Criminal Investigator) Opening (Job ID#: Hr 899), advertised on Monster Dear Hiring Manager: Your advertised opening for a Agriculture, Food Safety, and Inspection Officer. (Or Deportation Officer). (Or Criminal Investigator) is a precise fit to my career aspirations. If you are seeking a dedicated professional who will provide exemplary performance, I believe we should meet. I am seeking a career in this industry where I can maximize my security-related, customer service and organizational skills to further business goal and bottom-line objectives. In my candidacy, you will find: A team oriented professional with a positive work ethic and deep commitment to providing excellent results A track record of excellent performance as an employee The proven ability to build genuine rapport. Your review of my enclosed resume to explore a possible match between your needs and my skills is much appreciated. I would welcome the opportunity to meet with you in person to learn more about your business and to explore employment possibilities. You may reach me at (XXX) XXX-XXXX or via email at [emailprotected] net. Thank you for your time, and I look forward to hearing from you soon. Sincerely, John Smith Enclosure.

Stress: Causes, Definitions and Impacts

Stress: Causes, Definitions and Impacts Rosalina Das Definition â€Å"Stress is the trash of modern life-we all generate it but if you dont dispose of it properly, it will pile up and overtake your life.†Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¢Danzae Pace â€Å"a reaction of a particular individual to a stimulus event†. (Skinner, 1985) â€Å"stress may be viewed as the body’s response to any real or imagined event perceived as requiring some adaptive response and/or producing strain† (Elliot, 1988) â€Å"stress can be considered as any factor, acting internally or externally that makes it difficult to adapt and that induces increased effort on the part of the person to maintain a state of equilibrium both internally and with the external environment†. (Humphrey, 1992) â€Å"stress is caused by a multitude of demands (stressors), such as an inadequate fit between what we need and what we are capable of, and what our environment offers and what it demands of us†. (Levi, 1996) a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her well being. (Lazarus and Folkman, 1984) As can be inferred from the definitions above, there are three main ways to define stress. Firstly, we can define stress as a factor of stimuli a person is subjected to. The greater the pressure, the more will be the stress perceived. This takes into account the cumulative nature of stress. Secondly, stress can be defined as the response to aversive stimuli. This train of thought was publicised by Selye who also called the physiological changes that the body undergoes as a response to stimuli as the general adaptation syndrome (GAS). Stress is a usual human reaction to pressure when confronted with challenging situations. This pressure is not only about what is happening in our surrounding, but also about the demands that we place on ourselves. Stress is essentially a reply to a stimulus that interrupts our physical or mental equilibrium. A stressful event can trigger the â€Å"fight-or-flight† response which results in a sudden flow of hormones namely adrenaline and cortisol through the body. Stress is the â€Å"wear and tear† our bodies go through as we adjust to our continually changing environment. It has both physical and emotional results on us and can craft positive or negative feelings. Stress is not a medical condition, but severe stress that continues for a longer period of time may lead to a diagnosis of depression or anxiety, or other severe mental health problems. Causes of Stress Stress triggering events are different for different individuals. According to surveys, stress related to work contributes the highest percentage. In the united states, 40% workers admit to have stress caused due to their work and 25% blame work as the biggest cause of stress in their lives. In general, change in an existing situation of a human being causes stress. This is caused due to lack of control over the existing situation. The changes might be good or bad changes, but they might cause stress to a person. The few common causes of stress are: Job interview Examination New relationship/ Breaking up of old relationship Marriage Serious illness in oneself or a friend or family member Moving to a new place Death of friends or family/ Birth of a child Unemployment Insufficient resources to manage the family Caring for a disabled friend or family and many similar situations. This stress is causes as one has to re-adjust their life in accordance with the new phenomenon. The below diagram depicts the three major reasons of stress in college going students. Stress isn’t always caused by outside factors, sometimes it comes from inside. People can stress themselves by worrying about things. The internal factors causing stress are: Fear and uncertainty about events that are outside someone’s control. Worrying about such events can only cause stress, but not any improvement of the situation. Attitudes and perceptions of the world. A person’s point of view of events and situations can make a huge difference. The same situation may be perceived differently by different people and thus generate different level of stress. Unrealistic expectations. When expectations don’t match reality, it causes stress. The below graph shows the causes of stress in American citizens according to a survey. Types of stress All animals, including human beings have a natural stress response and it is very helpful. But severe stress can cause both physical and mental harm. There are various kinds of stress depending on its causes and effect. A little amount of stress, called â€Å"acute stress† is the most common form of stress. It could be tolerable, in fact it might be constructive in the sense that it keeps a person active and alert. It is usually for a short term of time. Also stress in long-term termed as â€Å"chronic stress,† can have major effect on both physical and mental health of a person. It often develops when a person loses hope of getting out of a bad situation and they stop giving effort to get out of it. â€Å"Episodic Stress† is the kind of stress that originates from a continuous exposure to mismanagement and crisis in life. This is usually found in type ‘A’ personalities as the are always in a hurry, but always late. Episodic stress is caused by constant worrying, pessimism, anxiousness and depression. â€Å"Traumatic stress† is the kind of stress caused by events threating one’s life. For example being in a major accident, involved in war, physically or mentally assaulted or having faced a natural disaster can causepost-traumatic stress disorder(PTSD). Symptoms of stress The signs of stress can show in various forms. Listed below are various signs of stress. Physical Signs of Stress Increased heartbeat Sweating/ freezing hands Headache Shallow or erratic breath Causing nausea, stomach upset Fatigue Disturbance in sleep Weight