Island of the Sequined Love Nun Chapter 32~33

32 The Missionary Position The guards came for Tucker at sunset, just as he was slipping into the cotton pants and shirt the doctor had left for him. The doctor's clothes were at least three sizes too big for him, but with the bandages he had to put them over, that was a blessing. He still had his own sneakers, which he put on his bare feet. He asked the guards to wait and they stood just inside his door, as straight and silent as terra-cotta soldiers. â€Å"So, you guys speak English?† The guards didn't answer. They watched him. â€Å"Japanese, huh? I've never been to Japan. I hear a Big Mac goes for twelve bucks.† He waited for some response and got none. The Japanese stood impassive, silent, small beads of sweat shining through their crew cuts. â€Å"Sorry, guys, I'd love to hang around with you chatterboxes, but I'm due for dinner with the doc and his wife.† Tuck limped to the guards and offered each an arm in escort. â€Å"Shall we go?† The guards turned and led him across the compound to one of the bungalows on the beach. The guards stopped at the steps of the lanai and Tuck dug into his pants pockets. â€Å"Sorry guys, no cash. Have the concierge put a couple of yen on my bill.† The doctor came through the french doors in a white ice cream suit, carrying a tall iced drink garnished with mango. â€Å"Mr. Case, you're looking much better. How are you feeling?† â€Å"Nothing wrong with me one of those won't cure.† Sebastian Curtis frowned. â€Å"I'm afraid not. You shouldn't drink alcohol with the antibiotics I have you on.† Tucker felt his guts twist. â€Å"Just one won't hurt, will it?† â€Å"I'm afraid so. But I'll make you one without alcohol. Come in. Beth is making a wonderful grouper in ginger sauce.† Tucker went though the french doors to find a bungalow decorated much like his own, only larger. There was an open kitchen nook where Beth Curtis was stirring something with a wooden spoon. She looked up and smiled. â€Å"Mr. Case, just in time. I need someone to taste this sauce.† She was wearing a cream-colored Joan Crawford number with middle line-backer shoulder pads and buff-colored high heels. The dress was straight out of the forties, but Tuck had been around Mary Jean long enough to know that Mrs. Curtis had dropped at least five hundred bucks on the shoes. Evidently, missionary work paid pretty well. She held a hand under Tuck's chin as she presented the spoon. The sauce was sweet citrus with a piquant bite to it. â€Å"It's good,† he said. â€Å"Really good.† â€Å"No fibbing, Mr. Case. You're going to have to eat it.† â€Å"No, I like it.† â€Å"Well, good. Dinner will be ready in about a half hour. Now, why don't you men take your drinks out on the lanai and let a girl do her magic.† Sebastian handed Tuck an icy glass filled with an orange liquid and garnished with mango. â€Å"Shall we?† he said, leading Tuck back outside. They stood at the railing, looking out at the moon reflecting in the ocean. â€Å"Would you be more comfortable sitting, Mr. Case?† the doctor asked. â€Å"No, I'm fine. And please call me Tuck. Anyone calls me Mr. Case more than three times, I start thinking I'm going to get audited.† The doctor laughed, â€Å"We can't have that. Not with the kind of money you're going to be making. But legally, you know, it's tax-free until you take it back into the United States.† Tuck stared out at the ocean for a moment, wondering whether it was time to give this gift horse a dental exam. There was just too damn much money showing on this island. The equipment, the plane, Beth Curtis's clothes. After Jake Skye's lecture, Tuck had imagined that he might encounter some sweaty drug-smuggling doctor with a Walther in his belt and a coke whore wife, but these two could have just flown in from an upscale church social. Still, he knew they were lying to him. They had referred to the Japanese as their â€Å"staff,† but he'd seen one of them carrying an Uzi out behind the hangar. He was going to ask, he really was, but as he turned to face the doctor, he heard a soft bark at the end of the lanai and looked up to see a large fruit bat hanging from the edge of the tin roof. Roberto. The doctor said, â€Å"Tucker, about the drinking.† Tuck pulled his gaze away from the bat. The doctor had seen him. â€Å"What drinking?† â€Å"You know that we saw the reports on your – how should I put it?† â€Å"Crash.† â€Å"Yes, on your crash. I'm afraid, as I told you, we can't have you drinking while you're working here. We may need you to fly on very short notice and we can't risk that you might not be ready.† â€Å"That was an isolated incident,† Tuck lied. â€Å"I really don't drink much.† â€Å"Just a momentary lapse of judgment, I understand. And it may seem a bit draconian, but as long as you don't drink or go out of the compound, everything will be fine.† â€Å"Sure, no problem.† Tuck was watching the bat over the doctor's shoulder. Roberto had unfurled his wings and was turning in the sea breeze like an inverted weather vane. Tuck tried to wave him off behind the doctor's back. â€Å"I know this may all seem very limiting, but I've worked with the Shark People for a long time, and they're very sensitive to contact with outsiders.† â€Å"The Shark People? You said you'd explain that.† â€Å"They hunt sharks. Most of the natives in Micronesia won't eat shark. In fact, it's taboo. But the reef fish here often have a high concentration of neurotoxin, so the natives developed shark as a food source. You would think that the sharks, being higher on the food chain, would have a higher concentration of the toxin, wouldn't you?† â€Å"You'd think,† Tuck said, having no idea whatsoever what the doctor was talking about. â€Å"They don't, though. It's as if something in their system neutralizes the toxin. I've done a little research in my spare time.† â€Å"I've seen a lot of shark shows on the Discovery Channel. They go on and on about how harmless sharks are. It's bullshit. Half of these stitches you put in me are because of a shark attack.† â€Å"Maybe they don't have cable,† the doctor said. Tuck turned to him, amazed. â€Å"A joke, Doc?† The doctor looked a little embarrassed. â€Å"I'm going to go see how dinner is coming along. I'll be right back.† He turned and went into the house. Tucker bolted to the end of the lanai where Roberto was hanging. â€Å"Shoo. Go away.† Roberto made a trilling noise and tried to catch Tuck's drink with his wing claw. â€Å"Okay, you can have the mango, but then you have to get out of here.† Tucker held out the piece of cut mango and the fruit bat took it in his wing claw and slurped it down. â€Å"Now get out of here,† Tucker said. â€Å"Go find Kimi. Shoo, shoo.† Roberto tilted his head and said, â€Å"Back off on these people, Tuck. You push them too hard, they'll pull your plug. Just keep your eyes open.† Tuck moved away from the bat with stiff jerking steps out of the line dance of the undead. The bat had said something. It was a tiny voice, high but raspy, the voice of a chain-smoking Topo Gigio, but it was clear. â€Å"You didn't talk,† Tucker said. â€Å"Okay,† said Roberto. â€Å"Thanks for the mango.† Roberto took off, the beat of his wings like the shuffle of a deck of leather cards. Tuck backed though the french doors into a wicker emperor's chair and sat down. â€Å"Come sit,† Beth Curtis said as she carried a tray to the table. â€Å"Dinner's ready.† â€Å"What kind of drugs have you been giving me, Doc?† â€Å"Broad-spectrum antibiotics and some Tylenol. Why?† â€Å"Any chance they could cause hallucinations?† â€Å"Not unless you were allergic, and we'd know that by now. Why?† â€Å"Just wondering.† Beth Curtis came to him and patted his shoulder. Her nails, he noticed, were perfect. â€Å"You had a fever when they brought you in. Sometimes that can give a person bad dreams. I think you'll feel a lot better after a good meal.† She helped him up and led him to the table, which was set with a white tablecloth and black linen napkins around a centerpiece of orchid sprigs arranged in a crystal bowl. A whole grouper stared up between fanned slices of plantain on a serving tray, his eye a little dry but clear and accusing. Tuck said, â€Å"If that thing starts talking, I want to be sedated – and right now.