Pre

Introduction Pre-employment screening is an obligatory stage of the hiring procedures that allows the employers to identify what skills and abilities future applicants should possess to accomplish the goals of established in organization. Pre-employment procedure serves as a tool for managers to deal with all levels of human resource management.Advertising We will write a custom report sample on Pre-employment Screening in Management specifically for you for only $16.05 $11/page Learn More The importance of pre-employment procedures is also historically predetermined by the necessity of enhancing public safety. The applicant adjustment to the organization’s staff is premised on successful investigation process of future employees. The transitive nature of selection, recruitment, and training determines future success of an organization, as well as influences the planning process. There are various trends and approaches to pre-employment tests that depend on the purposes, organization’s requirements, and employees’ future responsibilities. In general, the procedure is premised on two strategies – pre-screening background assessment and post-interview background checks. The first stage of evaluation is based on the interviews whereas post-interview monitoring should involve filling out the application form and conducting psychological and medical examination of potential employees. Therefore, in order to understand the main aspects of pre-employment checking, as well as define what criteria should be included into the procedure, a review of literature should be conducted. The focus is on medical, ethical, and public safety concerns that can be considered through efficient pre-employment screening procedures. Literature Review Pre-employment screening denotes the process of analyzing backgrounds of future employees. The procedure is aimed at checking the accuracy of applicants’ skills, as well as at discovering any possible workers compensation claims, criminal history, and employer sanctions. Apart from personal background evaluation, there are many other concerns for analyzing the process of pre-employment screening, including public safety issues, assessment of employees’ skills, experience, and defining new paths for development of an organizational culture. According to Colaprete (2012), the hiring process should be accompanied with the inspection of the criminal background, as well as psychological profile. In addition, the researcher has stressed, â€Å"†¦the results of poor hiring practices have forced many law enforcement agencies to reevaluate their personnel selection and employment practices and standards† (Colaprete, 2012, p. 4).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, it is highly important for employers to develop a detailed plan of assessment that provides a wide picture of applicants’ drawbacks. Moreover, the employers should be aware of the consequences of inappropriate screening for the rest of organization’s staff. While developing the pre-employment screening inspection, specific attention can also be paid to the analysis of problematic Internet use. In this respect, Davis et al. (2002) have developed the research studies in which they investigate the relation between social rejection and problem Internet use. The scholars have introduced four dimensions of problematic use of virtual space, including distraction, social comfort, loneliness, and aggressiveness. Inappropriate internet use, therefore, can be a decisive factor in estimating potential employees before applying them for a job. Similar concerns are presented in the research studies by Peebles (2012) who considers that hiring process should be carefully outlined and developed to reduce the number of risks to the already employed in dividuals. In fact, employers should be aware that the Internet does not only provide a handful of important information about potential employees, but also allows them to confront a new dimension of legal issues. According to Peebles (2012), â€Å"an analysis of negligent hiring – a tort that allows third parties to hold employers responsible for the harmful acts of their employees suggest that employers may actually have duty to search the Internet† (p. 1399). Therefore, pre-employment screening can imply pre-screening of the Internet because the searching process benefits the employees from acquiring online information about prospective employees. Such a strategy imposes a sort of liability on the applicants as well. Negligent recruitment can create serious consequences for company’s future development, welfare, and productivity. In this respect, Wang and Kleiner (2000) focus on the most common mistakes that employees make while hiring new employees. The emph asis is placed on poor monitoring of employees’ adherence to ethical codes, as well as identification of crimes in the workplace (Wang and Kleiner, 2000). The development of efficient pre-employment screening, therefore, is indispensible for ensuring a healthy environment in an organization and developing a strong corporate culture. In addition, the legality of procedure is also introduced to enhance the safety in the employed environment.Advertising We will write a custom report sample on Pre-employment Screening in Management specifically for you for only $16.05 $11/page Learn More Sorgdrager et al. (2004) have paid closer attention to the analysis of the effectiveness of pre-employment screening concerning the three basic indicators. These dimensions involve a positive test results, pre-employment medical examinations, and occurrence of rejections for the job. All these indicators illustrate usefulness and feasibility of pre-employment screeni ng and identify possible corrections for the test. In this respect, Sorgdrager et al. (2004) agree with the idea that there should be the evaluation of specific health conditions of employees and, therefore, medical examination should be part of the pre-employment screening. The scholars also admit, â€Å"†¦evaluation of effectiveness of interventions is an essential but often neglected task of occupational health care† (Sorgdrager et al., 2004, p. 275). Therefore, assessment of the most common risk is essential for predicting contingencies in the workplace. Despite the awareness of potential risks, some employers are reluctant to resort to the pre-employment checking procedures before the application form is filled out. Mathis and Jackson (2011) attain much importance to the selection interviews because this type of screening â€Å"†¦is done both to obtain additional information and to clarify information gathered throughout the selection process† (p. 94). T he stages of conducting an interview are important to arrange because it will allow the employer to understand whether employees’ skills, experience, and psychological profile corresponds to the previously established requirements. More importantly, there should be strict standards in accordance with which employees are selected. There are many formats, templates, and principles according to which pre-employment screening tests are developed. In this respect, Lanyon and Goodstein (2004) have introduced the Counterproductive Behavior Index (CBI) that evaluates five patterns of counterproductive behavior in the workplace, including dependability concerns, substance abuse, honesty concerns, computer abuse, and aggression. By means of this assessment, it is also possible to work a Good Impression Scale. The five indicators of counterproductive behavior have been successful and, therefore, this kind of test can be employed in evaluating employees’ aptness to work. The evalu ation of applicants in terms of the values and moral codes they uphold is also of high importance for employers because they allow to define immediately whether their values coincide with those presented in an organization. In this respect, Pawlowski and Hollwitz (2000) insist that employees judge on how company meets their moral concerns and needs during the application process.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More These judgments also help them to define â€Å"†¦the attractiveness of the organization, the likelihood of accepting a position offer, and the incidence of litigation arising from selection, training, and compensation procedures† (p. 59). Therefore, the attitude to organization’s fairness influences of a variety of outcomes, including turnover rates, organizational commitment, reactions to subordination, job satisfaction, and behavioral patterns in the workplace. Under these circumstances, pre-employment screening is incredibly important to companies because this procedure can help them identify an appropriate measure, which should be both inexpensive and efficient. Similar to Sorgdrager et al. (2004) who express their concern with ethical and safety issues, Pawlowski and Hollwitz (2000) assert that introducing honesty tests is helpful, but it does not provide sufficient measures for assessing workplace ethics for several reasons. First of all, these measures are not cost effective. An alternative to this measure could be a structured interview in which questions will be built in a way so that employees can be checked for honesty of their responses. Second, ethical integrity interviews can legally reinforce the pre-employment screening, which imposes certain responsibilities on employers. Finally, workplace ethics should also be considered in a broader sense to define that the screening procedure itself is honest. With regard to the above-presented research, most scholars support the idea that pre-employment screening is a multi-dimensional procedure, which involves legal, ethical, physical, and psychological requirements. In this respect, legal perspective of analysis implies evaluating employees’ criminal history, as well as their inclination to break the law. Second, employers should take control of medical screening employees, which implies monitoring psychological profile and behavioral patterns. The main challenge of arranging p re-employment screening lies in the cost-effectiveness analysis of its specific types. Finally, efficiency of pre-employment practices can have a potent impact on the welfare of organization and the overall climate in the employed environment. Summary The above-presented synthesis of literature on pre-employment screening procedures has defined new directions at improving efficiency, validity, and reliability of the application process. To begin with, potential employees should undergo a multi-stage process to measure the physical, mental, and social aptness of an applicant to work in a specific setting. Further, the presence of screening procedures does not guarantee that the employees correspond to the standards established in an organization and, therefore, the task of the employers is to strike the balance between pre-employment procedures and the missions of an organization. Further, the role of the screening lies in ensuring public safety of the employees who have already been accepted for a job position. However, while evaluating applicants’ characteristics, it is important for managers to adhere to the legislature and ethics of conducting interviews. The ethical dilemmas specifically concern the applicants’ rights to conceal personal information, which creates a number of problems for employers. Despite this challenge, assessment of employees’ psychological profile and honesty can contribute to the decision-making process. Finally, most research studies have been dedicated to the assessment of various types of screening procedures – from structured interviews to personal tests. Specific attention requires Counterproductive Behavior Index that allows managers to define the employees’ negative features and reduce the potential risk for their organizational culture. Such an approach is beneficial because it allows to predict the outcomes employees’ behavior and prevent any risk to employees’ welfare. Theref ore, the report introduces the current trends in developing pre-employment screening, as well as defines the influence of these tests on the recruitment process. References Colaprete, F. A. (2012). Pre-Employment Background Investigations for Public Safety Professionals. US: CRC Press. Davis, R. A., Flett, G. L., Besser, A. (2002). Validation of a New Scale for Measuring Problematic Internet Use: Implications for Pre-employment Screening. CyberPsychology Behavior, 5(4), 331-345. Lanyon, R. I., Goodstein, L. D. (2004). Validity and Reliability of a Pre-Employment Screening Test: The Counterproductive Behavior Index (CBI). Journal Of Business And Psychology, (4), 533-553. Mathis, R. L., Jackson, J. H. (2011). Human Resource Management: Essential Perspectives. New York: Cengage Learning. Pawlowski, D. R., Hollwitz, J. (2000). Work Values, Cognitive Strategies, and Applicant Reactions in a Structured Pre-Employment Interview for Ethical Integrity. Journal Of Business Communication, 37(1), 58-76. Peebles, K. A. (2012). Negligent Hiring And The Information Age: How State Legislatures Can Save Employers From Inevitable Liability. William Mary Law Review, 53(4), 1397-1433. Sorgdrager, B., Hulshof, T. J., Dijk, F. J. H. (2004). Evaluation of the Effectiveness of Pre-employment Screening. International Archives of Occupational and Environmental Health. 77(4), 271-276. Wang, J.-M., Kleiner, B. H. (2000) Effective employment screening practices, Management Research News, 23(5/6), 73-81. This report on Pre-employment Screening in Management was written and submitted by user Izayah Oneal to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Pre If we talk about the best and the most influential composers of all the times, Johann Sebastian Bach is one of the first names that have to be mentioned. This German composer and organist created plenty of unbelievable works, which presented the Baroque period in all its glory.Advertising We will write a custom report sample on Pre-Concert Talk about Johann Sebastian Bach specifically for you for only $16.05 $11/page Learn More In comparison to many other composers of the 17th, 18th, and 19th, Bach’s life and career has quite limited boundaries from Eisenach to Leipzig. However, his works and ideas are known to the whole world and arouse interest of many people with different cultures and preferences. His The Well-Tempered Clavier and Three Collections of Dance Suites are probably the greatest intellectual treasures all over the world. These keyboard works have their own peculiarities and captivate both the listeners and the performers. Without an y doubts, lots of pianists prefer to use the works by Bach during their performances, but they do not completely comprehend their style and background. Such lack of understanding turns out to be the major reason of why the same works may be presented and comprehended in many different ways. This is why it is crucially important to know the background of each musical work and be able to analyze its style. This time, two above-mentioned Bach’s works will be under our consideration. In Bach’s life, there are three major periods: Weimar, Cà ¶then, and Leipzig. During each of these periods, Bach created more and more captivating works and amazed people with his abilities to choose the best things in the world and represent them by means of music. â€Å"It was in Weimar that this remarkable process of self-education culminated in consummate mastery and the crystallization of Bach’s personal style which be then had evolved as the synthesis of the international musica l legacies.† 1 The Well-Tempered Clavier is considered to be one of the brightest works during this period.Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is â€Å"much more than a compendium of contrapuntal devices, a role belonging more properly to the Art of Fugue.†2 In order to comprehend this work and be ready to read it, taking into consideration every detail, it is very important to analyze certain theoretical background and be aware of meaning of such notions like ‘equal temperament’, ‘just intonation’, ‘prelude’, and ‘fugue’. There are two volumes, which present a prelude and a fugue in every key, major and minor. A prelude is a quite short piece of music that may change its form depending on the whole masterpiece. Preludes usually serve as introductory parts to succeeding movements of the rest of the work or as sep arate pieces of works. The prelude consists of several repeating rhythmic motifs, so that it may considerably influence the general perception of the work. At the beginning of the 17th century, German composers started uniting preludes with another type of contrapuntal technique of a work, a fugue. The combination of preludes and fugues gained its recognition in numerous Bach’s works. Bach liked to participate in different events, where composers had to create and introduce fugues on organs or harpsichords in a short period of time. German composers wanted to move toward expression by means of huge harmonic changes and had a need of wider tonality realm. Without any doubts, Bach’s Well-Tempered Clavier serves as a good example of this musical tuning, known to lots of people as â€Å"just intonation†. It is a kind of system, â€Å"in which all the intervals are derived from the natural (pure) firth and the natural (pure) third.