Risk Assessment and Decision Making Child protection, safeguarding The WritePass Journal

Risk Assessment and Decision Making Child protection, safeguarding Risk Assessment and Decision Making Child protection, safeguarding IntroductionDEFINING THE PROBLEMTraining and professional development.Capacity and recruitment.Relationships and understanding.Quality assurance and monitoring.Serious case reviews. Referral and assessment.REFERNCESRelated Introduction Whether a nurse, doctor, allied health professional, manager or clerical worker, the contribution of health service workers to the protection of children is crucial. The well-being of children and in some cases child’s life depends not only on professional vigilance and a willingness to consider the possibility of abuse but also on action taken in response to it. It depends on talking to the child, listening to what they say; sometimes believing things people think do not, could not or should not happen to children. Ensuring the safety and promoting the welfare of children who are at risk of harm is not an easy undertaking. It is sometimes difficult to assess the significance of the information about a child, to gauge its seriousness and decide what to do next. It is easy to lose a sense of perspective and the focus on the child in an attempt to also take into account the needs of the parent, family and professional network. It is not necessary to be an expert in pediatrics or child abuse to have concerns about a child but following child projection guidance once abuse is suspected is a requirements for everyone, managers and clinicians alike. The protection of children is a responsibility that crosses all services and hierarchies. It places equal value on each person’s contribution to the process of protecting children, and its guidance is designed to inform everyone working in health service as well as workers in other agencies. (Judy Barker and Deborah hodes 2007). Child abuse and neglect occur across all socioeconomic, religions and ethnic groups. No one single source can be identified (Finkelhor Korbin 1988.) However, because many occurrences of  child abuse  and neglect go unreported or undetected, official figures do not necessarily state the true incidence. They tend to reflect on what State government agencies are doing. ( James, M.1994). There is a lack of consistency in how ‘neglect’ is defined. Several definitions of neglect have been proposed. Most commonly they emphasise that a child’s basic developmental needs have not been met by acts of omission by those responsible for that child. In contrast, abuse is associated with acts of commission resulting in harm to the child. Usually neglect is categorised into physical, emotional, supervisory, medical and educational neglect with several sub-categories for each type. Greater specificity of definition is hampered by debates about what constitutes basic developmental needs and the level of care considered adequate to meet these needs. Definitions are further qualified by debates about actual harm, potential harm, impaired development, social conditions, cultural beliefs, levels of chronicity and severity and the intent of caregivers. Neglect is the most common form, and also the fastest growing category, of maltreatment in Canada, United States and the United Kingdom. In Australia overall rates of neglect appear lower. However, definitional differences make international and interstate comparisons in Australia, difficult. (Dr Johanna Watson 2005). Recently there has been an increase in public awareness of the intricacy of all of the issues connected with child abuse and neglect, as well as a realisation of the complexity of the responses required. Much of this is due to increased television, radio and newspaper coverage of the topic as well as specific mass media campaigns. The professional community, however, continues to recognise that child emotional abuse and child neglect can be just as damaging as child physical abuse and child sexual abuse. There is, therefore, a concern to understand both how best to respond to the issue and what can be done to prevent all types of child abuse and neglect from ever occurring in the first place. The long-term nature of the problem and the difficulties in finding solutions has led to the search for more refined responses which involve a range of activities and support programs (Calvert et al. 1992). This needs to involve an interdisciplinary perspective and extend across the community in order to protect abused children and bring about change in their families (Untalan and Mills 1992). Decision-making takes place all the time; it toggles between small and large, slight and most important, compound and simple, tense and easy, multi-agency or single practitioner (Mantell, 2009) . DEFINING THE PROBLEM In United Kingdom there is many legal and variations in the definition of child abuse, so this is make it difficult to provide consistent national data on incidence. Indeed, variations may occur depending on the context in which they are used. For instance, UK government departments may use different definitions from those used by community service professionals. However, all of the definitions refer to the  physical or psychological damage caused to the child by the abusive behavior of others, or the failure of others to protect a child from such damage.  Most commonly, the categories of abuse cover physical, emotional and sexual abuse, as well as neglect. The debate surrounding child abuse has now moved away from disbelief that it occurs, to legal and academic discussion as to what parameters it includes (Boss 1987). Many of these arguments centre on disciplinary and other childrearing practices which can sometimes be abusive. For instance, the physical abuse of children can be seen in the context of the prevailing values in our society, where there is a degree of acceptance of violence as a legitimate means of attaining ends. This element of violence is represented in child-rearing practices where physical force is condoned and in some cases encouraged as a disciplinary measure (Miller 1988, Edgar 1991). Child abuse is, however, more generally characterized by the deliberate infliction of physical, emotional or sexual harm on the child. Child neglect can also incorporate a situation in which there is a failure to provide conditions which are essential for the health, physical and emotional development of the child. Corby (2000) argues that child