† â€Å"Oh, Mr. Case.† Beth Curtis rolled her eyes and laughed as they sat down to dinner. Tuck could almost feel his body absorbing the nourishment. He told them the story of his journey to the island, exaggerating the danger aspect and glossing over his injuries, Kimi, and his craving for alcohol. He didn't mention Roberto at all. By the time Tucker was in the typhoon, the Curtises were well into their second bottle of white wine. Beth's cheeks were flushed and her eyes sparkled with enthusiasm for Tuck's every word. Tuck really intended to ask about Kimi, their cryptic messages, the guards, the rules for his employment, and of course, where the hell all the money came from, but instead he found himself playing to Beth Curtis like a comedian on a roll and he left the bungalow at midnight quite taken with both himself and the doctor's wife. The Curtises stood arm in arm at the door as the guards escorted Tucker back to his quarters. Halfway across the compound, he did a giddy turn and waved to them, feeling as if he had been the one to consume two bottles of wine. â€Å"What do you think?† the Sorcerer asked his wife. â€Å"Not a problem,† she said, keeping a parade smile pointed Tuck's way. â€Å"I really expected him to be a little more resistant to our conditions.† â€Å"As if he's in a position to bargain. The man has nothing, is nothing. He shatters this little illusion we've given him and he has to face himself.† â€Å"He looks at you like you're some sort of beatific vestal virgin. I don't like it.† â€Å"I can handle that. You just get flyboy ready to do his job.† â€Å"He'll be able to fly within a week. He brought up his navigator again while we were outside.† â€Å"If he's here, you'd better find him.† â€Å"I'll speak to Malink tonight. The Micro Spirit is due in day after tomor-row. If we find the navigator, we can send him back on the ship.† â€Å"Depending on what he's seen,† she said. â€Å"Yes, depending on what he knows.† Tucker Case entered his bungalow feeling satisfied and full of himself. Someone had turned on the lights in his absence and turned down the bed. â€Å"What, no mint on the pillow?† He changed into a pair of the doctor's pajama bottoms and grabbed a paperback spy novel from a stack someone had left on the coffee table. They had a TV. There had been a TV in the Curtises' bungalow. He'd have to ask them to get him one. No, dammit, demand a television. What did Mary Jean always say? â€Å"You can sell all day, but if you don't ask for the money, you haven't made a sale.† Good food, good money, and a great aircraft to fly – he'd stumbled into the best gig on the planet. I am the Phoenix, rising from the ashes. I am the comeback kid. I am the entire 1980 gold-medal-winning U.S. Olympic hockey team. I am the fucking walrus, coo-coo ka-choo. He went into the bathroom to brush his teeth, caught his reflection in the mirror. His mood went terminal. I am never going to get laid again as long as I live. I should have pressed them about Kimi. I didn't even ask about what in the hell kind of cargo I'm going to be flying. I am a spineless worm. I'm scum. I'm the Hindenburg, I'm Michael Milken, Richard Nixon. I'm seeing ghosts and bats that talk and I'm stuck on an island where the only woman makes Mother Theresa look like a lap dancer in a leper colony. I am the man who put the F in failure, the P in pathetic, the G in gullible. I am the ringworm poster boy of Gangrene City. I'm an insane, unemployed bus driver for the death camp cartel. Tuck went to bed without brushing his teeth. 33 Chasing the Scoop Natives slept side by side, crisscrossed, and piled on the deck of the Micro Spirit until – with a thu showing here, or a lavalava there, streams of primary color among all that gelatinous brown flesh – it looked as if someone had dropped a big box of candy in the hot sun and they had melted together and spilled their fillings. Amid the mess, Jefferson Pardee, rolled and pitched with the ship, finding three sleeping children lying on him when the ship moved to starboard, a rotund island grandmother washing against him when the ship listed to port. He'd been stepped on three times by ashy callused feet, once on the groin, and he was relatively sure he could feel lice crawling in his scalp. Unable to sleep, he stood up and the mass moved amoebalike into the vacated deck space. A three-quarter moon shone high and bright, and Pardee could see well enough to make his way through to the railing, only stepping on one woman and evoking colorful island curses from two men. Once at the rail, the warm wind washed away the cloying smell of sweat and the rancid nut smell of copra coming from the holds. The moon's re-flection lay in the black sea like a tossing pool of mercury. A pod of dolphins rode the ship's bow wave like gray ghosts. He took several deep breaths, relieved himself over the side, then dug a bent cigarette out of his shirt pocket. He lit it with a disposable lighter and exhaled a contrail of smoke with a long sigh. Thirty years in the tropics had given him a high tolerance for discomfort and inconvenience, but the break in routine was maddening. Back on Truck, he'd be toweling off the smell of stale beer and the residue of an oily tumble with a dollar whore, preparing to pass out with a volume of Mencken under his little air conditioner. No thought of the day to come or the one just passed, for one was like the next and they were all the same. Just cool cloudy sleep that made him feel, if only for a minute, like that young Midwestern boy on an adventure, exhausted from passion and fear, rather than a fat old man worn down by ennui. And here, in the salt and the moonlight, on the trail of a story or maybe just a rumor, he felt the fungus growing in his lungs, the pain in his lower back, the weight of ten thousand beers and half a million cigarettes and thirty years of fish fried in coconut oil pressing on his heart, and none of it – none of it – was so heavy as the possibility of dashed hopes. Why had he opened himself up to a future and failure, when he had been failing just fine already? â€Å"You can't sleep?† the mate said. Pardee hadn't heard the wiry sailor move to the rail. He was drinking a Bud tallboy, against regulations, and Pardee felt a craving twist like a worm in his chest at the sight of the can. â€Å"You got another one of those?† The mate reached into the deep front pocket of his shorts, pulled out another beer, and handed it to Pardee. It was warm, but Pardee popped the top and drank off half of it in one gulp. â€Å"How long before we make Alualu?† Pardee asked. â€Å"Three, maybe four hour. Sunrise. We drop you on north side of island, you swim in.† â€Å"What?† Pardee looked down to the black waves, then back at the mate. â€Å"The doctor no let anyone go on the island except to bring cargo. You have to swim in on other side of island. Maybe half mile, maybe less.† â€Å"How will I get back to the ship?† â€Å"Captain say he will swing back around the island when we leave. Captain say he wait half an hour. You swim back out. We pick you up.† â€Å"Can't you send a boat?† â€Å"No boat. No break in reef except on south side where we unload. We have many fuel barrel and crates. You will have seven, maybe eight hour.† Pardee had seen the Spirit arrive in Truk lagoon a thousand times; the ship was always surrounded by outboards and canoes filled with excited natives. â€Å"Maybe I can get one of the Shark People to ferry me.† He did not want to get in that water, and he certainly didn't want to swim half a mile to shore, wasn't sure he could. â€Å"Shark People no have boat. They no leave island.† â€Å"No boats?† Pardee was amazed. Living in these islands without a boat was akin to living in Los Angeles without a car. It wasn't done; it couldn't be done. The mate patted Pardee's big shoulder. â€Å"You be fine. I have mask and fins for you.† â€Å"What about sharks?