gain/loss Increased/decreased appetite, increased alcohol consumption Cognitive Signs of Stress Forgetfulness Being unmindful, Difficulty in concentrating Difficulty in understanding Negative self-assessment and negative self perception Emotional Signs of Stress Getting angry, irritated easily Anxiety, feelings of panic Fear Crying Increased conflicts in personal life Getting frustrated easily Impact of stress Stress is a major concern of the modern world. The below statistics depicts how it has impacted the human race. 43% percent of adults suffer from stress related health problems Stress related ailments contribute to 75%-90% of all doctor visits. Stress is declared as a hazard of the workplace by the Occupational Safety and Health Administration (OSHA) declared. More than $300 billion is spent annually to cope up with stress in the American industry. Untreated, chronic stress reactions can cause a lifetime prevalence of emotional disorder in more than 50% of people. In long term, stress can cause serious impact on our body. Skin.Stress causes various skin problems likeacneandpsoriasis. Muscles.Stress can cause neck,shoulder and lowback pain. It also worsensrheumatoid arthritis. Stomach.Stress causes and aggravates stomach problems like irritable bowel syndrome, gastroesophageal reflux disease (GERD) ans peptic ulcerdisease. Heart.Stress causes coronary artery disease,heart attack, heart failure,high blood pressure, arrhythmia or erratic heartbeat,blood clotting and atherosclerosis or hardening of thearteries. Lungs.Patients having asthmaand chronic obstructive pulmonary disease (COPD) are severely affected by stress. Reproductive system.Stress is found to have a impact in causing lowfertility, sexual problems in men, complexion duringpregnancy and painful menstrual periods etc. Immune system.Constant stress adversely affects the human immune system. This impacts even more for persons having chronic illness like AIDS. Stress can worsen the situation of such patients. Panic Attack. Apanic attackis a sudden, intense fear or anxiety that may make a person feel short of breath, dizzy or makes the heart pound very fast. Stress can cause panic attacks. Stress Management Stress managementrefers to the verity of medical andpsychotherapiestechniques which helps in controlling a patient’s stress levels. The treatment may be there for chronic stress or episodic Stress or traumatic stress. Managing stress is all about taking charge. If one controls one’s thoughts, emotions, schedule, and the way one deals with problems, then they can overpower stress. Step #1: Identifying the source of stress The first step to manage stress is to identify the sources of stress in one’s life. The sources are not always evident and most of the times it is hard to find the real source. This might because we are well acquainted with our way of life and it’s hard to point out what is wrong with it. It is important to find the root cause of stress because that is the key to treat it. Step #2: Change the situation We should try to avoid the situation that is causing stress. If the situation is unavoidable, then we must try to alter it. Figuring out the key points to bring about a change in the current situation helps in dealing with stress. This might involve changing few things like communication, relationship or any other way of life. But this change has to be ensured so that it can lead to a less stressful situation. Step #3: Adapt to the change It is hard to adapt to any change. But we must ensure that changing the life style doesn’t result in more stress. Also it is advisable to cope up with the changes made as soon as possible. We can adopt to stressful conditions and also regain our sense of control by modifying our attitude and perception. Step #4: Avoid further unnecessary stress Stress can’t be always avoided. But we should make a conscious effort to keep it at bay. Isolating situations which causes unnecessary stress can help. Situations which might cause this kind of unnecessary stress could be eliminated in advance. We should just make sure that the peace of mind should be preserved at all cost. Step #5: Time Management Stress can be avoided by proper usage of time. Dividing up your work into small segments of doable chunks and dedicating proper amount of time to all activities in a day can reduce the stress in work environment. One should dedicate some buffer time for unexpected activities so that in case of any emergency, the time table is not shattered. Step# 6 Meditation and breathing exercises When stress takes over, the sympathetic ANS pumps adrenaline and other hormones into the body to prepare it for action. Usually, the parasympathetic ANS eventually takes over and calms the body down. You can help the parasympathetic ANS take over by practicing meditation and breathing exercises. Combine meditation and breathing into one exercise by doing the following: Sit down comfortably and close your eyes. Begin taking slow, measured breaths. Take note of where in your body the breaths originate. After a while, let your body breathe entirely on its own while still focusing on the breath. Notice which parts of the body your breathing moves: From your hands and feet to the top of your head. If you begin to think about anything other than breathing, set your concentration back on those breaths and how they affect your body Simple things can lead to relieve stress. For example talking to a trusted person (friends or family), calling up someone and have a friendly chat, talking to experts via phone helpline or internet, exercising, taking deep breaths, eating a healthy diet, taking a vacation, time management etc. Conclusion As can be inferred from the definitions above, there are three main ways to define stress. Firstly, we can define stress as a factor of stimuli a person is subjected to. The greater the pressure, the more will be the stress perceived. This takes into account the cumulative nature of stress. Secondly, stress can be defined as the response to aversive stimuli. This train of thought was publicised by Selye who also called the physiological changes that the body undergoes as a response to stimuli as the general adaptation syndrome (GAS). Stress is a usual human reaction to pressure when confronted with challenging situations. This pressure is not only about what is happening in our surrounding, but also about the demands that we place on ourselves. Job traits and Hackman Oldham model Motivation and job satisfaction is important. Factors like job satisfaction, job expansion, job turnover, job enrichment, etc. should be ensured to ensure the minimal level of stress occurring at workplaces. Hackman Oldham job traits model present in their paper have selected to study the impacts of job traits on job stress. In their study on a telecommunication company, Richard Hackman and Edward Lowler (1971) concluded that employees’ job satisfaction is higher and their performance and attendance in workplace is better when they feel traits like skill diversity, task nature, independence and engaging with other further in their