protection work consists of two important assessment points. Firstly, apprehension of an abuse and to make a short term decision for quick safety of child. Secondly, to take an action when decision is made to make sure for the protection and welfare of the child (Corby, 2000). Corby (2000) summaries that research on short-term assessment and decision making in child protection work points out to a different way being adopted depending on whether the subject inquiry is a case of physical or sexual abuse. Firstly, assessment focuses on the parents and secondly, on children. In the case of physical abuse and neglect, there is a little evidence of use of research findings in carrying out assessments, and some evidence to suggest that this is vindicated (Corby, 2000). I did a literature review done by Lord Laming, The purpose of this review is to identify any evidence of changes and improvements in safeguarding practice since the Laming review. It distils current learning about the challenges and identifies factors which are supporting improvements in safeguarding work. In March 2009, Lord Laming published the findings of a review investigating the progress being made across the UK to implement effective arrangements for safeguarding children. The review, which was commissioned by the (then) Secretary of State for children, Schools and Families in response to the case of Baby Peter Connelly being made public in November 2008 set out to evaluate progress since Laming’s first report, published in 2003 in response to the death of Victoria Climbie. The review stated the need for ‘a step change in the arrangements to protect children from harm’,(DCSF, 2009). In June 2010, Professor Munro was commissioned by the new Coalition Government to conduct an independent review of child protection in England. In the review’s first report, published in October 2010, Munro sets out the review’s intended approach and the features of the child protection system that need exploring in detail (Munro, 2010). Following initial feedback from a wide range of stakeholders, Munro suggested that ‘good practice thrives’, in many parts of the country despite the numerous system-level challenges that are yet to be resolved. This literature review builds on learning from initial scoping study carried out by the NFER for the local government Association earlier in 2010, which set out relevant literature on safeguarding practice published since the laming review in 2009 (Atkinson, 2010). Training and professional development of social workers, Ofsted’s first annual survey of social work practitioners across local authorities in England suggested that the training and professional development of social workers has progressed considerably since the Laming review (Ofsted, 2010a). The survey found that, in general, social work practitioners are positive about their training experiences in relation to safeguarding. The majority of respondents also reported that such training helps them to understand and meet the needs of children and young people. The first line managers always supporting the social workers to assess and manage any risk in their works by attending the required training and by providing them with a full support. A majority also report that they are able to express concerns to their line manager and in just half of the cases; these concerns are dealt with satisfactory (Ofsted, 2010a). The challenges associated with training and professional development in relation to safeguarding include the need to encourage critical reflection. Social workers can then increase their capacity to make effective decisions by critiquing their own judgment when considering cases (Burton, 2009). In addition, Barlow and Scott (2010) reported that specific safeguarding training is required to support professionals working in multi-disciplinary teams. Methods used to develop relationships and understanding, a recent report by the Children Commissioner (2010) highlighted social care professionals’ qualities and skills conducive to building relationships with children and families. Interagency communication and information sharing, The findings of Holmes et al. (2010) suggested that agencies are continuing to develop and improve their information sharing. However, the same study also suggested this can be improved further. Ofsted’s(2010a) survey of social work practitioners found that fewer than half of respondents agree that communication and information sharing is effective both within their local authority and with other organizations contributing to safeguarding children. Within the health sector, the Care Quality Commission (2009) found that just over a third of applicable acute trusts do not have a policy in place for joint working between maternity services and social services. There were instances where health practitioners had noted the sign and symptoms of potential abuse, but had not communicated there to other professionals. The use of Common Assessment Framework (CAF), provides all professionals with a consistent method of performing an assessment of   a child’s needs and to decide how those requirements can be performed and very useful in places like primary health care schools and children centers to recognize and deal with problems before these problems become serious( Barker and Hodes, 2007). Developing of safeguarding practice, here its examples to develop safeguarding as identified in the literature: Training and professional development. (Munro,2010) highlighted the importance of social workers training and professional development in supporting system change related to child protection. The report also emphasized the commitment of the Government to continuing the reform of the social work profession. Capacity and recruitment. The first report of the Munro review echoed this literature review in suggesting that the challenges posed to the social work profession in relation to the recruitment and retention of staff ongoing particularly in the face of intense media and public security. Munro argued that such challenges make it difficult for social workers to provide the flexible and sensitive responses that match the wide variety of needs and circumstances that are presented, (Munro 2010). Relationships and understanding. Munro indicated that the review team will work closely with those involved in the family justice review, commissioned by the Ministry of Justice, to improve the experiences of children and young people involved in care proceedings.