† 3 Nowadays, well temperamen ts are replaced by another system of tuning that is called â€Å"equal temperaments†, where only octaves considered to be pure intervals. Sebastian Bach could not agree that equal treatment should take such an important place.Advertising We will write a custom report sample on Pre-Concert Talk about Johann Sebastian Bach specifically for you for only $16.05 $11/page Learn More â€Å"The more mathematically minded writers on equal temperament have given the impression that extreme accuracy in figures is the all-important thing in equal temperaments, even if it is patent that such accuracy cannot be obtained upon the longest feasible monochord.† 4 Of course, the results of Bach’s own tuning deserve people’s recognition and analysis. In 1722, Bach started the creation of the first book of The Well-Tempered Clavier and the first cycle of different compositions in this very conception. The prelude in C Major that is followed by th e fugue in C Major starts Book I. Then, the prelude and fugue in C Minor follow. Each pair of prelude and fugue is presented in the chromatic scale till the last key. Book II was completed in 1744. More experienced and more educative Bach made a wonderful attempt to continue his work and add more interesting details to it. He wanted to achieve one of his cherished goals during the creation of this Well-Tempered Clavier – to prove the feasibility of well temperament for each composition in every key. However, it was not the only purpose of Bach. He was also eager to clear up how progressive work might contain some conservative ideas. This is why The Well-Tempered Clavier may be analyzed as a great source of information about various historical styles and idioms. It is necessary to admit that ornamentation played a very important role in the sphere of music during the 17th and 18th centuries. Lots of Bach’s written-out notes may be regarded as ornamentation examples. Orn amentation in Bach’s compositions helps to comprehend better different melodic events and make them more beautiful. People, who cannot notice any pieces of ornamentation, may see only a kind of surface layer of all the notes presented by the composer. The table of ornaments, offered by Bach in 1720 describes almost all commonly used ornaments: turn, appoggiatura and trill, ascending trill, etc. 5Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Without any doubts, The Well-Tempered Clavier created by Bach is considered to be the greatest work of the Weimar period. In spite of the fact that this composition was created during the Baroque period, it had a considerable impact on Western classical music. For lots of people, who deal with music, both theorists and composers, this masterpiece remains a good sources of various musical techniques, which were so inherent to the Baroque style. Bach tried to unite unbelievable things or just the things, the combination of which was still unknown to the composers of the 17th century. When people listen to The Well-Tempered Clavier, they get a wonderful opportunity to enjoy unbelievable sounds and ideas. However, without proper awareness of such issues as equal temperament, just intonation, prelude, fugue, and different types of ornamentation, a professional musician will hardly evaluate this piece of work and find out what exactly the creator wants to represent to his listeners. Anoth er Bach’s work that deserves our attention and requires deep consideration is Three Collections of Dance Suites: The English Suites (BWV 806-811), the French Suites (BWV 812-817) and the Partitas for Keyboard (BWV 825-830). In order to comprehend why Bach chose a certain style for his work, it is better to analyze the backgrounds of each of dance suite and clear up their tempos. There are so many kinds of dance suites like the allemande, the sarabande, the gavotte, or the bourree, and each of them has its own peculiarities and influences the further development of the masterpiece. â€Å"The suite is usually denotes a cycle (or series) of dance pieces changing in tempo and meter yet preserving key unity throughout.† 6 The dance suite appeared in the 17th century and was one of the most famous discoveries of the Baroque Era. The Baroque dance suite’s major components, which are performed in one and the same key, are a prelude (it has already been discussed), the a llemande, courante, sarabande, intermezzi (consisting of minuet, gavotte, or some other dance), and gigue. Usually, al these components turn out to be dependant on the composer’s wish. If he/she wants to make the work really captivating, it is crucially important to think about the possible combinations and represent them in the composition. To make the right decision, it is necessary to be aware about the background of each dance suite and its tempo. First of all, it is better to remember that: Allemande has German origins and is represented within quadruple meter. The tempo of this movement is quite moderate and starts with an upbeat. Courante has more French origins and is characterized by quicker tempo in comparison to allemande, and presented in triple meter. If we look at the French dictionary, we will see that courante means run. According to such a simple translation, it is easier to guess a nature of this very movement. Sarabande is probably one of the slowest types of dance suite. It has Spanish origins and is performed in triple meter. Gigue attracts people attention by its fast tempo and lively atmosphere. This dance suite came from England, and its peculiar features are numerous triplets and a certain number of wide leaps. This very dance suite starts with eight meter. These four movements were the major components of the suites during the times of Bach. It was also possible to add several optional movements, which may be placed between the sarabande and gigue. In Three Collections of Dance Suites, Bach preferred to use bourree, gavotte, minuet, and prelude, of course. â€Å"His music speaks of initial hesitancy followed by confidence†7, this is why his unbelievably right choice of components for the suites always amazes the listener. Almost all additional movements have French origins: bourree is characterized as lively dance, gavotte is a kind of moderately fast dance, and minuet is elegant French dance with three even beats perf ormed in triple time. The minuet is the dance suite, which was the most preferable one by Sebastian Bach. In his Collection of Dance Suites, each collection consists of six suites. The model to each collection is quite standard: prelude, allemande, courante, sarabande, optional movement, and gigue. However, it is necessary to admit that Bach did not like to follow the rules precisely, but still could not create absolutely different pieces of music, this is why each collection has something in common that corresponds to the general model, and something different that underline the uniqueness of each collection. The English Suites are one of those, which closely follow the ordinary model. All six suites have the prelude, allemande, courante, sarabande, and gigue. Between the gigue and sarabande, each suite presents own optional movement: bourree (1st and 2nd suites in A major and minor), gavotte (3rd suite in G minor), minuet (4th suite in F major), passepied (5th suite in E Minor), a nd again gavotte (for 6th suite in D Minor). The French Suite does not have the prelude, but presents more movements between the gigue and the sarabande. This is why some of the French Suites have 5 movements (the 1st suite), 7 movements (2nd, 3rd, and 5th suites), and even 8 movements (4th and 6th suites). The Partitas for Keyboard is interesting due to its introductory movements and the variety of movements between basic elements of the whole model. The first suite has the standard model with the prelude and minuet. The 2nd suite has sinfonia as the introductory movement, and rondeau and capriccio as the final movements. The following four suites have quite different structures represented in the same key. After we look at the structures of each Bach’s suites, we can easily find out the differences and the peculiarities of each of them. It is impossible to say that some suite is better or worse than the other is. It is rather understandable that the beginning of the composi tion is a bit simple in order to provide the listener with a chance to feel the melody and create the general picture of the events. With each suite, Bach adds more and more movements. Such addition may be compared with the development of a person. With time, a human learns something new and enlarge his/her knowledge, he/she meets new people, and tries to make this life better than it is. Almost the same happens in Bach’s compositions. With time, each suite is enlarged with one or more movements. They influence the suite in its peculiar way and make the listener feel something that has not been inherent before. Johann Sebastian Bach’s contribution into music during the Baroque Era remains to be rather considerable. People all over the world get a wonderful chance to enjoy his magnificent compositions. â€Å"His personal stamp on† 8the old forms of suites added something really new to the further development of classical music. Even if Bach was a bright represent ative of the Baroque Era, his impact on Classical music is also great. It is impossible to analyze his works after listening them for one or two times. To grasp all the ideas, which Bach wanted to reproduce, it is better to learn their backgrounds and pay attention to each detail in the composition. Each suite in Bach’s compositions has different components. These movements make the work sweeter, and the addition more and more different movements to each suite is a wining decision of the composer to attract the attention of many theorists and practical composers. His works serve as good educative examples to learn more and more about the world of classical and Baroque music. His Dance Suite and The Well-Tempered Clavier are real treasures, which have to be kept, analyzed, and used in order to improve our modern music. Bibliography Apel, Willi. Harvard Dictionary of Music, Harvard University Press, 1969. Barbour, James, M. Tuning and Temperament: A Historical Survey, Courier D over Publications, 2004. Gillespie, John. Five Centuries of Keyboard Music: An Historical Survey of Music for Harpsichord and Piano, Courier Dover Publications, 1972. Lloyd-Watts, Valery Bigler, Carole L., and Palmer, Willard A. Ornamentation: A Question Answer Manual, Alfred Publishing, 1995. Melamed, Daniel, R. J. S. Bach and the German Motet, Cambridge University Press, 1995. Neumann, Frederick. Ornamentation in Baroque and Post-Baroque Music: With Special Emphasis on J. S. Bach, Princeton University Press, 1983. Schulenberg, David. The Key Board Music of J. S. Bach, CRC Press, 2006 Sharpe, R. A. Music and Humanism: An Essay in the Aesthetics of Music, Oxford University Press, 2000. Footnotes 1 Neumann, Frederick. Ornamentation in Baroque and Post-Baroque Music: With Special Emphasis on J.S. Bach (Princeton University Press, 1983), 7 2 Schulenberg, David. The Keyboard Music of J. S. Bach (CRS Press, 2006), 199 3 Apel, Willi. Harvard Dictionary of Music. (Harvard University Press , 1969), 448 4 Barbour, James, M. Tuning and Temperament: A Historical Survey, (Courier Dover Publication, 2004), 87 5 Lloyd-Watts, Valery Bigler, Carole L., and Palmer, Willard A. Ornamentation: A Question Answer Manual. (Alfred Publishing, 1995), 39 6 Gillespie, John. Five Centuries of Keyboard Music: An Historical Survey of Music for Harpsichord and Piano (Courier Dover Publications, 1972), 40 7Sharpe, R. A. Music and Humanism: An Essay in the Aesthetics of Music (Courier Dover Publications, 1972), 81 8 Melamed, Daniel, R. J. S. Bach and the German Motet, (Cambridge University Press, 1995), 54. This report on Pre-Concert Talk about Johann Sebastian Bach was written and submitted by user Alexa U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Pre Introduction The pre-Raphaelite was an association of English artists who included poets and painters. It was launched in 1848 by William Holman hunt, Dante Gabriel rosette together with john Everett Millais. Later the founders initiated William Michaels, James Collinson, Thomas Woolner and Fredric Stephens into the group so as to establish a seven member union.Advertising We will write a custom essay sample on Pre-Raphaelite Artists specifically for you for only $16.05 $11/page Learn More The organization intent was to create art by denouncing what they perceived to be mechanistic concepts formerly exploited by the mannerist artists who came after Raphael and Michelangelo. This group of artists assumed that classical dynamics and stylish compositions evident in Raphael artwork were in essence ruining the scholarly teaching concerning art. And this resulted in the emergence of Pre-Raphaelite artists.  Fundamentally, Pre-Raphaelite painters were in resi stance to or disregarded the manipulatins of R.A. pioneer Sir Joshua Reynolds. The Pre-Raphaelites artists opted to go back to the aspects of art that involved copious details, complex compositions of Italian and Flemish art, in addition to the use of intense colors. From time and again the Pre-Raphaelites are ever considered as the first avant-garde association in art. However, they have been deprived of that status for they went on embracing both the aspects of history painting as well as that nimesis, or aping that nature, as the core to the objective of art. Nevertheless, the Pre-Raphaelites did establish themselves as a transformation-movement, they established a unique name for their distinct art, and eventually published their own journal, The Germ, to endorse their views and ideas. The movement’s early dogmas were illustrated in four concepts: to have indisputable ideas to articulate to learn Nature conscientiously, so as to be acquainted with how to convey them to c ommiserate with what is undeviating and solemn and sincere in earlier art, to barring of what is conformist and self-burlesquing and attained by rote most obligatory of all, to create comprehensively superior portraits and statues These standards are plainly non-dogmatic; the Pre-Raphaelites anticipated emphasizing on the dynamics of personal responsibility (Hunt 81). This was in regard to individual artist concerning the manner one defined or determined personal concepts and ideals. The pre-Raphaelite artists were considerably swayed by Romanticism, this can be allied to the fact that they perceived liberty and responsibilities were inseparable.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, medieval perceptions as well as cultures captivated them. They considered medieval culture to hold spiritual as well as creative inceptions that were missing in later periods.  Exploring the impact of med ieval on pre-Raphaelite, the artists emphasized more on dynamics that singularly clashed with specific aspects of realism. These aspects touch on the ideals of independent scrutiny of nature. Therefore, examining the profound dynamics of the Pre-Raphaelites in regard to medieval approaches the artists in this movement had different believes in art. This can be supported by the fact that the Pre-Raphaelites perceived that art was in essence spiritual in nature. Hence, their concern revolved within the perimeters of idealism, materialism and realism. Overview The Victorian period was in essence a period of social changes which compelled all artists whether sculptors, painters, poets or writers to take a definite position in the immediate concern of the society. Nevertheless, the direct forms found within the Romanticism persisted dominating the English artist, the attention of most artists focused on the growth and establishment of this art. However, from such a position, the medieval concepts which reigned during the gothic, early Christian art, insular art, Romanesque, and Byzantine period among others, were replicated by pre-Raphaelite artists differently. Therefore, looking at the manner the art historian’s paint these artists it becomes paramount to attempt to examine them critically. The sole objective would to understand the phenomenon of producing their works in diverse media different from the popular fresco paintings.  