job. This study paved the ground for Hackman and Oldham job traits model in 1975. Through a research, they found that employees’ job satisfaction and performance increase and their turnover and absenteeism decrease when they enjoy high levels of job traits such as skill diversity, job nature, task importan ce, independence and job feedback. Hackman and Oldham job traits model consists of three parts: (1) job major aspects including skill diversity, job nature, task importance, independence and job feedback; (2) mental conditions including the feeling of having an important job, accountability, being informed of job results; and (3) working and individual ramifications including promoting inner motivation on job qualitative performance improvement, job satisfaction promotion and mitigating job relinquish. Stress is part of life and sometimes unavoidable. Sometimes a little amount of stress is helpful too. It is only when stress lasts for a longer period of time and exceeds one’s capability of handling it, stress becomes harmful. Stress impacts one’s physical and mental health, relationship, family, work environment and one’s whole life. But stress can be handled. Instead of stress manipulating one’s life, one can learn to manipulate the stress by oneself. By enhancing one’s vision, raising the available resources regarding stress, one can cope up with stress. It is important to know one’s strength and limits regarding handling stress. It is always advisable to take external help if needed to cope with the anxiety and stress in one’s life. Useful contacts Emotional / Relationships Problems 1. Aasra, Mumbai Direct crisis intervention and counselling services for people who are depressed or feeling suicidal. Phone:+91 22 2754 6669 Timings:All Days :24 Hours Email:[emailprotected] Website:www.aasra.info Depression, anxiety, obsession and mental health Rethink Mental Illness Support and advice for people living with mental illness. Phone: 0300 5000 927 (Mon-Fri, 10am-2pm) Website:www.rethink.org Depression Alliance Charity for sufferers of depression. Has a network of self-help groups. Website:www.depressionalliance.org CALM CALM is the Campaign Against Living Miserably, for men aged 15-35. Website:www.thecalmzone.net Contact the Stress Counselling helpline Talk in confidence, 24 hours a day. Call:0800 092 3189 Useful books The Relaxation Stress Reduction Workbookby Martha Davis, Elizabeth Robbins Eshelman, Matthew McKay Publishers New Harbinger Publications: ISBN 1572242140 The Anxiety and Phobia Workbook By Edmund J. Bourne The Feeling Good Handbook By David D. Burns,David D. Burns (Preface by) References http://www.rose-hulman.edu/StudentAffairs/ra/files/CLSK/PDF/Section%20Two%20Instructor%20Resources/Sources%20of%20Stress%20Among%20College%20Students.pdf http://www.globalresearch.com.my/journal/management_v03n01/0007_Article_167_Final_JoGM_Jan2012_V3N1_PG093_105.pdf http://www.qub.ac.uk/directorates/sgc/learning/FileStore/Filetoupload,217650,en.pdf http://www.mind.org.uk/media/977061/how-to-manage-stress-2012-2-.pdf http://www.purdue.edu/swo/generalwellness/KnowItAll/stress/DifferentKindsofStress.pdf http://www.apa.org/news/press/releases/stress/2011/impact.pdf http://www.webmd.com/balance/guide/causes-of-stress http://m.medlineplus.gov/topic/stress.htm http://www.nlm.nih.gov/medlineplus/stress.html http://www.angeloflifehealthandnutrition.com/energy-and-stress-relaxation.html http://www.apho.org.uk/resource/view.aspx?RID=44871 http://www.webmd.com/balance/stress-management/effects-of-stress-on-your-body http://www.webmd.com/balance/stress-management/stress-management-effects-of-stress Every Child Matters Policy: Outcomes, Aims and Application Every Child Matters Policy: Outcomes, Aims and Application Are the objectives of the Every Child Matters policy set by the government being met in actual use and practice? Contents (Jump to) Abstract Chapter 1 Introduction Chapter 2 – Method Chapter 3 – Results 3.1 Every Child Matters Green Paper 3.2 Childrens Act 2004 3.3 Children’s Trusts   3.4 Every Child Matters: Change for Children   Chapter 4 Discussion Chapter 5 – Conclusion   Tables – Diagrams Bibliography   Abstract In September of 2003 the policy initiative â€Å"Every Child Matters† was presented to Parliament, sparked by the death in 2000 of eight-year-old Victoria Climbie, who was a victim of child abuse, and murder by her aunt Marie-Therese Kouao, and bus driver Carl Manning (BBC New, 2005). The striking as well as earth shaking factor in this tragic instance is the very strong possibility exists that Victoria’s suffering, and death could very well have been prevented. While it is impossible to predict what might have happened, the official inquiry into this case as headed by Lord Laming, investigated every facet, including the child protection system (BBC News, 2003). The preceding uncovered that there were at least twelve incidences whereby the system failed Victoria Climbie in terms of her welfare. Most noteworthy, in terms of the system becoming alerted to the potential of child abuse and or problems, were the child’s two visits for injuries to the hospital, the sec ond, which entailed a two-week stay (BBC News, 2003). The horrific summary just provided does not do justice to the details contained within this case that outraged the public as well as authorities. The Laming Report uncovered that information sharing between agencies failed to take the necessary and required steps to intercede (The Victoria Climbie Inquiry, 2003). The Inquiry resulted in the recommendation of a structure that would eliminate the potential for ambiguity in the decision making process for children and families (The Victoria Climbie Inquiry, 2003). This examination of child care policies shall analyze if the resulting Every Child Matters policies are meeting the purpose for which they were developed and devised. Chapter 1 – Introduction The death of Victoria Climbie resulted in an Inquiry conducted by Lord Laming to investigate the childcare system and make recommendations based upon the findings. In keeping with the aforementioned, the Inquiry Report recommended the following changes as well as inputs to the system (The Victoria Climbie Inquiry, 2003): Elimination of what the Inquiry termed as â€Å"buck passing†, through guidance procedures, Implementation of a coherent set of practices, policies, protocols and strategies for service delivery, Placement of the preceding into statues that define a clear process for monitoring as well as decision making of performance and follow up, Reduction of what the Inquiry called the ‘gap’ between the intention of the agencies, and the achievement as demonstrated by actual performance, eliminating the unpredictable facets of service delivery though the improvement of efficiency as well as effectiveness, Addressing the preventive aspects with families and increasing the support invention process that has deteriorated through proper funding and staffing, Understanding that the protection as well as support of children calls for a broader scope than just the statutory agencies. The process needs