† â€Å"Sharks afraid around there. On most island people afraid of shark. On Alualu shark afraid of people.† â€Å"You're sure about that?† â€Å"No.† â€Å"Oh, good. Do you have another beer?† Three hours later the rising sun lay like a silver tray on the horizon and Jefferson Pardee was having swim fins duct-taped to his feet by the first mate. The deck bustled with excited natives eating rice balls and taro paste, smoking cigarettes, shitting over the railings, and milling around the ship's store, trying to buy Cokes and Planter's cheese balls, Australian corned beef, and, of course, Spam. A small crowd had gathered around to watch the white man prepare for his swim. Pardee stood in his boxer shorts, maggot white except for his forearms and face, which looked like they'd been dipped in red barn paint. The mate stuffed Pardee's clothes and notebook into a garbage bag and handed it to him, then slathered the journalist with waterproof sunscreen, a task on par with basting a hippo. Pardee snarled at a group of giggling children and they ran off down the deck screaming. Pardee heard the ship's big screws grind to a halt and the mate unhooked a chain gate set in the railing. â€Å"Jump,† he said. Pardee looked at the crystal water forty feet below. â€Å"You're out of your fucking mind. Don't you have a ladder?† â€Å"You can't climb ladder with fins.† â€Å"I'll take the fins off until I get in the water.† â€Å"No. Straps broken. You have to jump.† Pardee shook his head and the flesh on his shoulders and back followed suit. â€Å"It's not gonna happen.† Suddenly the children Pardee had frightened came running around the bridge like a squealing pack of piglets. Two little boys broke formation and ran toward the journalist, who looked around just as he felt four tiny brown hands impact with his back. Pardee saw sky, then water, then sky, then the island of Alualu laying on the sea like a bad green toupee, then the impact with the water took his breath, ripped the mask from his face, and forced streams of brine into his sinuses strong enough to bring blood. Before he could even find the surface, he heard the ship's screws begin to grind as the Micro Spirit steamed away. Two excited boys shook Malink awake. â€Å"The ship is here and the Sorcerer is coming!† The old chief sat up on his grass sleeping mat and wiped the sleep from his eyes. He slept on the porch of his house, part of the stone foundation that had been there for eight hundred years. He stood on creaking morning legs and went to the bunch of red bananas that hung from the porch roof. He tore off two bananas and gave them to the boys. â€Å"Where did you see the Sorcerer?† â€Å"He comes across Vincent's airstrip.† â€Å"Good boys. You go eat breakfast now.† Malink went to a stand of ferns behind his house, pulled aside his thu, and waited to relieve himself. This took longer every day it seemed. The Sorcerer had told Malink that he had angered the prostate monster and the only way to appease him was to quit drinking coffee and tuba and to eat the bitter root of the saw palmetto. Malink had tried these things for almost two full days before giving up, but it was too hard to wake up without coffee, too hard to go to sleep without tuba, saw palmetto made his stomach hurt, and he seemed to have a headache all the time. The prostate monster would just have to remain angry. Sometimes the Sorcerer was wrong. He finished and straightened his thu, passed a thundering cannonade of gas, then went back to the sitting spot on the porch to get his cigarettes. The women had made a fire to boil water for coffee; the smoke from the burning coconut husks wafted out of the corrugated tin cookhouse and hung like blue fog under the canopy of breadfruit, mahogany, and palm trees. Malink lit a cigarette and looked up to see the Sorcerer coming down the coral path, his white lab coat stark against the browns and greens of the village. â€Å"Saswitch† (good morning), Malink said. The Sorcerer spoke their lan-guage. â€Å"Saswitch, Malink,† the Sorcerer said. At the sound of his voice Malink's wife and daughters ran out of the cookhouse and disappeared down the paths of the village. â€Å"Coffee?† Malink asked in English. â€Å"No, Malink, there is no time today.† Malink frowned. It was rude for anyone to turn down an offer of food or drink, even the Sorcerer. â€Å"We have little Tang. You want Tang? Spacemen drink it.† The Sorcerer shook his head. â€Å"Malink, there was another man here with the pilot you found. I need to find him.† Malink looked at the ground. â€Å"I no see any other man.† The Sorcerer didn't seem angry, but just the same, Malink didn't like lying to him. He didn't want to anger Vincent. â€Å"I won't punish anyone if something happened to him, if he was hurt or drowned, but I need to know where he is. Vincent has asked me to find him, Malink.† Malink could feel the Sorcerer staring a hole in the top of his head. â€Å"Maybe I see another man. I will ask at the men's house today. What he look like?† â€Å"You know what he looks like. I need to find him now. The Sky Priestess will give back the coffee and sugar if we can find him today.† Malink stood. â€Å"Come, we find him.† He led the Sorcerer through the village, which appeared deserted except for a few chickens and dogs, but Malink could see eyes peeking out from the doorways. How would he ex-plain this when they asked why the Sorcerer had come? They passed out of the village, went past the abandoned church, the graveyard, where great slabs of coral rock kept the bodies from floating up through the soil during the rainy season, and down the overgrown path to Sarapul's little house. The old cannibal was sitting in his doorway sharpening his machete. Malink turned to the Sorcerer and whispered, â€Å"He rude sometime. He very old. Don't be mad.† The Sorcerer nodded. â€Å"Saswitch, Sarapul. The Sorcerer has come to see you.† Sarapul looked up and glared at them. He had red chicken feathers stuck in his hair, two severed chicken feet hung from a cord above his head. â€Å"All the sorcerers are dead,† Sarapul said. â€Å"He is just a white doctor.† Malink looked at the Sorcerer apologetically, then turned back to Sarapul. â€Å"He wants to see the man you found with the pilot.† Sarapul ran his thumb over the edge of his machete. â€Å"I don't know what happened to him. Maybe he went swimming and a shark got him. Maybe someone eat him.† Sebastian Curtis stepped forward. â€Å"He won't be hurt,† he said. â€Å"We are going to send him out on the ship.† â€Å"I want to go to the ship,† Sarapul said. â€Å"I want to buy things. Why can't we go to the ship?† â€Å"That's not the issue here, old man. Vincent wants this man found. If he's dead, I need to know.† â€Å"Vincent is dead.† The Sorcerer crouched down until he was eye-to-eye with the old cannibal. â€Å"You've seen the guards at the compound, Sarapul. If the man isn't at the gate in an hour, I'm going to have the guards tear the island apart until they find him.† Sarapul grinned. â€Å"The Japanese? Good. You send them here.† He swung his machete in front of the sorcerer's face. â€Å"I have a present for them.† Curtis stood. â€Å"An hour.† He turned and walked away. Malink ambled along behind him. â€Å"Maybe he is right. Maybe the man drown or something.† â€Å"Find him, Malink. I meant it about the guards. I want this man in an hour.† â€Å"He is gone,† Sarapul said. â€Å"You can come out.† Kimi dropped out of the rafters of Sarapul's little house. â€Å"What is he talking about – guards?† â€Å"Ha!† Sarapul said. â€Å"He knows nothing. He didn't even know I had this.† Sarapul reached down and pulled out a headless chicken he had been sitting on. â€Å"He is no sorcerer.† â€Å"He said there were guards.† Kimi said. Sarapul laid his chicken on the ground. â€Å"If you are afraid, you should go.† â€Å"I have to find Roberto.† â€Å"Then let them send the guards,† Sarapul said, brandishing his machete. â€Å"They can die just like this chicken.† Kimi stepped back from the old cannibal, who was on the verge of foaming at the mouth. â€Å"We friends, right?† â€Å"Build a fire,† Sarapul said. â€Å"I want to eat my chicken.†