(Munro2010). Interagency working. it is evident that the challenges of working across organizational boundaries continue to pose barriers in practice, and that cooperative efforts are often the first to suffer when services and individuals under pressure. (Laming 2009). Quality assurance and monitoring. The Laming review identified local authorities performance management as a central of leadership and accountability. Munro highlighted the importance of ensuring quality assurance and monitoring systems (including performance management and inspection processes) are designed to support children’s social care teams’ core aim to deliver high-quality services for children. Therefore, the review aims to consider how to create a system characterized by good local management information, with focused and meaningful national data, combined with regular feedback from children, young people, families, staff and partners. (Munro 2010). Serious case reviews. (SCRs). The purpose of an SCR is to establish whether there are lessons to be learned from a specific child protection case for professionals and organisations that have worked together to safeguard and promote the welfare of children. SCRs are, therefore, critically important to the ongoing protection of children. Laming identified SCRs as ‘an important tool for learning lessons from the death of, or a serious incident involving, a child’ (Laming 2009). Munro suggested that there is considerable progress yet to be made in supporting SCRs to reflect learning culture based upon an understanding of why circumstances have arisen and a keenness to ensure that this learning is carried forward into other child protection activities.(Munro 2010). Referral and assessment. Munro highlighted examples of local innovation in response to this. For example, there are systems enabling experienced social workers to discuss potential referrals with referrers before a referral is made to ascertain whether it is necessary and appropriate; there are also systems enabling social workers to form multi-agency teams with potential referring agencies in order to improve the flow of communication. The review will therefore be working with local authorities to explore the effectiveness of such innovative strategies. (Munro 2010) After reviewing the literature review I noticed that there is a good amount of evidence of change regarding the improvements in safeguarding practice, since Laming did a review in march 2009, also there evidence to suggest that work to develop the safeguarding of children is being used among many practice. UK Government is fully committed to ensuring that children and young people should have the opportunity to make their views known in decision-making concerning their future but without placing undue stress and unnecessary burdens on them if the complexity of the case does not warrant it. There is now much greater awareness of the need for and importance of criminal record bureau CRB checking. Checking for new recruits is well-established in children’s services and robust arrangements exist for checking contract staff in nearly all local authority areas. However, weaknesses in recruitment practices remain in some services, for example in the timeliness of checks on people who apply for approval as adopters resulting in delays in decision- making by adoption panels.(safeguarding children 2008). I am interested in comparing and contrasting the Maria Colwell and Victoria Climbià © inquiries. There are many cases about children who suffering at the   hands of their parents, and often ending the tragedy of their lives lead to change in policy, for example Maria Colwell she was killed by her step father in 1973, she was 8 years old when she died, she returned to the care of her mother after she lived 5 years with a foster family who were relatives of her natural father in fact the Colwell report noted clearly that â€Å"there is a failure of the system compounded of several factors of which the greatest and most obvious must be that of the lack of, or ineffectiveness of, communication and liaison. (Jones et al , 1987). While both were living at home with their primary carers (more of this later) and had been in frequent contact with a range of professionals in different agencies for a period of time, no professional was able to intervene appropriately. More particularly, both inquiry reports identified numerous opportunities when professionals had failed to intervene; these individual failures, it is argued, need to be understood in their wider context. Both reports argue that these failures were not simply a consequence of individual incompetence but were a reflection of fundamental inadequacies in their respective systems. What has clearly emerged, at least to us, is a failure of the system compounded of several factors of which the greatest and most obvious must be that of the lack of, or ineffectiveness of, communication and liaison. A system should so far as possible be able to absorb individual errors and yet function adequately. (Parton, 2004: P.84). Acording to the House of Commons 2003 that In England around 80 children die every year from abuse or neglect,for instance, the recent case was the death of Victoria Climbià © on 25 February 2000,her death was caused by multiple injuries arising from months of ill-treatment and abuse by her aunt, who take Victoria from her parents in France to UK after she promised them that Victoria would have greater educational in Europe, but Victoria had suffered months of physical abuse and neglect at the hand of her aunt and the aunt’s   boyfriend.