to include close association with community-based groups to broaden the scope of involvement, information, alerts and resources. A change in the manner that the agencies approach, see and work, as represented by the utilisation of their resources. The preceding calls for all agencies to carry out their part of the process, with a clear delineation to staffing of their primary responsibilities to children and families. The recommendations in these areas consisted of the following: Services must be child as well as family oriented, Be responsive to needs and opportunities, Services must have adequate resources, Be capable to delivering measurable national outcomes with regard to children, Be clear in terms of accountability throughout the agencies and organisation, Be transparent in its work processes and open to detailed scrutiny, Services, procedures, guidelines, protocols and policies must be clear as well as straightforward in terms of being understood, Services need to be placed on a statutory foundation, given the powers to ensure delivery of the outcomes desired. To achieve the aforementioned ends, the Inquiry set forth structure changes that recommended major changes within the structures that deliver services to children and families (The Victoria Climbie Inquiry, 2003). It also identified that a key weakness in the system were the circumstances under which case reviews were conducted, adding that the that structure needs to be replaced by one that is more comprehensive as well as active (The Victoria Climbie Inquiry, 2003). Another critical aspect in the problems uncovered by the Inquiry was the referral and response levels of the agencies. The Inquiry made specific reference to sections 17 and 47 of the Children Act 1989 whereby (The Victoria Climbie Inquiry, 2003): Section 17 The segment of the Children Act 1989 places the responsibility as well as duty on the local authority for the safeguarding and promotion of welfare for children that are in need in their area. Section 47 The section of the Children Act 1989 calls for the local authority to make inquiries in instances where it is believed and or thought necessary whereby a child is suspected of being exposed to harm. The problem with the preceding, especially Section 47, is that the Inquiry found that considerable confusion existed as to what inquiries should be made, with permission from the child’s carer required before other invention measures could be introduced if the preceding was refused (The Victoria Climbie Inquiry, 2003). Under Section 17, the social services could respond only when exceptional circumstances dictated, after permission as outline above had been obtained (The Victoria Climbie Inquiry, 2003). Furthermore, it was found that once the Section 17 designation assigned a label to a case, it was downgraded in terms of status and frequently poor follow up ensued (The Victoria Climbie Inquiry, 2003). The aforementioned aspects were brought forth in order to have a basis for understanding the reasons and dynamics of the recommendations of the Victoria Climbie Inquiry (2003), the resulting policies, and performance since enactment. This examination shall investigate how the objectives of the Every Child Matters policy is being met through the use of council and agency support. This document is structured to present the methodology utilised, followed by the results of the research process, which is then discussed to determine the significance of the findings, and the implications. A conclusion has been utilised to summarise the examination, drawing upon the information and research uncovered to formulate what the preceding uncovered. Chapter 2 – Methods The methodology utilised in this examination entails a combination of evidence based research techniques and quantitative research. The term research in this examination represents a systematic inquiry â€Å"characterized by sets of principles, guidelines for procedures and which is subject to evaluation in terms of criteria such as validity, reliability and representativeness† (Hitchcock and Hughes, 1995, p. 5). In the context of this paper, social research represents â€Å"the collection and analysis of information on the social world, in order to understand and explain that world better† (Hitchcock and Hughes, 1995, p. 5). Key to the preceding process is the collection of evidence to support the research process, which requires much fuller information to fulfill its directive (Evans, 2006). The foregoing calls for a strong design in the research process to generate the evidence base (Potter, 2007). The foregoing was accomplished by reviewing the legislation as well a s historical development of the Every Child Matters initiative, starting with the reasons that prompted its development. Quantitative research represented conducting the gathering of information systematically, looking for relationships in the examination in the context of the study. Newman and Benz (1998, p. 2) tell us that â€Å"Most quantitative research approaches, regardless of their theoretical differences, tend to emphasize that there is a common reality on which people can agree.† With that underpinning, this examination strived to look for a clear delineation of facts that would closely approximate the preceding statement. To this end, surveys and studies were used as a basis for correlating facts, combined with the key purposes behind varied legislation. This look into the programmes that have led up to and are part of the â€Å"Every Child Matters† initiative shall utilise evidence based practice to uncover the facts, assess what has been gathered, and critically appraise the process and strategies in their present state. Chapter 3 – Results 3.1 Every Child Matters Green Paper The †Every Child Matters† Green Paper (literacytrust.org.uk , 2003), contains four main proposal areas that were devised in response to the recommendations as made under Lord Laming’s Inquiry Report concerning the death of Victoria Climbie. These four key areas are (literacytrust.org.uk, 2003): support of parents and carers, early intervention, along with effective protection, accountability and integration, reform of the workforce To aid in achieving the preceding, the Green Paper recommended a ‘Parenting Fund’ of  £25 million to be added for a three-year period to underwrite the changes (literacytrust.org.uk, 2003). The critical aspect as identified under the Victoria Climbie Inquiry (2003) was early intervention, which the Green Paper advised represented improving the information sharing between agencies and authorities, the utilisation of a singular and unique identification number so that all information would fall under the same file, and the development of a common data network that is coordinated among all authorities and agencies to ensure that all information resides in one file database (literacytrust.org.uk, 2003). Governmental changes as identified under the Green Paper called for the creation of a Director of Children’s Services to deliver education to local authorities and children’s social services as well as the position of the Minister for Children, Young People an d Families in the Department of Education and Skills that would have the responsibility for coordination of policies across all agencies and authorities (literacytrust.org.uk, 2003). 