Considerably some of the artists associated with the pre-Raphaelite movement such as Hunt and Millais established a process of painting which was dissimilar from realists and gothic concepts. Their procedures advocated for the luminosity rather unwarranted misuse of bitumen by previous English painters such as David Wilkie. The Pre-Raphaelites artists exhibited their maiden work in the wake of 1849. Some of the exhibited work entailed Millais painting Isabella (1848-1849) as well as Hunts piece Rienzi (1848-1849) (Barringer 113) . The artist allied to this movement painted or rather presented works that were unique but controversial. Unlike in earlier period when religious and social aspects formed a central theme in paintings, Pre-Raphaelites examined diverse aspects of the society in their works.  Though, the artist’s medievalism was considerably attacked by those artists who viewed themselves as conservatives.Advertising We will write a custom essay sample on Pre-Raphaelite Artists specifically for you for only $16.05 $11/page Learn More The Pre-Raphaelites continued creating art work devoted to details. Despite the challenges which the Pre-Raphaelites encountered they did shed unrivalled light in regard to the dynamics of English art. Considering that conception that the medieval English society valued religious ideals, the Pre-Raphaelites went against these restrictions to greater engagements. It is from their devotion to nature, color and artistic compositions th at made them to be a force within the annals of art history. In essence, the pre-Raphaelite artists reacted against what art historians perceive to be unimaginative as well as artificial antique paintings created by the royal academy. The artists were compactly inspired and influenced by 15th century Italian art. Though this movement did not last long, her followers had instrumental impact on British art. This can be testified by the artist’s profound interior designs as well as decorative arts which they created.  The Pre-Raphaelites created and produced extremely convincing as well as significant paintings. Their work which entailed religious including medieval features emulated the extreme and utmost religious feelings as well as the naà ¯ve 15th century paintings of Florentine and Sienese. Hence, the style adopted by such pre-Raphaelite painters as Hunt and Millais developed art work featuring sharp as well as dazzling lighting, with a clear ambiance, and an almost pho tographic replica of fine details. Equally, the artists allied to this period or movement introduced articulate and private symbolism into their religious subjects along the medieval themes. All in all, John Ruskin, who was a popular writer and a pundit championed for the cause of the pre-Raphaelite artists. In essence, he played a critical role in reinforcing the movement’s scope of moral responsibilities as well as social commitment. Unlike the earlier artworks, the pre-Raphaelite art stood out as distinct and fresh due to its innovativeness. Pre-Raphaelites artists The movement is credited with some of the most outstanding artists. Some of the pre-Raphaelite artists left an indelible mark in the historic archives. Therefore, it can be asserted that pre-Raphaelite era was in essence phenomenal. Some of the big names include; Dante Gabriel Rossetti Rossetti was a popular figure and an established English poet, painter, translator and illustrator. With his close allies they f ounded the pre-Raphaelite brotherhood in the wake of 1848. As a painter, his works were symbolically characterized by their unique sensuality as well as their strong medieval revivalism.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More More so, his paintings influenced to a great deal the European symbolist in addition to the fact that he was a key precursor of the famed aesthetic movement. Regarding his poetry, John Keats is said to have influenced him profoundly. This is evident in his earlier writings. Generally, his foremost paintings which were in oil expose the realist dynamics of the primary pre-Raphaelite movement. Girlhood of Mary Virgin as well as Ecce Ancilla Domini reflects his style and taste in regard to painting. In essence, he had a unique technique that exploited painting in oils while using water-based color brushes, as lightly as in water-based color, also on canvas which he treated with white to attain a smooth surface. This guaranteed that every tint remained transparent. Naturally, he painted from an aesthetic purpose. In his paintings he injected the scope of incorporating symbolic as well as mythological aspects than touch on the realistic images. According to the available literature on ar t Rossetti is said to have developed his own painting technique. The technique involved using water colors which formulated to make thick pigments using gum. The purpose of this process was to generate a rich effect that was resembled the medieval illuminations. Equally, he established a new drawing method in pen plus ink. One of his published works was â€Å"The Maids of Elfen-Mere† (1855), among others. In spite of his dreams concerning Arthurian anecdote in addition to medieval blueprint greatly influenced such painters as William Morris as well as Edward Burne-Jones. As is with other pre-Raphaelite painters, he encountered diverse critical hostilities for his primary paintings. Though, he worked extremely slowly this helped him in picking the most delicate details (Andres 200). Ruskin a celebrated art pundit recognized his dilemma and seamlessly encouraged him to attempt finishing at least a single painting at a time. However, Rossetti took most of his time and concentrat ion creating and producing both drawings and poems. With the time the use of water colors developed to be his favorite medium. In his search for a definite approach to art he moved further and further away from the dynamics of pre-Raphaelite modernism. And this resulted in him discarding his contemporary themes altogether. Subsequently he concentrated on antique stories and legends.  As a painter his major themes revolved around women, who, he assumed, held the secrecy of continuation within themselves. He viewed women as magical entities, living in mysticism and sensuality and this made him to examine the themes regarding feminine virtue, splendor, and passion leading him to limit himself to women subjects. After a period of attempting doing illustrations with woodcuts to substantial success, he reverted back to exploring the dynamism of Arthurian themes and subjects. He eked a negligible living by merchandising small, watercolor jewels to a definite group of collectors. He also did paint me a number of watercolors which he sold to William Morris. However, the characteristics and uniqueness of Arthurian/medieval romance continued to capture his imagination. And this resulted in him being commissioned to embellish the Oxford Union Building in the wake of 1857. Holman Hunt In personality Holman Hunt was entirely dissimilar from his partners. Naturally, he is mostly depicted as an arrogant and unfriendly. He was a son to a warehouse director or manager in Cheapside, London. Hunt spent a great deal in his formative years reading the bible. At the age of 12 he was earning as a clerk. He dreamed of being an artist, though he did not have the natural gift. However, he was full of imagination as well as visions which were complimented by very rare attributes at a time when the society was moving towards the post-industrial revolution.  He managed to convince his parents to allow him to attend Royal Academy where he anticipated pursuing his dream of being a painte r. At the college he was confused by the traditional British art, in it he found nothing imaginative to admire. But after reading John Ruskin’s volume on Modern Painters he was highly impressed by the author’s argument. The argument captured young Hunt imagination that had a profound spiritual background. The idea of reviving the dynamism of symbolic realism into the contemporary art, in the pursuit of his dream he met Millais, a fellow scholar at Royal Academy of Arts. Gradually, they developed a desire to participate in 1848 Royal Academy exhibition. The foremost painting of Hunt was adopted from the theme of a poem The Eve of St Agnes which was composed by a little known poet Keats.  All in all, Hunt is among the founding associates of the pre-Raphaelite movement. This was a group of artists who were extremely opposed to the odd, academic approach of painting advocated by Royal Art Academy. Just as is with such painters as Rossetti as well as John Everett Millais, his work revolved within the axis of mythology, biblical narratives, and medieval legends. His paintings are commonly unforgettable, romantic, luminous and equally flowing with unique symbolism and realism. As is illustrated by his biographer Schell Bacon he began to be an artist while working in a calico printer in Manchester. As the years progressed he rejected the concepts of crass materialism which had become the epitome of Victorian society. However, he was later forced to reconnect with his lost dynamics of spirituality of Gothic, Early-Renaissance and Medieval imagery. Eventually, he was attracted by the symbolic realism as well as mysticism exposed in Sassattas works. In his painting career he sought to achieve or attain both the moral and spiritual aspects of previous periods.  In the dawn of 1850 he finished his classic paint work A Converted British Family Sheltering a Christian Missionary from the Persecution of the Druids- commonly referred as The Missionary. This pa inting was presented in the same show as Millais piece Christ in the House of His Parents. However, one of the most notable works he painted was The Hireling Shepherd which became one of the most recognized pre-Raphaelite paintings. Also he painted a companion image that symbolized and narrated his transformation to religion. And this happened to be his turning point in his private life touching on his artistic as well as his spiritual life. His paintings illustrate him to be an individual who was etched in spirituality. The assumption is well supported by the classic painting titled The Light of the World. However, to attain his imagination of realism he is said to have opted to do his paintings at night under the lamp light. Hence, his works carries diverse and unique symbolism. More so, he established his personal artistic language to convey his message through the technique he referred as â€Å"symbolic realism†. According to established studies his later paintings were d one as a measure to establish and bring together the religious art in the wake of post industrial audience. However, for 1852 exhibition Hunt painted the worldly version of his earlier religious paintings, The Awakening Conscience. Pre-Raphaelites paintings The pre-Raphaelite painters as well as those painters who were allied to them produced a considerable amount of classic pieces. Both in secular and religious context these paintings had a considerable impact on the British society. It should be noted that this movement played a critical role in shaping and opening a novel window for the artists to explore other dynamics of paintings which went against the academic assumptions advocated by the Royal Academy of Arts. As is with the diverse poets and archictures of the period, Pre-Raphaelites artists explored the previous medieval periods in their paintings. Some of the major pre-Raphaelite paintings touched in extreme religious subjects as is with the paintings of Holman Hunt. Howe ver, pre-Raphaelite paintings did not have a definite principle. Most of them dwelt on Italian art while some were done with the tone of gothic and earl-Christian perceptions. Some of these pre-Raphaelite paintings were:   John Everett Millais Among the most notable pre-Raphaelite paintings, Millais painting Isabella stands as one of the foremost oil painting. The painting is developed with an elaborate foreshadowing using fine stroke and reflective bright colors. The theme of this painting was borrowed from Keats poem, The Pot of Basil; he was a little known poet who lived in early 1818. The painting exposes how the painter incorporated complex strokes with unique profiles together with flat perspectives. This technique allowed the painter to capture the details. Therefore, the significance of the painting touches on the unique consideration of women in the society.  The painting touches on a happening from the poem that depicts the relationship involving Isabella, and a certai n fellow named as Lorenzo (Daly 107). Isabella is depicted clad in grey and is being given a blood orange by her doomed lover Lorenzo. The orange is symbolic, it illustrates that someone neck has been beheaded. The paintings composition as well as meaning is etched among the painters deliberate and shagged perspective. Examining the aspects of pre-Raphaelite concepts, the painter purposely purges chiaroscuro in addition to inflating the concentration of juxtaposed hues and tones as is testified in the plain and flat dark tunic which is elaborately set against the sharply formulated white clothing. The base on of the chair Isabella is sited is contains the letters (Pre-Raphaelite Brotherhood). William Holman Hunt This painting is perhaps one of the few celebrated paintings depicting Christ. The period it was painted England was facing religious revival. According to diverse historical scholars Hunt was inspired by a biblical verse Revelation 3:20. Hence, an image of Christ holding a lantern seamlessly haunted him. To illustrate his vision he employed the use of materials having profound significance and meaning. Hence, he decorated an orchard standing for a sleeping soul. More so, the orchard stood for available sustenance needed by the soul. Also, full-grown apples for harvest are equally depicted in the downside of the painting. While a bat in the darkness symbolizes ignorance. For the purpose of expressing Christ’s face, the painter opted for a woman. This is commonly allied to the fact that woman treasures gravity, energy and attractiveness of expression (Maas 141).  Symbolically, for Christ figure he employed the male figure. This painting provides a critical insight into the manner the early English society perceived religion. As a member of pre-Raphaelite movement, paying attention to details provided him with an opportunity to paint a sensational image. It ought to be noted that the pre-Raphaelite painters were inspired by religion and nature. With the combination of such periods as Gothic, Medieval and Early-Christian painting concepts, this painting acquires a definite place in both religious and secular painting community. The painting though unique and depicting spiritual significance faced a stiff challenge from the religious circles. However, John Ruskin a respected art critic explained the significance of the painting and the value it held in regard to the sacred history. The first impressions of the painting were published in the wake of 1858.this permitted the greater public to have a close look at it.  This happened across Europe and America subsequently due to the success of this painting, hunt developed a smaller version by 1865. However, the primary painting was donated to Keble College. Examining this piece of art from the pre-Raphaelite perspective it offers an incredible insight into the way this movement impact on the English art. Despite the medieval aspects which were exported to the painting, the pai nter proved that imagination played a central role in as far as painting was concerned Works cited Andres, Sophia.The Pre-Raphaelite Art of the Victorian.NY: Ohio State University, 2004. Barringer, Tim. Reading the Pre-Raphaelites. New Haven: Yale University Press, 2001. Daly, Gay. Pre-Raphaelites in Love. New York: Ticknor, 2002. Hunt, Hunt. Pre-Raphaelitism. London: Macmillan; 1999. Maas, Jeremy. Holman Hunt and the Light of the World. NY: Ashgate, 2000 This essay on Pre-Raphaelite Artists was written and submitted by user Kamren Baxter to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Pre