(Doyle,2006) In fact, the suffering and death of Victoria was a result for the system failure, in 2001 after one year of Victoria death the Lord Laming was appointed to chair an independent statutory inquiry into the circumstances leading to and surrounding the death of Victoria Climbià ©(House of Commons, 2003) the Liming report identified the need for clear accountability about who is responsible at every level for the welfare of children(Doyle, 2006) and this is the same point that identified 20 years ago in the Colwell enquiry. In addition, according to the Lord Laming (cited in The Victoria Climbià © Inquiry Report, 2003:P9) that† this tragedy of Victoria Climbià © been because one doctor, one social worker, one police officer, had failed to see one telling sign indicating deliberate harm† furthermore the report pointed out that the failure in dealing with Victoria case due to many factors such as the failure of communication between different staff and agencies, and Inexperience and lack of skill of individual social workers. Moreover the failure to follow established procedures, and inadequate resources to meet demands. (Lord Laming 2003). Both inquiries were established by the relevant Secretary of State. However, this is perhaps the first important area of difference, for whereas the Maria Colwell inquiry was set up by the Secretary of State for Social Services, the Victoria Climbià © inquiry was set up by the Secretary of State for Health together with the Secretary of State at the Home Office. In effect, the latter was to conduct three parallel statutory inquiries in relation to local authority social services, health services as well as the police. (Parton, 2004: P.84). The Victoria Climbià © inquiry provides a coherent, convincing and powerful account of what happened to Victoria, how she was failed and how this can be avoided in the future. While the account in the Maria Colwell inquiry is of a similar nature, it is also much more equivocal. This is in part because the inquiry report has within it the minority report written by one of the inquiry team, Olive Stevenson. It is not that the report has a major dispute over the facts, but it is in their interpretation, particularly in relation to some of the early decisions leading up to why Maria was returned home, from her foster carers, that there is something of a difference of opinion. In her minority report, included as chapter five in the Maria Colwell report, Olive Stevenson writes as follows:â€Å"As a social worker, my education and experience has taught me that in such matters, there is no one truth; in considering the subtleties of human emotions everyone is subjective. One’s feeli ngs, attitudes and experience color one’s perception. This is as true for me as it is for my colleagues. And when one is dealing with events now some time in the past, drawing to a large extent on records for evidence, and inevitably affected by the eventual tragedy, the probability of distortion in interpretation is all the greater. Those who have worked in child care social work have learnt of the impossibility of predicting the future†. (Parton, 2004: P.84). In Maria Corwell inquiry a major issues was concerned with trying to judge how significant the issue of ‘blood tie’ was in relation to the decision making, and how this was appropriately addressed. Such issues now seem remarkably old fashioned. There is now considerable variation and complexity in household and family structure and relationships, such that the model of the traditional nuclear family no longer seems to represent the majority of the population. As a consequence we now usually refer the ‘family’ as opposed to the family. (Parton, 2004: P.84). The other major area for social change over the intervening thirty years is probably concerned with globalisation. Issues related to and arising from this are core to the Victoria Climbià © in a way which is hardly evident with Maria Colwell. While both reports discuss the importance of cultural differences between the workers and the adults and children with whom they work, the way this is discussed is very different. For example, in Olive Stevenson’s minority report she discusses, the cultural differences that were possible in the way Mr Keppel, Maria’s stepfather, made sense of and responded to Maria’s behaviour compared to the way the professionals might have analysed this (Parton, 2004: P.84). The decisions were shown to be bounded by the ‘objective’ principles of the Children Act 1989 and Working Together (1991). However themes that emerged from the analysis of the cases suggest that there is a ‘subjective’ influence on decision processes. Evident within the analysis was a shared fundamental belief in keeping children with their mothers. Both these objective and subjective influences suggest that almost inevitably decision making in child protection practice will be driven in directions that result in courses of action that involve potential and actual risks for children. The findings emphasise how an explicit recognition of the multifaceted nature of decision making can assist in more reflective practice. The ways in which national and local policy impacts upon decision processes, at the level of the individual and groups need to be monitored in order that the needs of children in situations that involve risk remain paramount Kelly (2000). From the two cases I mentioned violence against children is a complex issue, so it seems the system of protection and decision-making in cases of child abuse is difficult and sometimes ambiguous ,but over the case difficult is that the decision to take protection to protect children from people who are supposed to be responsible for the protection and welfare (parents), here are a difficult equation between the rights of children and parental rights, but the decision is based on providing the best for the child. The decision in such situation could not be complete without making a careful assessment for the risk which require to cooperation between all the relevant agencies which responsible about the children in the community, then the decision can be made by the professional team who follow the child protection policy. REFERNCES Atkinson, A. (2010). Safeguarding Post-Laming: Initial Scoping Study. Slough: NFER [online]. Available:lga.gov.uk/lga/aio/10626631 [accessed 3rd March 2011]. Barker, J Hodes, D (2007) the child in mind: a child protection handbook 3rd ed. London: Routledge. Barlow, J. and Scott, J. (2010). Safeguarding in the 21st Century – Where to Now? Dartington: Research in Practice. Burton, S. (2009). The Oversight and Review of Cases in the Light of Changing Circumstances and New Information: How Do People Respond to New (and Challenging) Information? London: C4EO [online]. Available: c4eo.org.uk/themes/safeguarding/files/safeguarding_briefing_3.pdf [accessed 3rd march 2011].  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Child Abuse and Neglect: Institute of Criminology Marianne James Senior Research Officer Australian †Issues in Child Abuse Prevention Number 1 January 1994† Children’s Commissioner for England (2010). The Children’s Commissioner for England’s Report on: Family Perspectives on Safeguarding and on Relationships with Children’s Services. London: Children’s Commissioner for England [online].Available: childrenscommissioner.gov.uk/content/publications/content_405 [accessed 3rd march 2011]. Corby, B. (2000) Child abuse towards a knowledge base. Buckingham: Open University Press DCSF (2010). Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children. London: The Stationery Office [online]. Available:http://publications.education.gov.uk/default. aspx?PageFunction=productdetailsPageMode=publicationsProductId=DCSF-00305-2010 [accessed 7th march 2011]. Holmes, L., Munro, E.R. and Soper, J. (2010). Calculating the Cost and Capacity Implications for Local Authorities Implementing the Laming (2009) Recommendations. London: LGA [online]. Available: lga.gov.uk/lga/aio/ 9387423 [accessed 3rd march 2011]. HM Government (2009). Government Response to the Social Work Task Force. London: HM Government [online].Available: http://publications.education.gov.uk/eOrderingDownload/SWTF-GovResponse.pdf [accessed 8 march 2011]. Jones, David N. (1987) Understanding Child Abuse .2nd ed .London .Macmillan Education Ltd. Kelly, Nancy  (2000)  Decision making in child protection practice.  Doctoral thesis, University of Huddersfield. Laming, H. (2009). The Protection of Children in England: a Progress Report (HC 330). London: The Stationery Office [online]. Available: http://publications.dcsf.gov.uk/eOrderingDownload/HC-330.pdf [accessed 8th march 2011]. Mantell, A. eds (2009) Social work skills with adults. Exeter: Learning Matters Munro, E. (2010). The Munro Review of Child Protection, Part One: a Systems Analysis [online]. Available:education.gov.uk/munroreview/downloads/TheMunroReviewofChildProtection-Part%20one.pdf [accessed 3rd March 2011]. Nigel Parton, From Maria Colwell to Victoria Climbià ©: reections on public inquiries into child abuse a generation apart. Child Abuse Review .2004, 13(2): 80-94. Ofsted (2010a). Safeguarding and Looked After Children. National Results for Children’s Social Work Practitioners Survey 2010 (NAT ‘10). Manchester: Ofsted [online]. Available: ofsted.gov.uk/Ofsted-home/Publicationsand- research/Browse-all-by/Documents-by-type/Thematic-reports/Safeguarding-and-looked-after-children-nationalresults-for-children-s-social-work-practitioners-survey-2010 [accessed 3rd march 2011]. Okitikpi, T Cathy, A.eds (2008) the art of social work Practice. Lyme Regis: Russell House Publishing. www .safeguardingchildren.org.uk {accessed 9th april2011) The House of Commons, Health Committee.(2003) The Victoria Climbià © Inquiry Report. 6th Report.   London: The Stationery Office Limited. Words count:   4293

Asking and Giving Directions in English

Asking and Giving Directions in English These dialogues focus on asking for and giving directions. Practice these  English  dialogues that give directions to different locations in a city. Once you feel comfortable with the vocabulary, ask for directions in your city with a partner or a classmate. Pretend you are  traveling in your city. Key Grammar Points to Remember Imperative form: You should use the imperative form when providing directions. The imperative form is comprised of only the verb without any subject, and it tells someone directly what to do. Here are some examples of the imperative from the dialogue. Take the blue line.Continue going straight.Change to the grayline. While you would not use the imperative form in normal polite speech as it is considered too abrupt, it is appropriate when providing asked-for guidance. Asking questions using how:  How combines with many  adjectives  to ask information about details. Here are some common  questions with how: How long?  Used to ask about the length of timeHow much or many?  Used to ask about price and quantityHow often?  Used to ask about repetition Key Vocabulary Words and Phrases Related to Directions There are a few important grammar and vocabulary points to remember when asking for and giving directions.   Take a right/leftGot itI understandDo you understand?Go straightOppositeTake the first / second / third /  rightGo right / left / straight at the light / corner / stop sign  Continue straight onTurn right / left at the light / corner / stop sign  Get on the bus / subway at 12th Ave. / Whitman Street / Yellow Lane  Follow the signs for the museum / exhibition center / exit   Common Questions When Asking for Directions Is it far? / Is it close?  How far is it? / How close is it?Could you please give me directions?Where is the nearest bank / supermarket / gas station?Where can I find a bookstore / restaurant / bus stop / restroom?Is the museum / bank / department store  near here? Practice Dialogue: Taking the Subway John: Linda, do you know how to get to Samsons and Co.? Ive never been there before.Linda: Are you driving or taking the subway? John: The subway.Linda: Take the blue line from 14th Ave. and change to the gray line at Andrew Square. Get off at 83rd street. John: Just a moment, let me write this down.Linda: Take the blue line from 14th Ave.  and change to the gray line at Andrew Square. Get off at 83rd street. Got it? John: Yes, thanks. Now, once I get to Andrew Square, how do I proceed?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Can you repeat that?Linda: Once you are on 83rd street, go straight, past the bank. Take the second left and continue going straight. Its across the street from Jacks Bar. John: Thanks, Linda. How long does it take to get there?Linda: It takes about a half-hour. When is your meeting? John: Its at 10 a.m. Ill leave at 9:30.Linda: Thats a busy time. You should leave at 9. John: OK. Thanks, Linda.Linda: Not at all. Practice Dialogue: Taking Directions Over the Telephone Doug: Hello, this is Doug.Susan: Hi Doug. This is Susan. Doug: Hi Susan. How are you?Susan: Im fine. I have a question. Do you have a moment? Doug: Certainly, how can I help you?Susan: Im driving to the conference center later today. Could you give me directions? Doug: Sure. Are you leaving home?Susan: Yes. Doug: OK, take a left onto Bethany street and drive to the freeway entrance. Take the freeway toward Portland.Susan: How far is it to the conference center from my home? Doug: Its about 20 miles. Continue on the freeway to exit 23. Take the exit and turn right onto Broadway at the stoplight.Susan: Let me repeat that. Take the freeway to exit 23 and turn right onto Broadway. Doug: Thats right. Continue on Broadway for about two miles and then turn left onto 16th Ave.Susan: OK. Doug: On 16th Ave., take the second right into the conference center.Susan: Oh thats easy. Doug: Yes, its very easy to get to.Susan: How long does it take to get there? Doug: If theres no traffic, about 25 minutes. In heavy traffic, it takes about 45 minutes.Susan: Im leaving at 10  in the morning, so the traffic shouldnt be so bad. Doug: Yes, thats right. Can I help you with anything else?Susan: No thats it. Thanks for your help. Doug: OK. Enjoy the conference.Susan: Thanks, Doug. Bye.   