3.2 Children Act 2004 The Children Act 2004 put into place the legislative foundation to enable the policy changes as put forth under the Every Child Matters Green Paper (literacytrust.org.uk, 2004). The objective was the maximisation of opportunities, along with minimising risk for children and young people via the leadership of the Director of Children’s Services within the local authorities (Brachnell Forest Borough Council, 2007). The Children Act 2004 advises that the total number of children in the program has remained fairly consistent over the past ten years, with only minor upward and downward fluctuations (Department for Education and Skills, 2004). The Children Act 2004 was enacted on 15 November 2004 and established (Department for Education and Skills, 2004): A Children’s Commissioner whose responsibility is to champion the interests and views regarding children as well as young people. Makes it the duty of Local Authorities to co-operate with other Local Authorities as well as agencies and bodies to improve the well being of children through information sharing and other forms of cooperation. Made it the duty of Local Authorities to implement local Safeguarding Children Boards that include key partners to participate. The provision for databases that contain information that enables better sharing capabilities between all authorities, agencies and other bodies. The development of an integrated inspection framework, along with Joint Area reviews to provide an assessment on progress The important facets of the preceding changes and modifications to the Children Act 1989 is that it set forth the following (Department for Education and Skills, 2004): Duty to Cooperate The Children Act 2004 under section 10 sets forth the duty for local authorities and agencies to cooperate with the guidance under the Act, thus representing the authority as well as framework for children’s trusts. Guidance on the Children and Young People’s Plan Under section 17, it contains the key facet regarding the implementation of children’s trusts via a strategic plan for local authorities and allied services, partners and agencies. Guidance with respect to the roles as well as responsibilities of the Director of Children’s Services with regard to the Lead Member of Children’s Services. Guidance on Working Together with the objective to Safeguard Children. Guidance under section 11, on the Duty to Safeguard and Promote the Welfare of Children The preceding aspects were actualised under the Children Act 2004 through a national framework for change that specifies areas, working inwards to achieve targeted timetables as shown below: 3.3 Children’s Trusts Children’s Trusts represents the framework whereby all services for children and young people are brought together in an area, supported by the Children Act 2004 (everychildmatters.gov.uk, 2007a). The central foundation of the Children’s Trusts is that they represent the active core of support for those who work daily with children, young people as well as families, with the objective being the delivery of improved outcomes via more integrated as well as responsive services (everychildmatters.gov.uk, 2007a). The integrated strategy utilises the following methodology for effective results and working processes (everychildmatters.gov.uk, 2007a): the use of a joint needs assessment, sharing decisions on priorities, the identification of the resources available, and the devising of a set of joint plans to deploy the preceding. The critical aspect of the foregoing is the joint commissioning that pools resources to deploy the best outcome by directing action to those resources and the people best qualified to complete the services (everychildmatters.gov.uk, 2007a). In March of 2007 a national evaluation of the Children’s Trust Pathfinders was conducted that took in all 35 units and included a number of evaluative reports conducted on various segments of the program (everychildmatters.gov.uk, 2007b). The evaluation resulted in a number of recommendations that identified shortcomings and limitations in the delivery of services (national children’s bureau, 2006): The evaluation stated that a clarification is needed regarding exactly what the term participation means as there were different interpretations uncovered in the analysis. The approach procedures concerning participation were determined to be less than effective in terms of being systematic. To move participation beyond listening to active engagement that involves users. The development of support systems to enables the end users, children – young people – families, to fully participate as well as engaging them in a strategic manner. To see that participation utilises a broad range of differing and diverse methodologies to solicit as well as gain the views of children, young people and families. Recognition that the community as well as voluntary sectors have important roles and have users that have difficulty interacting with official bodies. Take the time, along with the commitment to construct as well as improve the infrastructure needed for effective participation by end users. The study of user participation that entailed case studies in eight children’s trusts, along with three additional sites involved 107 professionals from management as well as differing levels in education, health, social care as well as local authorities (national children’s bureau, 2006). The perception of professionals was positive in terms of the increased engagement with users, children, young people and families, commenting that it helped to raise their self esteem as a result of being part of the process (national children’s bureau, 2006). User perceptions among those surveyed indicated a lack of participation, and or limited experience, also commenting that there was a lack of information regarding this aspect (national children’s bureau, 2006). The users cited that they would be interested in participatory engagement, as long as it was meaningful, as opposed to being tokenistic, and if such participation actually resulted in change (national childr en’s bureau, 2006). In addition to the preceding, the surveyed users indicated that feedback in terms of important issues as to where they were, and the actions being taken, and or the outcomes would be useful in transparency (national children’s bureau, 2006). The survey participants also indicated that they felt more involvement would improve relationships. Those surveyed added that they felt that listening was not a culture trait in the country, thus participation was not, in their opinion, a positive process unless they could see results based upon a broad feedback from issues they participated in, as well as those of other users (national children’s bureau, 2006). The users surveyed also added that they felt that participation was not really representative, voicing