Grapes of Wrath3 essays

Grapes of Wrath3 essays In the story, The Grapes of Wrath, by John Steinback, there are many examples of togetherness and guidance. There is a small amount of individualism in the story, but there is more acts of kindness and warmth, than any displays of independence. The Joad family acts as a whole unit instead of many individuals. They help and assist others in need, even though they are in need as well. They would rather suffer themselves than for someone else to undergo suffering and endless pain. They would give up anything they have for someone to be happy and at peace. The Joad family is very loving, helpful, and does not show any signs of selfishness or greed. While the Joad family is on their journey to the west, they do not have much food or money, but they still did anything to help others out. For example, one day they saw another family on the side of the road and stopped to help them. They ended up taking the family and making an even larger family unit by combining the families. Each member associated and talked to one other, which made the time they were all together pleasant and helpful. They all used each other's knowledge to help them along with their journey. Even though both families had never met during their life, they came together and helped each other out in times of need. Another genuine characteristic of the Joad family, is their sense of putting themselves in danger before others. A family member would rather be hurt or in danger themselves, than for their loved ones to be in trouble. An example of this trait is when Ma rebels once Tom and Casy said they'd stay and let the family go on. She said that if she went, then they would have to beat her to go, because she was not going to let the family split apart. This shows her great concern for the family to stay together and how she will inflict pain upon herself in order for happiness. Throughout the journey, they find out they do not have enough money or food ...