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Blackberry Marketing Case Study Example | Topics and Well Written Essays - 6000 words

Blackberry Marketing - Case Study Example As indicated in forth coming sections, over 41 million people use BlackBerry smartphones through 550 carriers and distribution partners in 175 countries around the world. This is encouraging enough to conduct the research on this organization as the results will not only offer enough insights, the experience would in all probability bring positive results for both the organization and the researcher. In order to explore the idea of gathering information, researching on previous efforts made by the organizations on similar exercise and its outcome, while we rely heavily on the website, our sources are not limited to the site alone but various reports published at regular interval in different journals. We begin with a brief paragraph introducing the different tasks being conducted to confirm the understanding of the researcher, methods adopted to make the research effective and higher objectives aimed for by the different exercises. This project has specific defined goals and milestones that are also listed in this paper. The first exercise would be an elaborate planning of the research for appropriate decision making, second exercise would be to create relevant questions to satisfy some of the objectives and information targets outlined in first exercise followed by the third exercise to collate necessary information based on the research conducted to arrive at decision and facilitate next steps 2. Task One: Research Planning for Decision Making 2.1 Introduction In this exercise, keeping the process and output in view, the research design is defined, regardless of traditional and conventional methods that were practiced earlier, as there are a few prevailing factors that inadvertently dominate the design of research we conduct. The attempt here is not just to identify the overall process appropriately but to expedite the execution and bring in better results. This paper deals with a few basic concepts definitions, along with challenges in the recent past, constraints and bottlenecks. The attempt therefore has been not just to address the research design aspect but the factors that need to be considered to ensure we have an effective design in place for Research and build information repository. While we leverage our previous learning from similar exercise, there is a clear effort to innovate to ensure optimistic results and eliminating hindrances in the different tasks we carry forward pertaining to Blackberry. The approach is primarily to evaluate a process realistically and introduce changes based on industry trends or other aspects that suit the process. In this exercise, we capture the trends in the past and also make relevant assumptions to arrive at a reasonable conclusion without much ambiguity. Organization Chosen: Blackberry 2.2 Organization

Business Plan - Entrepreneurship Assignment Example | Topics and Well Written Essays - 750 words

Business Plan - Entrepreneurship - Assignment Example In addition to this, we are also affiliated with networks of other businessmen and professionals in different areas of expertise who can give valuable advice and guidance to the starting entrepreneurs. Our affiliated network will also provide insights about the current market trends and key criteria in the market. This will be achieved on an ad hoc basis. Apart from this, the new staff will hired through recruiting agencies as it will ease our job or recruiting and selection. The company is planned to have a flat organizational structure as not much staffing will be required. The flat structure will also be viable for transparent and flawless communication. The structure can also help the employees and the top management be responsive to the needs of the customer and can provide the best service through the web portal. The main team will consist of the experienced IT professionals who would be responsible for the web management and content. Other employees will be related to the accounts. The business will consist of three main areas: CEO (partners), IT department, sales & marketing and Accounts. Each team will be led by one of the CEOs who are experts in the field. The details of the functionality of these areas are discussed below: The team’s focus will be the development and maintenance of the website as it is the vital portal for contact with customers. The team will ensure that the customer feedbacks are taken into consideration and the website is maintained such that is exceeds customer expectations. The team’s focus will be to handle the accounts in online as well as traditionally. The team will take care of the online transactions and make sure that these transactions are carried out safely and securely. Market positioning and branding will form the basics of the business giving it a competitive edge in the web based businesses. The team’s focus will be

Incorporation of Diversity Research Paper Example | Topics and Well Written Essays - 2000 words