the opinion that the same people were asked about their views and opinions repeatedly, as opposed to the process seeking out more individuals to participate (national children’s bureau, 2006). The methodology, in terms of gathering opinions was also questioned, in that the field of reach could be widened through the utilisation of questionnaires as well as discussion groups (national children’s bureau, 2006). It was suggested that such measures should be advertised broadly, and utilise a wide variety of measures in order to make the process participato ry as opposed to being selection based (national children’s bureau, 2006). The manner in which the overall process operates, is designed and performs was also raised. Users, community and volunteer groups indicated that this represented a key area as the process is supposed to represent one of inclusion, thus, their inputs in these areas should be consulted (national children’s bureau, 2006). One specific example was the drafting of questionnaires. Users felt that they should be included in the process to design the questions that would appear on questionnaires as well as assist in the discussion panel formulations to make the process truly participatory (national children’s bureau, 2006). The preceding represent limitations that users felt did not involve them in the overall process that was designed to aid and benefit them. The foregoing factors represent clear indications that users want to as well as should be a more active part of the process. Their views indicated that they desired to be included in the developmental phases as opposed to being interview subjects, and felt that they should have a deeper, and more meaning participation level as members of the public, especially as members of the public for whom the services are targeted. Strategic involvement represents an important issue in that it engages users and provides inputs that the overall process can utilise in modifying and improving service delivery as well as the notification process on the part of the public as to potential abuse issues. The foregoing view is brought forth by Petr (2004, p. 79) who points to the importance of the inclusion of parents and users in the process as a means to heighten participation. The foregoing approach is also espoused by Northridge et al (2005), who state research partnerships should be an inclusive pro cess that involves participants and community agencies in the process. Boyden and Ennew (1997) also advocate the importance of users in the participation process in terms of taking part and being involved, as well as the benefits of gaining insights from their inputs. The study concluded that users want greater participation in the process, and that a variety of methods and approaches need to be utilised to obtain the views, ideas, input and concerns (national children’s bureau, 2006). It also recommended that a broad variety of methods should be utilised and exploited in order to obtain the views of users as well as their recommendations and suggestions, providing more transparency in the processing and outcome of the aforementioned to make the system more effective and user, community based (national children’s bureau, 2006). 3.4 Every Child Matters: Change for Children â€Å"Every Child Matters: Change for Children† (HM Government, 2004) represented the national framework to improve outcomes for children as well as young people (Brachnell Forest Borough Council, 2007). The policy indicates that it is committed to seeing that five key outcomes are achieved that are important to a child’s well being, these represent â€Å"†¦ being healthy; staying safe; enjoying and achieving; making a positive contribution, and achieving economic well being †¦ (HM Government, 2004). The initiative sets forth key objectives and targets with regard to the underpinning of the entire framework of children’s services. The foregoing are represented by the following (HM Government, 2004). : The improvement as well as the integration of all services, covering a child’s early years, in the schooling environment, along with health services. To provide more specialised help to prevent problems, promote opportunities, and most importantly to act early as well as effectively in the event that problems arise. To reconfigure services so that they revolve around the child and family under children’s centres, extended schools, and through professionals engaged in multi disciplinary teams. To develop and have engaging as well as dedicated leadership throughout all levels of the system. The development of an atmosphere of shared responsibility throughout the system and across system lines that focuses upon the safeguarding of children, as well as protection from harm. To heighten the listen atmosphere, centring on children, young people and families in the assessment processes, along with planning facets, and especially in face-to-face encounters. The preceding bear strong similarity to the recommendations and findings as set forth under the study conduced by the National Children’s Bureau (2006), which pointed out that these lofty objectives have not fully been met. The five outcomes as represented by â€Å"†¦ being healthy; staying safe; enjoying and achieving; making a positive contribution, and achieving economic well being †¦Ã¢â‚¬  (HM Government, 2004), upon deeper examination entail the following: Be Healthy physical health emotional and mental health sexual health lifestyles that are healthy the election not to partake of illegal drugs and that carers as well as families actively promote healthy choices Stay Safe safety from maltreatment, violence, neglect and exploitation sexually safety from accidental injury as well as death safety from bullying and discrimination safety from criminal activities, crime and anti social behaviour that security and stability are seen to Enjoy and achieve that children and young people are ready for school that children and young people attend school that they achieve social as well as personal development and have recreational activities they enjoy Make a positive contribution that children, young people and families are engaged in decision making as well as support their communities that children, and young people engage in behaviour that I law abiding, both in an out of school that they develop self-confidence that they develop behaviour that is enterprising Achieve economic well-being that young people engage in higher education, training and or employment that young people are prepared and ready to be employed that children and young people live in homes that are decent in sustainable communities that they have access to transport and that they live in households free of low income All of the preceding have been set as objectives to foster the development of children and young people through adulthood as well as address the tragic situation as brought forth by the Victoria Climbe situation. In order to attain the foregoing, local children’s services under the Children Act 2004 are held accountable for the deliverance of improved outcomes via