You Need to Check Out These 20 Top Christian Colleges

You Need to Check Out These 20 Top Christian Colleges SAT / ACT Prep Online Guides and Tips If you’re a religious Christian, you may want to consider attending a Christian college. Your quality of life could be better at a school where a majority of the students and faculty members share your values and beliefs. Additionally, Christian colleges often incorporate their Christianity into their missions and curricula. In this article, I’ll provide you with a ranking list of the 20 best Christian colleges in the United States. Furthermore, I’ll offer you possible benefits and disadvantages of attending a top Christian college and explain how to research and find Christian colleges that could be a good fit for you. What Is a Christian College? Christian colleges are private colleges that identify as having a Christian affiliation. Keep in mind that some colleges were founded as Christian colleges but now consider themselves nonsectarian or independent. Also, some people separate Catholic colleges from colleges of other Christian denominations. In my rankings of the best Christian colleges, I considered Catholic colleges and colleges of all other Christian denominations. Most Christian colleges integrate Christianity into the classroom, extracurricular activities, and the campus environment, but they do so to varying degrees. While Christian colleges tend to have religious-themed programs and majors, most Christian colleges also offer traditional and secular classes and majors. Furthermore, many Christian colleges have a substantial number of non-Christian students. What Makes a Christian College Great? For the purposes of this article, the criteria that make a Christian college great are the same as those that make any college great.A great college should provide you with a good quality of life, a challenging yet supportive academic environment, and ample future opportunities. For my rankings, I disregarded how Christianity is infused into the campus life or education at the college. I didn't think the role of Christianity at the school affected the quality of the college, but it's important to note that many of these colleges vary significantly in the role Christianity plays on campus and in the classroom. If you're interested in attending a Christian college, you should consider the role Christianity plays at the college. Are you going to have to take classes about Christianity? Does the school have a strict code of conduct that coincides with its Christian values? What is the school’s church affiliation? Are the majority of students practicing Christians? You should go to the school that best fits your needs and preferences. The TopChristian Colleges To calculate my rankings of the best Christian colleges, I averaged the US News and Forbes rankings for each school. Arguably, US News and Forbes have the most reputable college ranking lists. Collectively, they factor academic reputation, graduation rate, freshman retention rate, selectivity, average alumni salary, and a host of other factors into their rankings. Because US News separates schools into different categories, I used the National University ranking or National Liberal Arts College ranking for each school. I didn't consider good Christian colleges like Villanova and Santa Clarathat US News classifies as Regional Universities or Colleges because they're only ranked against schools in their regions in the US News rankings. They don't have a US News national ranking. Keep in mind that a few of these colleges are only loosely affiliated with Christianity. For example, Davidson College and Kenyon College have official church affiliations, but both campuses offer more secular environments and have more students of different faiths than some of the other colleges on this list. On the other hand, Notre Dame, BYU, Wheaton (IL), and Pepperdine have some of the most religious students in the country. Without further ado, here's my list of the top 20 Christian colleges. I put the liberal arts colleges in bold. School US News Ranking Forbes Ranking Average Ranking Acceptance Rate 1. University of Notre Dame 18 13 15.5 22% 2. Davidson College 9 31 20 26% 3. Georgetown University 21 23 22 17% 4. Boston College 30 37 33.5 32% 5. Kenyon College 25 48 36.5 38% 6. College of the Holy Cross 32 55 43.5 33% 7. Macalester College 23 67 45 34% 8. Emory University 21 79 50 26% 9. Trinity College (CT) 43 81 62 34% 10. Sewanee: The University of the South 48 84 66 60% 11. Centre College 45 89 67 69% 12. Wheaton College (IL) 57 86 71.5 69% 13. Rhodes College 51 98 74.5 58% 14. St. Olaf College 51 106 78.5 59% 15. Furman University 51 110 80.5 64% 16. Southern Methodist University 61 108 84.5 51% 17. Brigham Young University 66 104 85 49% 18. Pepperdine University 52 128 90 37% 19. Wheaton College (MA) 67 171 119 67% 20. Marquette University 86 157 121.5 57% How Should You Use This List? If you want to go to a well-regarded Christian college, you should research the colleges on this list that interest you to determine if they’re schools you should apply to or attend. There are many factors to help determine if a college is a good fit for you including location, selectivity, support services, and the majors offered. Look at the school’s website, and use guidebooks, college finders, search websites, and other ranking lists to help you in the college selection process. If possible, consult with teachers, counselors, parents, current students, and alumni. What Are the Benefits of Going to a Christian College? Generally, public or nonsectarian colleges have a significant representation of secular and liberal students. At the more liberal colleges, you may find some hostility toward organized religion. However, if you're Christian and attend a Christian college, you're unlikely to find as much animosity toward Christianity, and you'll be able to share your faith with a greater percentage of your fellow students and professors. Additionally, if you're a religious Christian, a Christian college may be more likely to reflect your values and beliefs. At many Christian colleges, Christianity informs the views and mission professed by the college. You may feel more comfortable at a place that emphasizesyour ideals. Furthermore, Christian colleges tend to offer more opportunities to study and engage in Christianity. Christian colleges usually have more classes and majors focused on learning about Christianity. At Abilene Christian University in Texas, there is a separate College of Biblical Studies. If you want to explore your Christian faith more deeply, there may be no better place to do so than at a Christian college. Why Should You Consider a Secular College? Even if you're a religious Christian, you may benefit from attending a secular college. Ideally, you should learn from your peers and professors in college, and you may solidify or alter your views by being exposed to diverse opinions and religious beliefs. A secular college can offer you a more heterogeneous environment. Additionally, almost all secular colleges still have Christian student groups and offer religious services for Christian students. If it's important to you to actively participate in Christianity while you're in college, you can research the student organizations and religious life on a college's website. Most likely, you'll find numerous opportunities to engage with other Christian students and practice your faith, regardless of whether you attend a Christian or secular college. In general, Christian colleges are more strict and conservative than secular colleges. If you're Christian but more liberal or less willing to abide by the stricter rules at a Christian college, then you may be happier attending a secular school. Finally, Christian colleges are all private colleges. If you want to take advantage of the opportunities available at larger public universities, you should consider a secular college. If you're worried that you may not qualify for need-based financial aid, but you're concerned about college costs and minimizing your debt after you graduate, public state universities can be a good option because they tend to have lower tuition rates, especially for in-state residents. You may be able to save money by going to a secular school. What Should You Do if You Want to Find or Research Other Christian Colleges? Remember that rankings are somewhat subjective, and even though the schools on the above list may be the most well-regarded Christian schools, it's most important to find the college that's the best fit for you. If you want to find other Christian colleges that didn't make the list, you can use a couple of the better college finders to assist you. On Big Future, you can search for schools using many different search categories, including religious affiliation. Big Future provides extensive information, like application deadlines, average GPA and SAT scores, and the majors offered for each school. On College View, you can search for Christian colleges, or you can search for schools based on their specific church affiliation. Additionally, there are over 20 other search categories to help narrow your college search. Finally, you can research members of the Council for Christian Colleges and Universities. There are 180 total members. You can search members by location or denominational affiliation. If you click on a result, you'll be sent to the college's website. What's Next? If you're getting ready to apply to college, check out this post about everything you need to know about the college essay. Also, you'll want to learn about the important application deadlines you can't miss. Lastly, find out how to write about extracurricular activities on your college applications. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Law of business association.Understanding company law Case Study

Law of business association.Understanding company law - Case Study Example This means that this partnership agreement will be in line with the partnership act of businesses operating in Australia. Further, they inform the solicitor that they are equal partners Partnership Act 1963 (ACT, section 6(1). John and Jenny are in partnership as the formation of a partnership requires a written or verbal agreement. This two people have a written agreement of partnership prepared by their solicitor. They open a joint account in which they use for the business transaction. This is not a requirement of a partnership. However, for the success of the business it is necessary to have a business account. A partnership is not a legal entity thus a business account will have to be a joint account of the members (Bentley v Craven (1853) 18 Beav 75; 52 ER 29). After a partnership formation, there are legal consequences. The liability of the partner is unlimited. This means that, in the case of Jenny and John they are responsible for the business debts. The recovery of business debts wills extend to the personal properties of the two partners. This will happen in the event that shares in the business are inadequate to cover business liabilities. This partnership between Jenny and John, it is jenny who involves in the day to day running of the business. Therefore, Jenny works as a general partner while John operates as a dormant partner. The two partners meet regularly to discuss the progress of the business. This means that John is aware of how the business if fairing on though he is not an active participant in its operation. John as a partner in this business is liable for the decisions that Jenny makes on a daily basis. If the business, incurs loses or profits the two partners will share them equally. The two partners have been sharing the proceeds of the business from time to time on an equal basis. They share the profits equally though Jenny works full time in the business and does not receive a salary while John works irregularly on weekends. This business is failing in its operation. In addition, the relationships between the two partners deteriorate. They decide to dissolve the business, and ask their solicitor to terminate the partnership. However, the two partners continue to operate the business much the same way as before dissolution. In effect, this implies that the partnership has not been dissolved. This is because, for a partnership to be dissolve the partners withdraw their shares and the business operation ceases (Lipton et al., 2012). Alternatively, the partners sell their shares and t he business continues to operate, but as a new partnership. John had ordered for fixture and fitting for use in the business, in his own name but did not make payment for them. This he did in anticipation of the start of the business. The fixture and fitting have been in use, in this partnership business. John wants Jenny to participate in payment of this debt. Jenny declines, saying she has been working for the partnership without payment and that John should settle the debt (Lipton et al., 2012). Legally John and Jenny are in a partnership though they assume that they have dissolved. Accordingly then, they are both liable to make payment for this debt though its acquisition is in the name of John. This is because the fittings and furniture acquisition was for business purpose. The partnership act stipulates that debts incurred by a partner even without the knowledge of the other partner are the responsibility of all partners. Therefore, Jenny as a partner in business with John can be sued individually for this debt Partnership Act

The difference between management and leadership Essay

The difference between management and leadership - Essay Example There is, in fact, a great deal of difference between leadership and management but the best way to differentiate one from another is their basic purpose in an organization. Management is a function—encompassing directing people and controlling resources, implementing and enacting various operations in accordance with the established values—that every organization must exercise. For instance, the manager from my previous workplace exhibited an excellent job in managing the team. He had a comprehensive grasp of the company’s values and principles, and thus he knew exactly how to handle the people and the resources available towards achieving our goals. He told us what to accomplish within a certain timeframe to keep everyone working in line with the company’s goals and objectives. As a manager, he also did good at planning things around the office and facilitating activities which had to be completed. Leadership, on the other hand, is more focused on the re lationship between the leader and his/her people that can motivate them to work hard and strengthen the bonds existing within the organization. In my previous job, I can say that my manager was also a good leader. He was not just there to tell people what and what not to do. He was also there to support us and coach us whenever he felt that some pieces of information and skills were missing.