Incorporation of Diversity - Research Paper Example Actualizing diversity is a welcome development, and many companies are able to manage the problems or criticism that could arise from the incorporation of diversity. This way, they are not only able to create a productive environment inside the organization but also able to create a positive image in its external environment. In addition, in those situations, the formation of common organizational culture can aid the management and its leaders to manage diversity. As common organizational culture will lead to the formation of common practices, rules, and work ethics, it could be helpful. Incorporation of Diversity Organization should have a diversified workforce to develop economically and also ethically, especially in relation to Corporate Social Responsibility (CSR). Every organization will have strategies focusing on the company’s growth as well as the employee’s growth. As both are interconnected, the growth of one hinges on the growth of another. But, the basic asp ect is, for a company to develop, apt and qualified employees have to be recruited. Nowadays, that definition is slightly modified. In this changing world, it is necessary for the organization to recruit not only apt and qualified employees, but also recruit employees from different or diverse backgrounds. Brazzel (1991) defines â€Å"diversity in terms of human differences that play an important role in the culture and operation of organizations.† Recruitment of employees from diverse backgrounds will only give the desired results because that strategy will work optimally both in the organization’s interior environment as well as handle the issues that could arise in the external environment. There are also many companies that have adopted diversity programs in their recruiting process to actualize the diversified workforce. â€Å"It is in each company’s best interest to develop and incorporate elements of both Business Ethics and Corporate Social Responsibili ty into its agenda because the challenges of the new millennium will, no doubt, requires an integrated approach to the issue of corporate ethics.† (Altham). Nike, the well-known manufacturer of athletic shoes and other sports-related apparel and equipment, has operations in more than 500 locations throughout the world, in close to 50 countries. â€Å"This company operates on six continents and employs around 23,000 people. Their suppliers, shippers, retailers and service providers employ close to 1 million people. The diversity inherent in such size is helping Nike evolve its role as a global company.† (Clark et al. 2005).

How effective have The European institutions been in dealing with the Dissertation

How effective have The European institutions been in dealing with the economic crisis - Dissertation Example It goes without saying that the game has evolved a fair bit over the past couple of centuries. While profits and returns will of course remain as the deciding factor when it comes to success, there are other factors that will also make a difference when it comes to the final result. Indeed, to succeed in today's economy requires one to have comprehensive understanding and mastery of business systems, marketing strategies, resource management and goal setting. And from there, both macro- and micromanagement skills are required in order to achieve the best possible results. Such may seem simple and easy enough at first. However, when considers how all these concepts are influenced by the various factors that affect the economy and the market itself, the truth of its complexity can easily be seen. Given how either economy or market conditions can change at the drop of a hat, the burden falls on the organization itself, as well as those running it, to make the necessary adjustments in re sponse. First and foremost, one needs to know the rules of the game in order to understand what his objectives ought to be, so that he might then strive toward them. Of course, it should also be noted that some ways of doing so are smarter and more effective than others, which explains the need to have effective marketing strategies. Different strategies have varying viability in various situations, and so one needs to consider this and then plan accordingly. One also needs to be able to be aware of his limitations with respect to resources, and thus keep those in mind as he does what he needs to do to succeed. And finally, just as one's strategies need to be viable and practical, so too must goals be set in a manner that is practical and realistic. Aiming high is always a good thing, but aiming far too high is not - in fact, it may even end up backfiring. At a glance, one can already guess at the complex and many-layered nature of the economy, but understanding the underlying struc tures reveal that even the word 'complex' hardly begins to describe it. The global economy in this day and age is such that neither capital nor technical knowledge alone will guarantee one's survival, especially in an increasingly competitive corporate environment. Most companies choose to deal with this by making sure to hire only the most competent and skilled employees. This is actually a valid strategy, and a rather effective one at that, considering that it is the company's employees who happen to be its single greatest untapped resource, and its biggest weapon in the fight to attain competitive advantage. Managerial staff also qualify to a lesser extent, if only because even their most brilliant strategies, schemes and plans will hardly bear any fruit without a competent workforce to put them into action. Conversely, even the most skilled employees will be limited in terms of their capabilities if their managers and supervisors leave much to be desired by way of competence. Ne edless to say, a company that has a competent workforce in addition to competent managerial staff stands the greatest chance of attaining competitive advantage. As has been stated, it is a perfectly legitimate and effective strategy for a company to keep an eye out for the most talented individuals to be recruited into their ranks to

Four Principles of Individual Decision Making Assignment

Four Principles of Individual Decision Making - Assignment Example But in order to purchase a television we have no other way, but to give up some money. In economic terms it is said that â€Å"There is no such things as a free lunch†. The second principle says that the cost of something is what we give up to get it. For example, consider a person forced to give up $ 200 for purchasing a television the cost of that television would be $ 200. If another person spends $ 300 on an advanced television the cost of that television would be $ 300. Suppose a person exchanges a television for a mobile phone, the cost of the television and the mobile phone would be equal. In short, cost of a commodity is determined by the sacrifice we did to achieve it or gain it. The third principle says that whenever rational people purchase something they will think of the margins they may get. In other words rational individuals compare the marginal benefits and the marginal costs before taking a purchasing decision. Suppose a person think of purchasing some gold as an investment. The prices of gold goes on increasing at present and a rational person know that if he invests in gold now, he will get more benefits in the future. At the same time he has another option of investing the money as term deposits in banks. But the marginal benefits received from banks as interests might be less than the marginal benefits gets from the gold investment. In other words the decision to select one alternative over other depends on the marginal benefits associated with both of them. The fourth principle says that people may respond to incentives. For example, buy one get one free is a common sales strategy adopted by many manufacturers. When we go to shopping, we often see advertisements like that. A person visiting a shopping mall for purchasing a particular brand of shirt may change his decision if he sees the advertisement of another branded shirt in which they offer one free shirt of same quality for every purchase of a new shirt from them. Thus incentives may often influence the decision making of individuals.  