inspection (HM Government, 2004). The preceding is to be accomplished by (everychildmatters.gov.uk, 2007c): Robust and active inter-agency accountability and governance The â€Å"local authority director of children’s services† establishment of cooperative arrangements with like service units and local authorities (everychildmatters.gov.uk, 2007c). The partners in this arrangement include entities from the â€Å"public, private, voluntary and community† sectors (everychildmatters.gov.uk, 2007c). Area child protection committees are replaced by local safeguarding children boards Under the foregoing â€Å"Every Child Matters: Change for Children† (HM Government, 2004), the integrated strategy represents the following elements (everychildmatters.gov.uk, 2007c): The joint assessment of the local needs that involve users. The utilisation of a singular plan that is shared between all children’s service units. The pooling of budgets. The use of joint area reviews for the inspection of children’s services on the local level. Integrated frontline service delivery to improve user outcomes at the strategic level. In terms of integrated processes, â€Å"Every Child Matters: Change for Children† (HM Government, 2004) calls for (everychildmatters.gov.uk, 2007d): The use of â€Å"new common initial assessment† frameworks to â€Å"reduce duplication and improve referrals† (everychildmatters.gov.uk, 2007d). Improved information sharing. The re-engineering of â€Å"local processes and procedures †¦ to support integration around the needs of children. The integrated frontline delivery represents the manner via which the foregoing is accomplished within the overall framework (everychildmatters.gov.uk, 2007e): â€Å"Integrated, accessible and personalised services â€Å" represent the manner via which the preceding will be approached, building the processes â€Å"around the needs of children and young people† as opposed to service, and or professional boundaries (everychildmatters.gov.uk, 2007e). The shift of focus to prevention as well as safeguarding. Services to be co-located in locations such as children’s centres as well as extended schools. The reform of workforces to result in staffs that are well trained, with the credo that children are the focal point, understanding that their needs are uppermost. The â€Å"development of multi-disciplinary teams† along with professionals. The strategy representing the improvement of outcomes is founded upon â€Å"changing the behaviour of those working with the users via more integrated as well as responsive service delivery (everychildmatters.gov.uk, 2007e). The foregoing calls for the use of specialist support that is embedded throughout the system, and which can be accessed by all service units (everychildmatters.gov.uk, 2007e). The key to the process is in workforce reform in terms of attitudes, trained staff, the internal development of common skill sets and knowledge base, utilising the element of trust as well as information sharing (everychildmatters.gov.uk, 2007e). Chapter 4 – Discussion In equating the results achieved under the programmes established for Every Child Matters the Department for Children, Schools and Families published a report equating evidence in support of the plan (2007). The Report assessed the achievements as well as shortcomings and limitations of progress thus far as achieved: Table 1 – Results Findings – Every Child Matter Be Healthy (Department for Children, Schools and Families, 2007) Table 2 – Results Findings – Every Child Matter/Stay Safe (Department for Children, Schools and Families, 2007) Stay Safe < UK Iron and Steel Industry: Market Trends UK Iron and Steel Industry: Market Trends Basic Iron and steel in UK – Analysis Headlines UK’s basic iron and steel market contracted by 6.8% to  £10.6 billion in 2013 as prices of steel declined due to the overcapacity in steel production Industry of structural metal products increased its purchase of steel due to the growing private housing sector in UK in 2013 Motor vehicles, trailer and semi-trailers decreased their share of purchases in the industry by 12% as it is substituted with aluminium in pursue of lower CO2 emissions In 2013 EU Commission creates Communication Action Plan for a development of competitive and sustainable steel industry in Europe Basic iron and steel industry is expected to continue falling by 2% in 2014 due to oversupply in UK steel production and iron ore mining globally MArket Trends Basic iron and steel market in the UK declined by 6.8% to  £10.7 billion in 2013. Although the main buyer in the industry – structural metal products increased its share of purchases over the year, the industry still felt the pressure from overcapacity and declining prices of steel in Europe. Structural metal products producers were the key buyer in the basic iron and steel industry accounting for 18% of the B2B purchases which stood at  £1.9 billion in 2013. The share increased usage in construction sector which was boosted by the rapidly growing private housing segment and overall construction output in the UK. Private Housebuilding was driven by the government’s deposit guarantee programme Help to Buy designed for purchases of new homes in the UK. Motor vehicles, trailer and semi-trailers accounted for 12% of the purchases in the industry. Despite a 1.3% increase in number of vehicles manufactured, acquisitions of basic iron and steel declined by 12%. Demand of steel from automotive industry is declining due to increasing use of aluminium. Vehicle manufacturers are reducing vehicle weight in order to cut CO2 emissions in order to comply with new EU standards. Basic iron, steel and ferroalloys accounted for 46% of the market size in the industry in 2013. After experiencing a 2% decrease its market value stood at  £4.9 billion. The decline was determined by the decreasing prices of steel products. HRC Europe steel prices declined by 6.4% in 2013 due to oversupply of steel in the global market. As well as global steel market, the European market has been confronting a growing overcapacity of steel production and declining demand over the recent years. To address the issues of struggling EU market of iron and steel industry, an EU-wide plan named Commission Communication Action Plan for a sustainable and competitive steel industry in Europe was created on June, 2013. Currently, the plan is offering to reduce or remove electricity feed-in tariffs related to renewable electricity on energy-intensive industries to make them more competitive internationally. In 2013 import penetration fell by 9% and accounted for 65% of the market size reaching value of  £5.8 billion. The imports decreased due to the overcapacity in the global steel production and restart of Teesside steel plant which increased the output of steel in the country in 2013. Currently active antidumping duties on Chinese wire rods are about to expire. In April, 2014 European steel association Eurofer inquired for an over 20% anti-dumping charge for Chinese wire rod in order to protect EU producers. The new query will prolong the duty by approximately 15 months