Women’s liberation movement of the 1960’s Essay Example for Free

Women’s liberation movement of the 1960’s Essay Imagine what the life of a woman was before the 1960’s. The life that she had called her own was beyond far from perfect, and this was just behind closed doors. These ladies were denied of what basic rights they had, they were then trapped in a home that they created not just for themselves, but also for their family, and not to even mention the discrimination that they faced in the workplace. Then, here come the 1960’s in full swing, these women could then have a say in their government, and with all these new changes for the women of this time, they could now receive equal employment opportunities as men, meaning the same wages. This then created brand new routines and they would not have to feel guilty about leaving their children at home. The women’s liberation movement of the 1960’s helped all of these changes to come about through its phases of policies and radical ways of thinking. In fact, just to show some of these radical ways of thinking, there were some extremist women who made a â€Å"Freedom Trash Can† and filled it with representations of the woman who was trapped in the home life. They would throw objects such as these; heels, bras, a girdle, hair curlers, and even magazines such as Cosmo, Playboy, and Ladies’ Home Journal in it. The women who put the Trash Can together planned to set it on fire, but decided not to do so because burning of the contents prohibited by a city law (Echols 150)1. Needless to say, given the numerous obstacles that were put in place to stop the women from changing their status in society, the women’s movement of the 1960’s made significant changes for women in regards to their basic rights, in the home, and in the workplace for the better. †¨ Denied their basic rights in most aspects of society, all the way from political rights to reproductive rights, women in the U.S. have fought vigorously for equality. For example, women fought for their rights not to symbolize â€Å"beauty objects† or â€Å"sex objects.† In 1968, 100 women protested the Miss America Beauty Pageant because it promoted †Å"physical attractiveness and charm as the primary measures of a woman’s worth,† especially the swimsuit portion of the contest (Echols 149)2. Since the presence of the  media displayed beauty as the only way for happiness, the idea that women’s only importance was for their bodies became more widespread. Later, once women recognized that they were worth more than just looks, they took the measures to overcome the media’s hype about women’s bodies. The largest protests staged, the Miss America protest and the Freedom Trash Can protest, helped women claim national attention towards their struggles. Because of the 1960’s Civil Rights Movement that was also going on at the time, the climate seemed just right for women to speak out as well, therefore they received attention too (Echols 153)3. Women also fought for the right to abortion or reproductive rights, as most people called it. In response to the 1960’s abortion effort, women established an underground hospital that was just for abortions, called Jane in Chicago. Following this example, other secret clinics launched up everywhere. In big cities, women’s health clinics, rape-crisis centers and women’s bookstores developed. As a result of the New York Radical Women, a group founded in 1967, a â€Å"women’s community† developed throughout cities and neighborhoods around the nation (Echols 160)4. In these communities women got together to talk about their problems, usually dealing with male chauvinism, and they discussed how to overcome their problems. Probably the largest achievement for women regarding abortion rights came in 1960 when the Food and Drug Administration approved birth control pills and approved them for marketing a year later (National Women’s History Project)5. This proved to be a major step for women in regards to their reproductive rights. Now that women had an abortion option, they were not as tied to the home as they had been. They had the ability to work and go out without having to always feel the burden childbearing or childcare until they were ready. If perhaps a woman made a mistake and became pregnant before she was ready, the opportunity of abortion was always available to her. To conclude, women during the 1960’s fought hard to earn rights that society denied them. Many noteworthy domestic changes for women were accomplished during the 1960’s. For example, childcare became a 1960’s issue. Gwen Diab, an activist and supporter of the women’s struggle during the 1960’s declares, â€Å"Women were hesitant to leave the home before the 1960’s because they felt guilty leaving their children all alone. By the 1960’s, women started to get over the feeling of guilt and left their house more frequently heading off to women’s clubs or meetings†.  Society believed that â€Å"a woman could either be a career woman or she could stay at home and have children. There was no way she could do both† (Sanger 517)6. Society also believed that if a woman were to become pregnant , she would stay in the home, caring for her children, because that is where she belonged. Margaret Sanger, a traditionalist, also concluded that if a woman took the risk of getting pregnant and if she was â€Å"a working woman, should not have more than two children† (Sanger 519)7. â€Å"Childcare was the first step towards breaking down society’s view that the sole responsibility rested with the woman† (The Women’s Movement 419)8. Since the number of workingwomen increased in the 1960’s, men felt reluctant to share housework, but however this did improve and the men have been taking more responsibility for childcare as well. However, domestic issues went far beyond childcare in the ‘60s. For instance, an anonymous woman in Iowa wrote many letters to her sister relating her dealings with her feelings on the issue of domesticity. Many times, she wrote about how she felt as though she was the only woman that said anything in the homeowner’s meetings. Because of her openness, the other women became scared of her and her seeming ly radical ways. â€Å"Therefore, she felt as though she didn’t quite fit in with the other women in her community. One man even felt scared of her because he thought that she was too smart to be a woman. She stated, ‘Nobody expects a woman to talk. It bothers them all, especially the men.† (Gornick, 150)9. This shows how America still belonged to a traditional time where women were expected to stay at home and take care of the home and children. These feelings soon changed with the growing participation of women in their communities. It took time for men to start to think of women as equals, and not just â€Å"the second sex.† Unfortunately, these changes took a long time in coming because women were thought to be feminist militants if they wanted any type of change in society and called communists and man haters if they had anything to do with the liberation movements. Because of these accusations, many housewives were scared to get involved in this movement, but the career women tried to gain their support. Because the career women didn’t really have backing or support for the movement, there were few gains in the early years. It was only when women such as Gloria Steinem, Simone de Beauvoir and Angela Davis got involved, that normal housewives felt that they could make a difference and that their rights were worth fighting for.  As one can see, the 1960s made many advances for women in the area of domestic issues. The last and major area, in which the 1960’s made significant changes for women, was in the workplace. Later, as the economy of America began to expand, women started working for a second family income, although they only made 60% of what men were earning (Echols 152)10. Denied credit by banks before the ‘60’s, women could not receive capital to start their own small businesses because a man always received first priority when it came to funds for starting up a business. Fortunately, after a long struggle, the National Credit Union Administration accepted feminism as a field and let them draw credit. Women even began to have their own professional and labor organizations to keep themselves progressing. During the early stages of the 1960’s, many changes were put in place to help women get to the top. For instance, in 1961 President Kennedy created the President’s Commission on the Status of Women, chaired by Eleanor Roosevelt. Eleanor had played a key role in establishing the Universal Declaration of Human Rights in 1948 and shed defended both womens economic opportunity and womens traditional role in the family, so she could be expected to have the respect of those on both sides of the protective legislation issue. Eleanor chaired the commission from its beginning through her death in 1962. The twenty members of the Presidents Commission on the Status of Women included both male and female Congressional representatives and Senators; Senator Maurine B. Neuberger of Oregon and Representative Jessica M. Weis of New York, several cabinet-level officers which included the Attorney General, the Presidents brother Robert F. Kennedy, and other women and men who were respected civic, labor, educational, and religious leaders. There was some ethnic diversity; among the members were Dorothy Height of the National Council of Negro Women and the Young Womens Christian Association, Viola H. Hymes of the National Counci l of Jewish Women. Fifty other parallel state commissions were eventually established. Also, the Equal Pay Act, which was planned in the ‘40’s, was finally acknowledged that men and women who worked the same job should have equal pay. Another major achievement for women in regards to the work place was in 1964, when the â€Å"Title VII of the Civil Rights Act† barred employment discrimination by private employers, employment agencies and  unions based on race, sex and other grounds. To investigate complaints and enforce penalties, it established the Equal Employment Opportunity Commission, which received 50,000 complaints of gender discrimination in its first five years† (National Women’s History Project)11. By 1965, President Johnson’s Executive Order 11246 ordered â€Å"federal agencies and federal contractors to take ‘affirmative action’ in overcoming employment discrimination† (National Women’s History Project)12. A major setback that women faced in the 1960’s was that as men realized what women were trying to do, some did as much as they could to keep fully qualified women out of their workplaces. In 1969, a Supreme Court Ruling changed all this. In the case of Bowe vs. Colgate-Palmolive, the Supreme Court ruled â€Å"women meeting the physical requirements could work in many jobs that had been for men only† (National Women’s History Project)13. As one can see, the 1960’s made many positive changes for women in regards to the workplace. To conclude the women’s liberation movement, the ‘60’s made many significant changes for women in regards to their basic rights, domestic issues, and their abilities to get fair job opportunities in the workplace. Although a woman still makes only about .70 cents for every dollar a man makes, they are still today the main caretakers at home, and they are still struggling for abortion rights. Women have come a lon g way from the traditional attitudes of the old, â€Å"modern† America, the radical 1960’s provided enough background and support for everything that the women had accomplished. Bibliography: Echols, Alice. Nothing Distant About It. New York: Harper Row, 1994. Gornick, Vivian. Essays In Feminism. New York: Harper Row, 1977 â€Å"National Women’s History Project.† [Online] Available http://www.legacy98.com, Oct. 11th, 2014. Sanger, Margret. Women’s activist on birth control, a sex edu., and a nurse

A Marketing Strategy for Nestles Milo Essay example -- Business Mana

A Marketing Strategy for Nestle's Milo Overview In this brief I am going to discuss the key features of my marketing mix and create my marketing strategy by using the information attained from my SWOT analysis, PEST analysis and a Competitive Audit. I am going to choose an area of the product (Nestle's Milo) that I feel needs improving and improve it. To achieve this I’m going to use the four P’s to meet the objectives of Nestle and the needs of customers. I have chosen to improve the packaging (the product factor of the marketing mix) because I believe that it is inadequate in quality and it is the area that could give Milo that competitive edge. Also if I’m going to promote it in the UK through advertisements and promotional activity it appearance should be at its optimum. The Marketing Mix All businesses need a marketing mix to achieve its marketing objectives. The marketing mix refers to the factors known as the four P’s * Product * Place * Price * Promotion In marketing, product refers to both goods and service. Goods are physical objects, such as sports clothing, home entertainment equipment or food and drink. Services involve a combination of skills, information or entertainment, such as football match, use of a swimming pool or a theatre production. There are three critical factors to consider when developing a product: * Product characteristics * Position of the product within the product life cycle * Brand image of the product Without one of these three factors the product will not sell to its potential. Product characteristics like the brand are very essential when developing a product. Branding is the process that gives a product or service a distinctive identity with the aim of creating a unique image that will make it easily identifiable and separate from its competitors. For example, in blind tests 51 per cent of people prefer Pepsi. However, when customers can see the brand that they are drinking, 65 per cent say that they prefer Coca-Cola. What these 65 per cent of people are in fact saying is that they prefer the brand represented by the Coca-Cola image rather than the product itself. Place involves the location and availability of a product or service and the method by which it is distributed to consumers. If a product or service is not accessible to potential customers, then no matter how well it has been priced and promot... ... be an advantage to Milo because as stated in my SWOT analysis â€Å"Sponsorship through sporting events† shows that Milo has an opportunity to expand. I would (again) like to promote the product Milo in the UK because it is stated in my SWOT analysis that â€Å"Promotion hasn’t been done in the UK† and as a result of this competitors should have a competitive edge over Milo. Also stated in my Competitive Audit â€Å"Currently no promotion in the UK† suggests that product awareness is minimal. The only promotion available to the UK on Milo is websites; â€Å"Websites promotion is available to the UK† as stated in my Competitive Audit. This may not help the sale of Milo as it does not state in my Competitive Audit. This may not help the sales of Milo as it does not state where people may be able to purchase the product. An opportunity that may save money for Milo is by using advertising methods from Australia as Milo have â€Å"Good sponsorship and adverts in Australia† as stated in the Competitive Audit. A disadvantage of this is that the UK population may prefer a different kind of promotion to those of Australia hence; if promotion is not done correctly competitors will gain a competitive edge over Milo.