Science Time Lesson Plan Essay Example for Free

Science Time Lesson Plan Essay Materials:   classroom analog clock, individual student clocks, Daily Times worksheet Objective:   Students will use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Anticipatory Set: Teacher will discuss daily routine, getting up in the morning, dressing breakfast, and the times of each event.     Emphasize the clock time for each event using the large clock. Instructional Procedures:   The students have explored the concept of a minute; they need to know how to tell time. They need to be able to see a clock and know how to read 1-5 minutes on it. Read the story Clocks and More Clocks and discuss why the clocks tell different times. It is important the students understand that activities take time, introduce the term â€Å"lapsed time†. When they participate in various activities it takes time and this is â€Å"lapsed time†. Discuss how long it takes to do reading, spelling, recess, and other class activities. Students can also discuss how much time they spend at lunch or in the computer lab. Students will practice with a clock looking at various times. (Students should have done activities with a clock prior to doing this activity.) Pair them up and give several guided practice times to check for understanding.   Once this you have accomplished this step the students can be given a sheet to record events of the day. They need to record these events so they are sequenced in the correct order. Discuss why the clocks were at different times. Distribute clocks. Have the students show various times on their clocks. (Have them do times that are part of their day. Example: recess, lunch, computer time, etc.) Pass out the worksheet. Have them begin working on the sheet. Send it home to be finished. Assessment:   Students will create clocks using paper plates then mark and label times on the clock for events of the day. Additional Resources: Pigs on the Blanket by Amy Axelrod The Grouchy Ladybug by Eric Carle Nine O’clock Lullaby by Marilyn Singer All About Time by Andre Verde   Social Studies Lesson Plan Materials: classroom analog clock, 12 x 18 sheet of white construction paper, individual student clocks, Daily Times worksheet Objective:   Ã‚  Place important life events in chronological order on a timeline.   An understanding of chronological order is applied to the analysis of the interrelatedness of events.   Ã‚  The student will order the events that occur in a day. The student will distinguish between events that occur in the a.m. and p.m. Anticipatory Set:   The teacher will review the terms of analog, a.m. and p.m. as well as discuss the difference between the two.   Prior Knowledge:   Teacher will then brainstorm activities for each. Develop prior knowledge by asking for suggestions of activities that occur in the a.m. and p.m.   Create a tree map to display students suggestions. Instructional Procedure: Give each student a small analog clock to review time to the hour, half hour, and quarter hour. The teacher will model using the classroom clock. Using students brainstorming suggestions of events, have the students demonstrate the time on their clocks and name whether it is a.m. or p.m. Hand out white construction paper and model folding into eight sections. Students will follow step by step directions by folding once vertically and twice horizontally to create the eight sections, (teacher may need to help some students with this part). Students will cut the handout of paper blank clocks and glue one on to each section of the paper.   Students will then choose four events that occur in the a.m. and label the time to the hour, half hour, or quarter hour on their blank analog clock with pencil. Under each time, students will write the digital time. Students will write a sentence describing the event and the time it occurs under the digital time. For example, I get up in the morning at 8:15 a.m. Students will follow the same steps for the p.m. times on the second day. Once students have completed their My Day Timeline, they will get together with a partner to read their timeline. The partner will ask them a questions after each time to encourage social and communication skills. Assessment:   The students will be evaluated based on the completion of the My Day Timeline. Teacher will monitor as students complete closure activity and check for accurate use of time and a.m. /p.m. Extension: Students can elaborate on their sentence by describing what and how they do each activity in their sentence.

Should Nurses Be Allowed to Diagnose Patients?

Should Nurses Be Allowed to Diagnose Patients? Nowadays, the more controversial is the question as whether nurses should be allowed to diagnose patients? This issue is highly significant because nurses are equally responsible for patient care as do doctors and their knowledge can contribute towards appropriate diagnosis. However, Croasdale (2008) claimed that nurses have limited diagnosing skills. Here the essential point on which I differ is that, today nurses are more knowledgeable and competent health care professionals. Thats why they have potentials to diagnose patients. Thus, I propose that as nurses possess great potentials so they should be allowed to diagnose patients. Opponents of my view argued that nurses are considered subordinate to doctors. Sullivan Decker (2008) stated that Relationship of physician and nurse has been that of superior and subordinate. This in turn means that, nurses are supposed to adhere to doctors order. This prestige comes from the point that only doctors are allowed to diagnose. Godlee (2008) contends that, diagnosis is almost the only skill that defines doctor. Additionally, history taking and assessment in logical fashion is the key principle to make pertinent diagnosis. For which doctors are trained and knowledgeable. Furthermore, their education is more advanced than nurses, which help them to achieve this task. Thus, it can be affirm that nurses are responsible for caring patients while doctors cure them. Whereas, I strongly believe that, nurses are not subordinate to doctor. In fact, both are independent professionals who collaborate to achieve similar goals. As Murphy (2004) clearly pointed out that nursing is an independent profession with a unique body of knowledge and not simply a subcategory of medicine. In reality, nurses in their everyday practice also implement a logical process for history taking and assessment which ultimately guides diagnosis. For example, since the day nurses step in this profession, they are practicing history taking, interviewing and assessment skills. Moreover, nursing education has also expanded now and advance concepts are part of their curriculum. Today, nurses are also actively participating in researches to make their practice evidence based. Furthermore, the circle of nursing education does not complete at diploma or baccalaureate level while, career in nursing is flourishing day by day and nurses are moving ahead towards specialization. Therefore, on one hand, care is the core component of nursing. While on the other hand, it provides them the means to cure as well. Fox (2010) is the supporter of my opinion who asserted that Nurses can handle much of th e strain that healthcare reform will place on doctors and should be given the authority to take on more medical duties It is generally accepted that, people are more satisfied with doctors. This is because of the worldwide recognition associated with this profession. Doctors are the fundamental provider of health care. Moreover, it has been observed that in our society people consider doctors as superior to them. And in case of illness they immediately rush to doctor. Likewise, during my experience at emergency department, I have seen that as soon as patients reach, they want doctor to see them first. And many of them seemed satisfied after that. This was the reason, allowing nurses to triage patients was questionable. Hence, it is true to say that patients trust doctors and reveal more history to them comparatively to nurses. However, relating to these arguments is the critique that patients are more satisfied with nurses. Yet, there is no denying that doctors are recognized worldwide but, the point that profession of nursing is also globally renowned cannot be overlooked. People consider nurses as core member of health care team. As Laurence (2004) supported that Nurses are more popular than doctors as frontline providers of medical care. Besides that, nurses stay with patients for a longer period of time. Hence, patients trust and build rapport with them. Payne (2009) explains that Nursing was one of the few professions to gain an increase in public trustà ¢Ã¢â€š ¬Ã‚ ¦ Doctors saw a drop of 4% in public confidence in the last two years. This clearly shows that, patients trust nurses more than doctors. This allows patients to disclose even those details to nurses which they hesitate to communicate to doctors in short meeting. Thus, it provides nurses an opportunity to identify patients concerns and make appropriate diagnosis. As far as triage nursing is concerned, initially it was questionable but once implemented, it became successful than the former. This example clearly illustrates that nurses with their capabilities can satisfy patients. Hence, nurses can become successf ul if they are allowed to diagnose. Cernik Ferns (2006) claimed that doctors are the ultimate decision makers and patients are their legal responsibility. According to this argument, the responsibility to diagnose comes under doctors mandate because they are licensure for that. Therefore, they are held legally responsible as any error or an act of negligence can lead to legal implications for them. Nurses, so this argument goes, are also legally responsible and answerable for their actions in court of law. For instance, if the patient dies due to wrong diagnose, so it is not only a doctor but the organization is sued and in such circumstances, doctors and nurses both are liable. Moreover, doctors are licensure to diagnose but the same is true for nurses in particular that, in UK and USA, there are nurse practitioners who are allowed to diagnose independently and treat patients. Considering the above arguments, is the point that competent nurses by virtue of an essential member of health care team should be allowed to diagnose patients. As, they are regarded as the backbone of health care industry their knowledge can benefit patient to a greater extent. Nurses, being good decision maker based on their knowledge and experience as well as legally responsible health care professionals can bring positive outcome in health care. In my opinion, if nurses are prohibited to diagnose, then their capabilities would get suppressed. As well as, this can predispose to increase chances of misdiagnoses and eventually errors will arise. Hence, society at large can benefit if the nurses are empowered for that. Word count: 1005