Practice Dialogue: Directions to the Museum (On the street corner) Tourist:  Excuse me, can you help me? Im lost!Person:  Certainly, where would you like to go? Tourist:  Id like to go to the museum, but I cant find it. Is it far?Person:  No, not really. Its about a five-minute walk. Tourist:  Maybe I should call a taxi.Person:  No, Its very easy. Really. (pointing) I can give you directions. Tourist:  Thank you. Thats very kind of you.Person:  Not at all. Now, go along this street to the traffic lights. Do you see them? Tourist:  Yes, I can see them.Person:  Right, at the traffic lights, turn left into Queen Mary Ave. Tourist:  Queen Mary Ave.Person:  Right. Go straight. Take the second left and enter Museum Drive. Tourist:  OK. Queen Mary Ave., straight on and then the third left, Museum Drive.Person:  No, its the second left. Tourist:  Ah, right. The second street on my left.Person:  Right. Just follow Museum Drive and the museum is at the end of the road. Tourist:  Great. Thanks again for your help.Person:  Not at all. Practice Dialogue: Directions to a Supermarket Tom:  Could you go  to the supermarket and buy some food? Theres nothing to eat in the house!Helen:  Sure, but I dont know the way. Weve just moved in. Tom:  Ill give you directions. Not to worry.Helen:  Thanks.   Tom:  At the end of the street, take a right. Then drive two miles to White Ave. After that, its another mile to...Helen:  Let me write this down. I wont remember it! Tom:  OK. First, take a right at the end of the street.Helen:  Got it. Tom:  Next, drive two miles to White Ave.Helen:  Two miles to White Ave. After that? Tom:  Take a left onto 14th Street.Helen: Left onto 14th Street.   Tom:  The supermarket is on the left, next to the bank.Helen:  How far is it after I turn on to 14th Street? Tom:  Its not far, maybe about 200 yards.Helen:  OK. Great. Is there anything special you want? Tom:  No, just the usual. Well, if you could get some beer that would be great!Helen:  OK, just this once!

Researsc proposal Essay Example | Topics and Well Written Essays - 1500 words

Researsc proposal - Essay Example In line with guiding pediatric nurses, the study will determine the general knowledge and practices of the pediatric nurses within the secondary and tertiary hospitals and provide information with regards to the benefits and consequences of using a pacifier. What are the benefits and consequences of using a pacifier (Non-Nutritive Sucking) in newly born infants? Is there any past researches done on the use of a pacifier to prove that it could reduce the cases of SIDS or its effect on the breastfeeding promotion? When is the best time to use and stop the use of a pacifier? Are all pediatric nurses in different health care setting well knowledgeable about the importance of using a pacifier? Is there a difference between the practices of pediatric nurses when it comes to the use of a pacifier in secondary and tertiary hospitals. Considering the fact that SIDS is still considered as the leading cause of postneonatal infant death within the United States and other countries (Hauck, 2004; Mathews et al., 2002; Malloy and MacDorman, 2005), it is critical to give the readers a better understanding about the causes of SIDS (Baddock et al., 2007) and the importance of non-nutritive sucking in decreasing the cases of SIDS, the literature reviews will discuss about the physiological explanation behind the need of prematurely born infants to be fed through a tube inserted in the nose up to the stomach (gavage feeding), the adverse effect of using a pacifier (Hauck, Omojokun, and Siadaty, 2005); and how the use of a pacifier can be used in training the infant to coordinate sucking, swallowing and breathing. (Pinelli and Symington, 2007) In line with exploring the benefits of the using a pacifier (non-nutritive sucking), its role in keeping the rate of Sudden Infant Death Syndrome (SIDS) low will be elaborated. (Heinig and Baňelos, 2006; Hauck, Omojokun, and Siadaty, 2005) The possible causes of SIDS will also be

Which two sites give you the best tips on how to negotiate Essay

Which two sites give you the best tips on how to negotiate - Essay Example It is obligatory that there are at least two participants whose interests are partially common and partially different. Negotiation are the fact of our everyday life, the main means of getting what you want. Though we negotiate every day, it is not easy. Usually people are confronted with the dilemma – to be complaisant or to be strict. The other way of negotiating is a middle approach between complaisant and strict, it includes the attempt to reach agreement between goal striving and being on good terms with people. The world negotiating experience knows much about how to come to the successful agreement and that is why many tips that are usually performed in books and internet are avaliable. Speaking about the tips on how to negotiate we can divide them into some groups: psychological tips, ethical and aesthetic tips, these groups are general for any field of negotiations, and the third group includes professional tips which are different for every field. We investigated four suggestions of tips on how to negotiate made by different authors. Most of the tips given are of psychological character. The analysis of these suggestions will help us to define the best tips which can be used for having successful negotiations. The first suggestion of tips gives such pieces of advice (Braham B.): know thyself; learn the partner you are negotiating with before you start; think on what you want, what your partner wants and on your supposition about what he thinks you want; try to build trust; listen attentively, begin with stating your positions; be confident; know what options you have; know what a win is and the last point is to enjoy the negotiations process.(Braham B.) The number of tips suggested is very good and can be helpfull during the process of negotiations. To my mind stating the positions at the beginning is a very important thing which helps to built trust, in case if person sounds confidently.