Environmental Crisis and Global Warming Essay

The world and mankind are facing different critical issues and problems which we inevitably have to deal with. These concerns have great impact to our lives. Everyday people have to remind themselves of these various perils to their existence. The media together with different organizations help us to become more aware of the problems currently on our midst. People may not find it an alarming and serious issue since the danger at the present time is negligible but sooner or later we will come to realize that we really are into serious danger. Global issues are global concerns. It is felt around the world not just on a particular location. It is a world wide issue that needs to be address. There are many types and forms of current global issues that the world has to face. There is the economic crisis felt all over the world. Various health issues that came out as more people get vulnerable to cancer and other forms of illnesses. There is terrorism which is a crisis in peace and order and security. There is also issue on moral degradation of the society. Lastly is the global warming or global climatic change. Even though some believe global warming to be a hoax, severe weather repercussions and environmental crisis prove the opposite. This global warming is an alarming environmental problem on a global scale. Some people still have doubts if the global warming issue is real or is just an imaginary anxiety fabricated by scientist who has predicted it as a serious problem in the near future. There was hundreds of information released about the onset of global warming. Many people have made research and studies to investigate these phenomena. Documentaries are produce to open the minds and inform the public regarding the new findings regarding the problem. A personal observation on our environment and a closer study will help one to discover and learn more about the development regarding the current issue on global warming. Big Picture of the Environmental Crisis Global warming, what does it really mean? What causes global warming? What factors contribute to this problem? And what are the effects of global warming? All of these are the questions frequently asked regarding this global environmental issue. Global warming is commonly known as the warming of the planet cause by the greenhouse gases that trapped the heat. Global warming is also known as global climatic change or global climatic disruption. Global warming resulted from the increase in heat-trapping gases in the atmosphere that causes the amplified hydrological cycle resulting in increased precipitation and flooding in some regions and more severe aridity in other areas. (Woods Hole Research Center, 2008) The phrase â€Å"climatic change† is preferred recently to be use than global warming because it helps convey that there are other changes aside from rising temperatures. Global warming involves the average increase in temperature of the atmosphere near the earth’s surface and in the troposphere, which can contribute in global climate patterns. Global warming and climatic change can be caused by a variety of factors, both natural and human-induced. (Environmental Protection Agency, 2008) Ozone layer depletion is oftentimes confused with global warming. Climate change and ozone depletion are different from one another but interrelated issues. Ozone depletion is not the principal cause of climate change and climate change is not the principal cause of ozone depletion. However, ozone depleting gases- such as chlorofluorocarbons (CFCs), hydrochlorofluorocarbons (HCFCs) and halons are greenhouse gases that do contribute to climate change. Ozone itself is a greenhouse gas that has effect on climate. In addition, certain changes in earth’s climate could affect the future condition of the ozone layer. For example, low temperature and strong polar winds both affect the extent and severity of winter polar ozone depletion. (EPA, 2008) The greenhouse effect is a natural phenomenon that helps regulate the earth’s temperature. Greenhouse gases (e. g. , carbon dioxide, methane, nitrous oxide, chlorofluorocarbons) act like insulating blanket, trapping solar energy that would otherwise escape into space. Without this natural greenhouse effect temperatures would be about 60oF lower than they are now and life as we all know it today would not be possible. However human activities, primarily the burning of fossil fuels and clearing of forest and industrialization have enhance the natural greenhouse effect, causing the earth’s average temperature to rise. (EPA, 2008) The greenhouse effect was first describes in theoretical terms by a Swedish researcher, Svante Arrhenius, in the late 1800s. However it wasn’t until the following century that Arrhenius’ theory was observed. In the 1930s, scientist realized that parts of the globe had warmed during the previous half-century. Then in early 1960s scientist discovered that the level of carbon dioxide in the atmosphere was rising. Researchers began to take interest and found a strong relationship in between the increasing carbon dioxide and average global temperature. (EPA, 2008) Human-induced global climatic change is under way. The IPCC (Intergovernmental Panel on Climate Change) concluded that global mean surface air temperature has increased between about 0. 5 and 1. 1 degrees Fahrenheit in the last 100 years and anticipates a further continuing rise of 1. 8 to 6. 3 degrees Fahrenheit during the next century. Sea-level has risen on average 4-10 inches during the past 100 years and is expected to rise another 6 inches to 3 feet by 2100. (WHRC, 2008) Charts and graphs showed alarming trends. Atmospheric carbon dioxide concentration has increase steadily over the past few years. The increase in the temperature is observed as well as the increase of the sea level. More disturbances in climate patterns have been greater in the previous years. These are environmental changes brought by this problem on global warming. Being Environmentally Conscious What are the ways to be conscious and aware of our impact on earth? People have to find ways or alternative energy resources. In the US for example the energy related activities account for over three quarters of human generated greenhouse emission, mostly in the form of carbon dioxide emissions from burning fossil fuels. Enhanced energy efficiency is found to be one of the cheapest, most effective and safest ways to reduce global warming. Buildings should practice energy efficiency. Cutting the fuel cost on the road by effective gas mileage will also help. Making home appliances more energy efficient will significantly lessen energy consumption. (wecansolveit. org, 2008) Adoption of renewable resources will help break the addiction to fossil fuels like coal and oil by switching to renewable energy. These include wind power, solar thermal, solar photovoltaics and geothermal power. (wecansolveit. org, 2008) Campaigns like â€Å"Zero Waste for Zero Warming† should also be supported. Landfills were found to be the largest source of methane (CH4) in the US, a global warming gas 23 times more powerful than CO2. Toxic dumps, landfills and incinerators must not be tolerated. People should learn to recycle and avoid littering. We can also use cloth bags as shopping bags to minimize waste. We need to promote green homes and businesses therefore taking monitor of our own carbon footprint. (Global Day Action, 2007) The Outcome If We Don’t Change Things: Who and What Will Be Affected? Severe weather changes will be the outcome if global warming will not be resolve early. These includes climatic change that will contribute to more destructive hurricanes and floods like Katrina, Gustav and Ike that cost millions of damages to property and life. Severe droughts will be experience in other parts of the world, deadly heat waves, wildfires and ocean temperatures rising. It will also affect the precipitation by increasing about 5 percent in atmospheric water vapor over the oceans increasing the risk of heavy rain and snow events. Scientist also predicted that the global average sea level will rise by 7 to 24 inches by 2100 due to thermal expansion alone. Arctic’s average temperature increases are nearly twice that of the rest of the world. The arctic sea ice could virtually disappear during the summer of 2020. Melting of permafrost will continue. This permafrost is ice that has permanently frozen into the ground. The permafrost traps methane and when the melting continues it will release more of it into the atmosphere. Melting due to climate change is expected to reduce the size and extent of the polar ice caps, even taking to account the potential of more snow and ice accumulation atop the ice sheets due to increased precipitation. Temperature changes in the Arctic Circle also cause polar bears to die. Also temperatures below oceans caused destruction of coral reefs. Ecosystems will also be affected because of floods and drought could lead to the risk of extinction for some animals and plant species. Agriculture and farming will also be affected due to weather extremes. Human health will also be greatly affected which will result in increases cases of malaria and dengue outbreak. Heat-related illness and cold related illness will increase. (EPA, 2008). Sandra Steingraber the author of Living Downstream also mentioned that the increase in cancer cases is attributed to environmental influences. The US Climate Policy The United States Federal Government has established a comprehensive policy to address climate change. This policy has three basic objectives namely: slowing the growth of emissions, strengthening science, technology and institutions and enhancing international cooperation. The federal government is implementing this policy through voluntary and incentive based programs and has established major government-wide programs to advance climate technologies and improve climate science. (EPA, 2008) Some of these policies include the national goal to reduce emissions intensity, current and near tem greenhouse gas reduction initiatives, climate change technology program, climate change science program and international cooperation like the IPCC and the Asia Pacific Partnership on Ocean Development and Climate. Action on global warming by cities and local government includes building codes, zoning, transportation systems and electricity production campaigns. These include local regulation requiring newly constructed homes to be more energy efficient, a city or local subsidy to encourage homeowners to install electricity generating solar panels, local regulations requiring electric utilities to produce at least 20% of their electricity from wind, solar, or other renewable energy sources. , changing the city’s or town’s zoning rules to require neighborhoods have a mix of housing, offices, industry, schools and stores close together to encourage walking and decrease the need for using cars among other regulations or local climate change policies. (American Support for Local Action on Global Warming) Conclusion Global warming is a real problem of our times. Some are skeptics and believe it is just a kind of â€Å"hysteria† by some scientists. Even if Al Gore emphasized global warming in his documentary film â€Å"The Inconvenient Truth† many still have doubts if it is real. Nature or what we call â€Å"mother earth† like humans need to be taken care of. It is our responsibility to manage our earth’s natural resources and to preserve our planet making it a livable place. If people will continue to abuse the environment and become careless in throwing toxic waste and emitting toxic gases our planet will eventually come to destruction someday. The predictions may not be far from real for us at the moment but it doesn’t mean we should neglect our responsibility in protecting our environment. There is still time for people to reduce the outcome of this event. People should start thinking seriously on how they can contribute in solving and altering the increasing scenario of global warming. Reference â€Å"American Support for Local Action on Global Warming† (2008) Yale School of Forestry And Environmental Studies. Retrieved September 29, 2008 from http://environment. yale. edu â€Å"Citizens’ Groups Reject Dirty Waste Technologies, Call For â€Å"Zero Waste for Zero Warming† (2007) Global Day Action Against Waste and Incineration. Retrieved September 29, 2008 from http://gda. no-burn. org â€Å"Enhance Energy Efficiency† (2008) Solutions-wecansolveit. org. Retrieved September 29, 2008 from http://www. wecansolveit. org â€Å"Frequent Questions† (2008). Climate Change. Retrieved September 29, 2008 from http://www. epa. gov â€Å"Global Climatic Disruption- Scientists’ Statement† (1997) Wood Hole Research Center. Retrieved September 29, 2008 from http://www. whrc. org â€Å"U. S. Climate Policy and Actions† (2008) Climate Change-U. S. Policy. Retrieved September 29, 2008 from http://www. epa. gov