Exploring the Ideal Everyday Environment :: Essays Papers

Exploring the Ideal Everyday Environment The everyday is most easily viewed as a routine: the occurrences and reoccurrences of an individual’s daily life. A person generally wakes in the mornings, goes to work or attends school, fills their afternoons with errands and activities, returns home, and retires to bed late in the evenings. They become focused on this pattern of the everyday and most everyone in society lives by such a pattern. However, this is not to say that all members of society experience the same everyday, and there is more complexity that lies beyond an everyday routine. Each individual lives in an everyday world unalike any other. No two people live the same everyday life. Therefore, it is deemed important that the everyday is viewed and considered on a large scale. The large scale most often used is the city or the metropolis. A metropolis environment allows for the everyday to exist bountifully, and therefore, allows the everyday to thrive. Differences in everyday life can be compared and contrasted from person to person. The everyday is most often explored in a metropolis setting for these reasons. However, can it be argued then that they everyday only exists within the metropolis? Does an everyday take place outside of the city? It is my belief from my studies that the everyday actually occurs only within the city, and the country or rural areas is where a less complex routine happens. People live routine lives in the country, yet the routine is not massive enough for observation when considering the everyday. Urban areas are the best place for the everyday to occur because it allows for collaboration of routine lives with the shock of the abnormal. Multiple observations of routine lives allow for the everyday to be perceived in order to draw conclusions about the everyday and to classify the everyday. The shocks that occur in the metropolis allow analysts to perceive the effect and to document changes such socks have on a society. Imagine people busily w alking down the street and think of each person’s individual everyday life while observing the shocks of the abnormal. In this, the everyday is being experienced with the subjection to the metropolis. The metropolis, as the most ideal location for the everyday to occur, can be

Images and Imagery in Macbeth Essay -- Macbeth essays

Imagery in Macbeth    The Bard of Avon considers imagery one of many elements in his tragedy Macbeth which give underpinning to the theme of the drama. The imagery might be said to be not a goal in itself but a means to an end. In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye shows how the playwright uses imagery to reinforce the theme: This theme is at its clearest where we are most in sympathy with the nemesis. Thus at the end of Macbeth, after the proclamation "the time is free," and of promises to make reparations of Macbeth's tyranny "Which would be planted newly with the time," there will be a renewal not only of time but of the whole rhythm of nature symbolized by the word "measure," which includes both the music of the spheres and the dispensing of human justice [. . .]. (94-95) In his book, On the Design of Shakespearean Tragedy, H. S. Wilson interprets the imagery of Macbeth: Macbeth is a play in which the poetic atmosphere is very important; so important, indeed, that some recent commentators give the impression that this atmosphere, as created by the imagery of the play, is its determining quality. For those who pay most attention to these powerful atmospheric suggestions, this is doubtless true. Mr. Kenneth Muir, in his introduction to the play - which does not, by the way, interpret it simply from this point of view - aptly describes the cumulative effect of the imagery: "The contrast between light and darkness is part of a general antithesis between good and evil, devils and angels, evil and grace, hell and heaven . . . and the disease images of IV, iii and in the last act clearly reflect both the evil which is a disease, and Macbeth himself who is the disease from which his country suffe... ...e's Tragic Heroes: Slaves of Passion. New York: Barnes and Noble, 1970. Frye, Northrop. Fools of Time: Studies in Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1967. Kermode, Frank. "Macbeth." The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Company, 1972. Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964. Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin. Warren, Roger. Shakespeare Survey 30.   N.p.: n.p., 1977. Pp. 177-78. Rpt. in Shakespeare in the Theatre: An Anthology of Criticism. Stanley Wells, ed. England: Oxford University Press, 2000. Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