Community Service Essay -- Volunteering Volunteerism Essays

Community Service I have always been involved in groups that perform community service projects. In fact, I was recently elected to as VP of Public Relations of the Student MOVE group. We are a group of 12 individuals that are the advisory committee for all of the community service organizations on campus, but we organize many alternative activities and events. I even did a service learning project for my Spanish class last semester with Cynthia Wells. I attended the Spanish mass every Sunday, and I was a greeter. I learned their culture and rituals while still attending the usual Catholic Mass. Upon learning that I had to do a service learning project for Ethics class, I immediately began brainstorming ideas. I decided I was going to work on a website for the Esprit De Corp group since they could not find anyone to do it. However, I ended up getting paid for so that did not work out. So I had two back-up plans. My first idea is that I was going on an AWOL trip for Spring Break. AWOL stands for Alternative Weekend of Offsite Learning. We spent a week in Denver doing various community service projects. Now, that was a week of community service, but it wasn’t done in Iowa. So I took the initiative of doing some service in Storm Lake. One day after mass at St. Mary’s Catholic Church, Fr. Klein approached me. He asked me if I wanted to help out by leading a confirmation retreat for 90 Storm Lake juniors that would be confirmed in a couple of weeks. I figured it would be a perfect opportunity to help out the community and maybe even help myself spiritual ly. AWOL Trip to Denver I was one of twelve kind-hearted individuals that went on an AWOL trip to Denver, Colorado. We worked at various places includ... ...Denver. It’s a priceless moment that money cannot buy. Working at the confirmation retreat at St. Mary’s taught me how to help carry on my faith as a Catholic. The church is a non-profit group just like any other non-profit group here in Storm Lake. I must say that helping people my own age is much different than helping children. I did not get the smiles like I did working with the children. However, I received a ton of self-satisfaction giving the speech on confirmation. I also understood more about motivation. I am pretty intrinsically motivated. I do not need money, bribes, or incentives to do work. I get can motivate myself to help others with self-satisfaction. I really enjoyed the service learning projects I participated in. I wish more professors made their students extend their learning beyond the classroom and move it out to the community.

Globalization and Fashion Essay

In the 19th century, countries started trading more, because it was right after the Great depression of the 1930 when mass production became more accessible. The reason for this was the advance in technology. Improvement in technology has made life in many certain extents easier, not only for trading, but for many other aspects of human life. Meanwhile technology is getting so advanced that it has a great influence on cultures. With globalization, all the cultures in the world are fading away and giving their place to one major common culture. Evidence of this can be seen clearly in fashion. From planes to the Internet, people and their culture are strongly connecting with each other. To  this date people travel from one country to another for various reasons including business, touring and education. Some of business people are the buyers of great fashion departments. They have a major influence on bringing different culture from one country to another. For instance, a trend in Europe transfers to North America from tourist who has traveled to Europe and buyers of department stores who choose the items. On the other hand, buyers are strongly concerned about what is going to sell and what is not. If the garment that they are buying for is for United States of America, it must be more practical than something, which they transfer from New York to Europe. The reason behind that is that culture of fashion in America is more practical than the culture of fashion in Europe. In American life style practicality has a strong voice, therefore, it is a better target market for casual wear. People tend to wear more comfortable clothes, such as jeans, sportswear, t-shirts, as well as converse shoes[1]. A good advertisement on the Internet has a worldwide impact, which can lead to a new trend. Most women in the world are very vulnerable to these beautiful new items shown on the Internet advertisement; they catch new trends and mix them up with their own home country fashion. The spread of globalization will bring changes to the countries it reaches, but change is very important part in everyone’s life. The Internet has proven a big part in projecting traditional culture. Various reports have showed that the world trade in goods with cultural content increased over the years. Magazines are one thing that has always been there and has always been a strong way of communication between cultures. Today’s world of commercials and advertisements has made a huge diversity in the world of magazines. Magazines such as Vogue have had a major role in changing the fashion world. Vogue was first published in 1910 in Britain, but now there are vogue in Italy, France, Spain, and America[2]. The strongest and most influential one of all is Americas Vogue People tend to pick up new trends from such sources every day in every single place in the world, but since English is the most spoken language across the globe,  American Vogue sells the most and it automatically transfers American fashion more around the world. Satellites and TVs are just as influential as magazines. For example, Fashion TV was found in 1997 in France as the first fashion only international network. In later years even in countries in the Middle East, some fashion channels were created and changed the whole country’s fashion. People copy all the new western trends, and try to use them as much as possible even though they have some restrictions in how they are supposed to dress in Muslim