How to Safeguard the Wellbeing of Children Essay

1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991, introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework †¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown  that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children.  However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is  not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum †¢Implementing child protection policies and procedures †¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible †¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment †¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember †¢Check that I have understood what the child is trying to tell me †¢Praise  the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of that child or young person. This then helps policies and  procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the  appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting. CYP Core 3.3: Understand how to safeguard the well-being of children and young people 1.Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1Outline current legislation, guidelines and policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The Children Act 1989, carried out for the most part on 14 October 1991,  introduced comprehensive changes to legislation in England and Wales affecting the welfare of children. The Act: †¢Reinforces the function of families through definition of parental responsibility †¢Legislates to protect children who may be suffering or are likely to suffer significant harm †¢Provides support from local authorities, in particular for families whose children are in need The main aims of the Act are; †¢To bring together private and public law in one framework  Ã¢â‚¬ ¢To encourage greater partnership between statutory authorities and parents †¢To promote the use of voluntary arrangements  Ã¢â‚¬ ¢To achieve a better balance between protecting children and enabling parents to challenge state intervention †¢To restructure the framework of the courts to facilitate management of family proceedings The main principles and provisions embodied in this legislation are that; †¢The welfare of children must be the paramount consideration when the courts are making decisions about them †¢Children have the ability to be parties, separate from their parents, in legal proceedings †¢The concept of parental responsibility has replaced that of parental rights †¢Delay in deciding questions concerning children is likely to prejudice their welfare †¢Certain duties and powers are conferred upon local authorities to provide services for children and families †¢Local authorities are charged with duties to identify children in need and to safeguard and promote their welfare †¢A checklist of factors must be considered by the courts before reaching decisions †¢Orders under this Act should not be made unless it can be shown that this is better for the child than not making the order The Children Act 2004 (Every Child Matters) set out the national framework for delivering children’s services, and identified the Every Child Matters five outcomes for children and young people, which all professionals must work towards. The Government’s aim is for every child, whatever their background or their circumstances, to have the support they need to; †¢Stay safe †¢Healthy †¢Enjoy and achieve †¢Economic wellbeing †¢Positive contribution In addition to the Every Child Matters outcomes, The Children Act 2004; †¢Establishes the duties to ‘co-operate to improve well-being’ and to ‘safeguard and promote welfare’ of children and young people for the statutory agencies †¢Make local authorities responsible for publishing an integrated Children’s and Young People’s Plan, which describes how they intend to deliver outcomes specified in the Every Child Matters Framework †¢Gives local authorities the responsibility for setting up a Local Safeguarding Children’s Board (LSCB) †¢Gives local authorities the responsibility for the arrangements to set up Children’s Trusts, local partnerships between the public, private voluntary and community sectors Working Together to Safeguard Children 2010 is HM Government guidance that defines Safeguarding, Child Protection and Children in Need. Safeguarding as; †¢Protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. Child Protection as; †¢A part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are at risk of suffering significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However, all agencies and individuals should aim proactively to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Children in Need as; †¢Those whose vulnerability is such that they are unlikely to reach or maintain a satisfactory level of health or development, or their health or development will be significantly impaired, without the provision of services. The Protection of Children Act 1999 is to provide protection for children. The key components of the Child Protection Act 1999 are; †¢The child’s right to protection is paramount †¢Families have primary responsibility for the care and protection of their children †¢The child and family have the right to participate in decisions †¢Parents and children have the right to information †¢Accountability is paramount †¢Culturally appropriate services need to be provided †¢Voluntary intervention is the preferred means of support †¢Non-voluntary intervention needs to be limited to the degree necessary to protect the child The Act requires support workers working in the sector to consider and act in the best interests of the child or young person and to report abuse and follow up disclosures of abuse. The Common Assessment Framework (CAF) is a key part of the Every Child Matters: Change for Children programme. The aim is to identify, at the earliest opportunity additional needs which are not being met by the universal services children are receiving, and provide timely and co-ordinated support to meet those needs. The CAF is voluntary and consent-based. It is underpinned by a partnership approach between families and practitioners, with emphasis on family-based decision-making. The CAF assesses the strengths and needs of the child and their family, and families play a big part when developing an action plan for meeting any identified additional needs. The CAF is designed to improve joint working and communication, and supports the sharing of information with consent. It is not a referral to other services, but can be used as an evidence base to support referral where appropriate. A CAF should be done when; †¢There is parental consent – and young person consent if they are competent †¢There are concerns about progress or unmet additional need †¢Needs are unclear †¢The support of more than one agency is needed Leeds Safeguarding Children’s Board brings together representatives of each of the main agencies responsible for promoting children’s welfare, and helping to protect children from abuse and neglect. It is responsible for developing, monitoring and reviewing child protection policies, procedures and practice within Leeds, and for providing interagency training for staff  across the city who work with children and families. Safeguarding Children and Safer Recruitment in Education was introduced in January 2007 by the Secretary of State and Education and Skills. It is a new vetting and barring scheme for all those working with children and young people. Regulations have been tightened and new guidance introduced to clarify responsibilities for safer recruitment. It looks at the recruitment and selection processes, recruitment and vetting checks, and duties for safeguarding and promoting the welfare of children in education. The publication also looks at dealing with allegations of abuse against teachers and other staff. The scheme includes; †¢Safeguarding children – additional guidance and advice †¢Safeguarding children in education †¢Recruitment and vetting checks †¢Dealing with allegations of abuse against teachers and other staff †¢Recruitment and selection The Education Act 2002 was developed to broaden teacher’s responsibilities in relation to child protection. Teachers and other staff in the education service have day-to-day contact with individual children. They are, therefore, particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop. 1.2 Explain child protection within the wider concept of safeguarding children and young people. All staff have a responsibility to safeguard children and young people. Today ‘child protection’ is vastly becoming replaced with ‘safeguarding’. It has a much broader range and was produced to provide a framework to protecting children and young people. There are specific recruitment, selection, training and vetting procedures such as CRB (Criminal Records Bureau) checks and disclosures. It also highlights the need to ensure that inappropriate behaviour does not take place and outlines the preferred means by which any allegations or suspicions are reported and acted upon. Safeguarding a child or young person is also to ensure that they have the opportunity to achieve their true potential and have the right to be protected from abuse. Any organisation that deals with children or young people must have a  safeguarding policy in place that it is reviewed and updated regularly. All staff must know the policy and procedures to follow in the event of any cause for concern. It also highlights the importance of shared responsibilities as there can be many different agencies involved in dealing with each case. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people My school, Pudsey Tyersal Primary School is committed to safeguarding and promoting the welfare of its pupils. We believe all staff and visitors have an important and unique role to play in child protection. My school believes that; †¢Schools can contribute to the prevention of abuse †¢All children have the right to be protected from harm †¢Children need support which matches their individual needs, including those who may have experienced abuse †¢Children need to be safe and feel safe in school Over all aims; To contribute to the prevention of abusive experiences in the following ways; †¢Clarifying standards of behaviour for staff and pupils †¢Introducing appropriate work within the curriculum †¢Developing staff awareness of the causes of abuse †¢Encouraging pupils and parental participation in practice †¢Addressing concerns at the earliest possible stage To contribute to the protection of our pupils in the following ways; †¢Including appropriate work within the curriculum  Ã¢â‚¬ ¢Implementing child protection policies and procedures  Ã¢â‚¬ ¢Working in partnership with pupils, parents and agencies To contribute to supporting our pupils in the following ways; †¢Identifying individual needs where possible  Ã¢â‚¬ ¢Designing plans to meet needs Pudsey Tyersal Primary School will fulfil local and national responsibilities as laid out in the following documents; †¢Working Together to Safeguard  Children 2010 (please see 1.1 for information) †¢The Children Act 1989 (please also see 1.1 for information) †¢Leeds Safeguarding Children Board Procedures (2007)(please see 1.1 for information) †¢Safeguarding Children and Safer Recruitment in Education (DfES 2007) (please see 1.1 for information) †¢The Education Act 2002 (please see 1.1 for information) The previous listed guidelines, policies and procedures are conformed to daily by my school. It is my schools job to ensure that these measurements are adhered to. For example, if I was confronted by a child who tells me that he/she is being abused, I must act in accordance to the following guidelines; †¢Remain calm †¢Do not transmit shock, anger or embarrassment  Ã¢â‚¬ ¢Reassure the child and tell the child that I am pleased that he/she is speaking to me †¢Never enter into a pact of secrecy with the child. Assure him/her that I will try to help but let the child know that I will have to tell other people in order to do this. State who this is and why †¢Tell him/her that I believe them. Children very rarely lie about abuse; but he/she may have tried telling others and not been heard or believed †¢Reassure the child that it’s not his/her fault †¢Encourage the child to talk but do not ask ‘leading questions’ or press for information †¢Listen and remember  Ã¢â‚¬ ¢Check that I have understood what the child is trying to tell me †¢Praise the child for telling me. Tell the child that he/she has the right to be safe and protected †¢Do not tell the child that what he/she has experienced is dirty, naughty or bad †¢Remember that it is inappropriate to make any comments about the alleged offender †¢Be aware that the child may retract what he/she has told me. It is essential to record all that I have heard †¢At the end of the conversation, tell the child again who I am going to tell and why that person or those people need to know †¢As soon as I can afterwards, make a detailed record of the conversation using the child’s own language. Include any questions I have asked but don’t add any opinions or interpretations I must not deal with this by myself. I need to inform the designated staff straight away, who, along with the Head teacher will  contact Social Services. Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a child/young person who has been abused can be traumatic for the adults involved. Support for me will be available from my designated staff or Head Teacher. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious case reviews are undertaken when a child or young person dies (including death by suspected suicide) and abuse or neglect is known or suspected to be a factor in the death. Local Safeguarding Children’s Boards (LSCB) may decide to conduct a Serious Case Review whenever a child has been harmed in any of the following situations; †¢A child sustains a potentially life-threatening injury or serious and permanent impairment of physical and mental health and development through abuse or neglect †¢A child has been seriously harmed as a result of being subjected to sexual abuse †¢A parent has been murdered and a domestic homicide review is being initiated under the Domestic Violence Act 2004 †¢A child has been seriously harmed following a violent assault The purpose behind a Serious Case Review is to learn valuable lessons regarding the case and how well (or not) the local professionals and services worked together to safeguard and promote the welfare of th at child or young person. This then helps policies and procedures to be updated and improved to ensure that all agencies are effectively working together to promote child welfare and safeguarding and to act quickly and efficiently to prevent any form of child abuse. In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with the investigating agencies according to the procedures established by the local Area Child Protection Committee and the Local Education Authority. The overall aim of the new provisions is to place the education service’s responsibilities for making child protection arrangements on a legal footing and to provide further safeguards against child abuse. These will only prove  successful if the Government, LEA’s and schools ensure that teachers are aware of their new duties and that they receive training in recognising the signs of child abuse. These new provisions also place a wider duty on schools, further education institutions and LEAs. These bodies now have a duty to safeguard and promote the welfare of children in relation to all functions relating to the conduct of a school. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. In my placement school Child Protection information is dealt with in a confidential manner. A written record is made of what information has been shared with who and when. Staff will be informed of relevant details only when the designated staff feels their having knowledge of a situation will improve their ability to deal with an individual child and/or family. Child Protection records are stored securely in a central place, separate from academic records. Individual files are kept for each child. The school does not keep family files. Files are kept for at least that period during which the child is attending the school, and beyond that, in line with current data legislation. Access to them by staff other than the designated staff is restricted and a written record is kept of who has access to them and when. Parents are made aware of what information is held on their children and are kept up to date regarding any concerns or developments by the appropriate members of staff. General communications with parents are in line with home school policies and give due regard to which adults have parental responsibility. In general, my school will discuss concerns with parents/carers before approaching other agencies, and will seek their consent to making a referral to another agency. Appropriate staff will approach parents/carers after consultation with the Designated Staff. However, there may be occasions when school will contact another agency before informing parents/carers, if the school decides that contacting them may increase the risk of significant harm to the child. My school works in partnership with other agencies in the best interests of the children. Therefore, school will, where necessary, liaise with the school nurse and  doctor, and make referrals to Social Care. Referrals should be made, by the Designated Staff, to the Central Local Authority call centre, using the ‘Common Request for Service Form’. Where a child already has a social worker, the referral should indicate the fact and the social worker should also be informed. The school will co-operate with Children and Young People’s Social Care where they are conducting child protection enquiries. Furthermore, school will endeavour to attend appropriate inter-agency meetings such as Initial and Review Child Protection Conferences, and Planning and Core Group meetings, as well as Family Support Meetings. The school will provide reports as required for these meetings. If school is unable to attend, a written report will be sent. The report will, wherever possible, be shared with parents/carers at least 24 hours before the meeting.