until the answer is given. production Trends Overcapacity has been pressuring UK’s as well as the global iron and steel market. Production capacity of steel increased by 118 million tonnes over the last two years and is expected to total in 2,2 billion tonnes in 2014. However, UK’s production decreased only by marginal 1% over 2013. Though different segments managed to grow as e.g. production of basic iron, steel and ferroalloys recorded a 2% increase and accounted for 62% of total industry’s production. While the industry has marginally declined some companies managed to increase their production. E.g. Teesside Steel Co owned by Thailand SSI renewed its production in the UK in 2013. In addition, during the same year Teesside Steel Co recorded its production record in Red car plant after expanding its production capacity. The steel output in the industry was also supported by improvements of the Tata Steel’s Port Talbot plant. Its blast furnace was rebuilt increasing steel production over the same year. Recycling of metal waste and scrap industry accounts for 16% of basic ferrous and non-ferrous industry costs in UK. Approximately 13 million tons of scrap metal are being processed by steel industry annually. Recycling is important to UK producers as it allows to keep emissions, energy consumption and total costs at bay in comparison to steel production from ore. Mining of metal ores made 12% of total costs in UK during 2013. Despite an increase in production of basic iron and steel at constant price of 1.2% , costs related to mining of metal ores declined by 1%. Decrease in metal ore costs was driven by decline in price of iron ore in second half of the year as global production of iron ore grew by 5% accounting for approximately 2 billion tonnes in 2013. Exports of basic iron and steel accounted for 65% of total production and recorded a 0.7% growth in 2013. Exports were driven by the growing demand from emerging economies such as Turkey which accounted for 11% of the UK’s exports. Growing Turkish construction and transportation expenditures positively affected the demand for UK’s production. Steel, basic iron and ferroalloys experienced a 2% increase in the share of industry’s exports. 2013 profits almost doubled which left them standing at  £783 million. The industry benefited from a 7% decrease in its costs which had positively reflected on the profits. Competitive Landscape The top 5 companies in the basic iron and steel industry accounted for 20% of total production in the UK in 2013. The leader with 14% was Tata Steel UK Ltd. The company was followed by other industry’s players accounting for a less significant share of production: Caparo Steel Products Ltd (2%), Hill Smith Holdings Plc (2%), and Thamesteel Ltd (1%). Tata Steel UK Ltd a subsidiary of the Tata Steel Europe is a UK-based company that specializes in production of basic iron and steel. It has 3 plants located in the UK with 18,000 employees. In October, 2013 the company announced it will build Vacuum Induction Melting (VIM) furnace at its Stocksbridge site in South Yorkshire, UK. It has also increased its steel output from Tata Steel’s Port Talbot plant due to the reconstuction of its blast furnace. The development had a significant impact on growing steel production in the UK in 2013. By 2016 the company is planning on investing  £400 million in long products business. However, due to the sluggish demand in the market Tata Steel has been considering selling parts of its operation in the UK due to the underutilization. Caparo Steel Products Ltd of Caparo Group is a company located in the UK that specializes in production of basic iron and steel. The company is based in London, UK, with additional locations in the UK, India, Spain, Poland, North America, Canada, and Dubai. Caparo Steel has 1,000 employees in the UK. In October, 2014 the group announced plans to invest â‚ ¬4 million in its UK and Polish operations. The company has been reviewing its operations in UK and announced plans to consolidate its production in one site considering to close the wire company in Wrexham, UK. However, workers are expected to keep their jobs as company anticipates using the other base for testing technologies and steel distribution. Hill Smith Holdings Plc is a company that produces galvanized iron and steel. It operates under the following segments: Infrastructure Products, Galvanizing Services, Building and Construction Products and employs over 700 workers. The company has also upgraded its plant in Chesterfield, UK. In general, production volumes of steel products increased by 18% in 2013 due to the the expansion into emerging markets. On April, 2013 the group acquired a large plant in Kent, UK operated by Medway Galvanising Co Ltd. In addition, Hill Smith Holdingd acquired trade and specific assets of Arkinstall Galvanizing Ltd. Thamesteel Ltd is a UK-based subsidiary of Al-Tuwairqi Holding. The company specializes in steel manufacturing and operates a 50 acre site in Sheerness, on the Isle of Sheppey, UK and employs 400 workers. The plant went into administration in 2012 it became the property of Al-Tuwairqi Group. However, the new negotiations have been taking place in 2013 to reopen a rolling mill using imported steel billets and then exporting its production again. New mill is expected to employ around 120 workers; however, the plan is still in state of negotiations. Prospects Basic iron and steel industry in UK is expected to further decline by 2% in 2014 and over the period of 2013-2019 the industry is anticipated to record a negative 1% CAGR. Drawing of iron and steel is expected to record an 11% drop in turnover due to the continuing surplus in the industry and slumping demand. Average global iron ore price in 2014 is expected to decline approximately 49% in 2013 translating into further decreasing costs for the industry. It is not expected for global iron ore price to return to US$100 level for near future as world production output is going to further increase at faster pace than demand. By 2018 global iron-ore surplus is expected to reach 300 million tons. UK’s market of steel is expected to remain weak over the forecast period due to the overcapacity of steel production in UK and globally. As a result production of basic iron, steel and ferroalloys is anticipated to experience slowdown in its CAGR. Due to prolonged decline in production of steel in Europe, steel industry is expected to become one of the main focuses by EU Commission over the forecast period. Reduction and restructuration of capacity in the industry will also play a significant role as EU Commission is aiming at reaching the contribution of steel market towards EU GDP to increase from current 15% to 20% by 2020. The industry is expected to be less pressured by the prices of power and gas as the Government has announced its prediction of wholesale prices to remain fairly steady until 2020 when electricity price is expected to reach  £54 per MWh. However, latter prices are expected to challenge the competitiveness of electricity from wind farms and nuclear plants further.