countries. For example, all Iranian woman follow the European  fashion[3]. They are forced to cover up their hair but they are still very much fashionable and dress nice. The effects of globalization on culture has also been perpetuated through music. Music has been termed as one of the strongest culture that has taken over a large number of young people across the globe. The different music genres including gangster rap, hip-hop, RNB, rock, reggae and others plays an important role in creating a global culture. This has been made possible by technology and media including MTV, You Tube as well as other social networks in the internet. More particularly, the hip-hop culture is a wave that has dominated in various countries[4]. Today, every young man and women want to associate with a particular hip-hop star and imitate and adore their dressing code, style and even speaking. Hence, a college boy in New York living under the footsteps of Tupac Shakur (A popular hip-hop pioneer) is no different to a peer in China or Africa idolizing the same. As a result, these young men share the same fashion mode of wearing jeans, necklaces famous as ‘bling bling’, and even earrings as part of their accessories[5]. Similarly, the fashion trend goes beyond clothing. Globalization has made people in the world adopt a particular fashion of identity. The influence of media also blamed for brainwashing people’s identity. The contemporary woman as depicted in western movies is slender with long legs. This has influenced several young women to emulate this style to an extent of undergoing cosmetic surgery. Likewise, an ideal man portrayed in the movies emphasizes a well built masculine figure which has also influenced the lifestyles of many young men around the world. There has been concern that globalization is synonymous with Americanization. The western particularly American culture is highly idolized all over the world. The fashion trends in America spreads more quickly and are readily embraced in all countries with music, Hollywood celebrities and even models playing as agents for perpetuating American fashion to the rest of the world. The internet has enabled the transfer of the American culture to the global community. In conclusion, Globalization has a major affect in world’s fashion. Sources such as Internet, telemarketing and advertisements tend to change peoples  perspective about fashion. People pick up trends from such sources and sometimes mix them up with their own ideas and cultural restriction. Globalization is sometimes associated with Americanization due to the large adoption of American fashion in virtually all aspects of lifestyles. Globalization has transformed the diversified culture in the world into one single culture, the global culture. Hence, the world has become a global village sharing everything including fashion and culture. Bibliography Anthony Giddens. Runaway World: How Globalization is Shaping our World. New York: Sage, 2003. Dress – Globalization Of Fashion retrieved Dress – Globalization Of Fashion [accessed May 4, 2010] Ian Condry and Shara Rambarran. Hip-Hop Japan: Rap and the Paths of Cultural Globalization. Durham and London: Duke University Press, 2006. Kai Hafez, Alex Skinner. The Myth of Media Globalizations. New York: Polity, 2007. Kolawole A. Owolabi. Globalization, Americanization   and Western Imperialism. Journal of Social Development in Africa. 16, No. 2 (2001): 71-92.

Developing Professional Practice Essay - 3601 Words

REF: 5DPP I01001 INTERMEDIATE CERTIFICATE IN HRM UNIT: 5DPP – DEVELOPING PROFESSIONAL PRACTICE TUTOR: CAROLYN HAYWARD SUBMISSION DATE: 23rd November 2011 STUDENT: JAYNE WILLIAMS ------------------------------------------------- Professionalism in HR ------------------------------------------------- Question 1 ------------------------------------------------- The thought of professionalism conjures up many ideas, and possibly pre-conceived judgements. These will not always be classed as positive or negative, but will undoubtedly have a profound effect on the way you are perceived in your area of work or chosen profession. ------------------------------------------------- The HR Professional will endeavour to†¦show more content†¦------------------------------------------------- Although you have to be very thorough and knowledgeable, there cannot be any room for perfectionists or people that have tendencies to procrastinate. One’s inner strength, intuition and experience will always ultimately give the right outcome, making the professional practitioner robust and therefore letting them make the right decision. ------------------------------------------------- In my opinion the concept of the â€Å"Thinking Performer† and its application to every employee means that the organisation has placed its trust and continuation of success in its workforce as a whole, the workforce is obviously the backbone, foundation and integrety of the organisation. Every employee needs to show recognition for this and actively apply consideration, apptitude and efficiency when conducting their everyday job. Each employee needs to consider the â€Å"bigger picture† restrain any selfish actions, and feel the need to pro-actively exert themselves, this in turn not only creates an excellent atmostphere to work, but will continuously uphold staff moral. ------------------------------------------------- The CIPD response to Department of Innovation, Universities and Skills consultation ------------------------------------------------- Linda Holbeche,Show MoreRelatedDeveloping Professional Practice3132 Words   |  13 Pagesapplicable) | |Qualification Title: Human Resources Diploma - CIPD Level 5-DHRM | |Unit Title(s): Developing Professional Practice | |Unit Code(s): 5DPP Read MoreDeveloping Professional Practice2553 Words   |  11 Pagesï » ¿Developing Professional Practice Introduction and terms of reference This report will demonstrate my understanding of what is required to be an effective and efficient HR professional and apply CPD techniques to construct, implement and review a personal development plan. 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