african history :: essays research papers

Zuni Lucero and Simon Ortiz make compelling points in their papers. They talk about the differences in the two cultures. How they changed schools and saw both sides of their ever changing world at a young age. How being integrated into a white community changed them, and how they felt some what of an outsider going back to their native communities. Threw their writing they can elaborate and share these experiences to those of us who have only one culture to fit into.   Ã‚  Ã‚  Ã‚  Ã‚  We all can relate to changing schools or even starting school for the first time. One who has never experienced this can only imagine being of a different culture, speaking a different language, looking differently and being the â€Å"new kid.† Lucero best describes this when she states, â€Å"Made conscious of the â€Å"otherness† of Indians, my world began to divide into a world of Us and Them.† Ortiz tells about her struggle in school to not speak a language he was accustoming to. â€Å"Children in school were punished and looked upon with disdain if they did not speak and learn English quickly and smoothly.† (30) He also uses the words â€Å"corporal punishment† and â€Å"ostracism† to describe the feeling, and possibly real, threats he lived with if he did not abide by the rules being forced on them. (30) This would be more than enough for any one to rebel, but he did not. One thing that stood out in his description o f what he was enduring was the love he had for language. He states, â€Å"I loved language, the sound, meaning, and magic of language.† (30)   Ã‚  Ã‚  Ã‚  Ã‚  Lucero connected with me she was telling about her adventure of seeing snow for the first time, and the different structures of the houses for what she was use to in her community. If one had not seen a paved road in their life, it would be a strange site. (30) The thought of what these people endured should enrage most of us. Think about our children being called â€Å"stupid Indian/savages.† There would be some one fighting in the street or some one suing some one else. Who could these people fight, an entire nation? Who would they sue, the government? It has been made clear that most of these people’s rights had been taken away. They were forced to conform or be ridiculed. Ortiz says it best with â€Å"†¦ the intent of U. african history :: essays research papers Zuni Lucero and Simon Ortiz make compelling points in their papers. They talk about the differences in the two cultures. How they changed schools and saw both sides of their ever changing world at a young age. How being integrated into a white community changed them, and how they felt some what of an outsider going back to their native communities. Threw their writing they can elaborate and share these experiences to those of us who have only one culture to fit into.   Ã‚  Ã‚  Ã‚  Ã‚  We all can relate to changing schools or even starting school for the first time. One who has never experienced this can only imagine being of a different culture, speaking a different language, looking differently and being the â€Å"new kid.† Lucero best describes this when she states, â€Å"Made conscious of the â€Å"otherness† of Indians, my world began to divide into a world of Us and Them.† Ortiz tells about her struggle in school to not speak a language he was accustoming to. â€Å"Children in school were punished and looked upon with disdain if they did not speak and learn English quickly and smoothly.† (30) He also uses the words â€Å"corporal punishment† and â€Å"ostracism† to describe the feeling, and possibly real, threats he lived with if he did not abide by the rules being forced on them. (30) This would be more than enough for any one to rebel, but he did not. One thing that stood out in his description o f what he was enduring was the love he had for language. He states, â€Å"I loved language, the sound, meaning, and magic of language.† (30)   Ã‚  Ã‚  Ã‚  Ã‚  Lucero connected with me she was telling about her adventure of seeing snow for the first time, and the different structures of the houses for what she was use to in her community. If one had not seen a paved road in their life, it would be a strange site. (30) The thought of what these people endured should enrage most of us. Think about our children being called â€Å"stupid Indian/savages.† There would be some one fighting in the street or some one suing some one else. Who could these people fight, an entire nation? Who would they sue, the government? It has been made clear that most of these people’s rights had been taken away. They were forced to conform or be ridiculed. Ortiz says it best with â€Å"†¦ the intent of U.

Mass Spectrometer Design Report

Mass-spectrometer Design Report Your Name March 21, 2013 Abstract This report documents the design of a mass-spectrometer In sufficient detail so It can be constructed by a competent technician from the Information contained here, without any further reference to the design engineer themselves. The mass- spectrometer described here is intended for with the ability to . In general, the instrument needs to be (1/4 – 1/2 page) Introduction A mass-spectrometer Is a device which does and and .Dodo these things, the mass- spectrometer works on and [1] and . Mass-spectrometers In general can be used for . The specifications of the mass-spectrometer as designed here are given in section 2. The final design is given in section 3. That includes diagrams of the entire instrument with labels showing all dimensions, a list of all major components required, details of all major electrical components including the voltages and currents required, details f the electric and magnetic fields uti lized and of any subsystems used to generate those fields.Section 4 contains example calculations demonstrating the operation of the device for two deferent atomic species. Intermediate results are given at key points in the calculations so that the method of calculation can be easily verified. A table of all formula used In the calculations Is given In appendix A along with a description of the purpose for which each Is used. Section 5 contains a checklist comparing the characteristics and performance of the vice against the original specifications.Section 6 contains a conclusion stating clearly how closely the specifications were met or by how far they were exceeded. References follow the conclusion. There are no references to websites, only to original documents, articles, or books. (3/4 page)

Morals and Beliefs in Gran Torino

Gran Torino Essay Values are principles that a person lives up to. It shapes and defines who they are. Moral refers to issues of right and wrong and how individual people should behave. Moral values are one of the most important things that we human beings live for. The movie â€Å"Gran Torino† is an excellent example of how our own moral values define who we are as a person. We make decisions based on what we think is right or wrong. The film starts off with Walt Kowalski who is a widower who holds onto his prejudices despite the changes in his Michigan neighbourhood and the world around him.Kowalski is a grumpy, tough-minded, unhappy an old man, who can't get along with either his kids or his neighbours, a Korean War veteran whose prize possession is a 1972 Gran Torino he keeps in mint condition. When his neighbour Thao, a young Hmong teenager under pressure from his gang member cousin, tries to steal his Gran Torino, Kowalski sets out to reform the youth. Drawn against his will into the life of Thao's family, Kowalski is soon taking steps to protect them from the gangs that infest their neighbourhood.The film has excellent examples of moral values throughout the development of the main characters such as courage, equality and selflessness. Courage is shown throughout the film countless times. No-one can say to another individual that their morals are wrong. No one’s moral are wrong, our morals stems from our perspective of what things are supposed to be not someone else’s view on morals. Though in the movie, Thao shows courage by trying to steal Walt’s prized car. Even though it’s a wrong decision to make, he shows courage and attempts to do it. It’s a value that we would all want. To show courage in the face of fear itself.Courage is a very hard thing to come by, not many people have it but Thao demonstrates this even though it was wrong however he rights his wrongdoing. Walt also shows courage throughout the film s uch as when he beats up one of the gang members even though he is well aware of what they are capable of. The film portrays courage not only by using the actors but also film techniques such as camera shots. When a character is expressing bravery, the camera closes up on his or her face to show the emotion and expression in the eyes and facial movement. It helps the audience interpret the courage on a characters face.Courage is moral value present in the movie. Equality is another value we hope to come by. The film evolves from racism to equality. When Sue befriends Walt, she sees him as an equal not as someone who is below her. Though their races are different, they show an understanding towards one another and they don’t discriminate each other. They respect each other and therefore show equality towards each other. That also happens with Thao when he gets to know Walt. Walt shows an understanding to Thao when they grow closer and even regards him as a friend. Equality is n ot always present in the world but it can be achieved.Even the neighbours of Walt, grew to have an understanding with him who at first despised him to be white. However equality is eventually a value that not only Sue but also Walt, Thao and their neighbours possess. The film demonstrates equality as a need in this world. Finally, one of the most important moral values a human being can possess is selflessness. It is when a person puts someone else’s needs before their own. In Gran Torino, one of the most heartfelt and saddest moments was when Walt sacrificed his life for Thao and the neighbourhood. He knew that if Thao went after his cousin â€Å"Spider† he would die.So Walt decided that he needed to do this not only for himself but for the whole neighbourhood. He came to confront Spider and the gang, he spoke very loudly to provoke the whole neighbourhood and have witnesses for what he was about to do. He asked if anyone had a lighter, he then reaches into his pocket s, as he does this, the gang reaches for their gun in preparation. Walt grabs out his lighter but making it look like he was pulling out a gun from his inner pocket, then without hesitation the gang members had shot him. He was never armed and so the gang were charged and went to jail.This sacrifice that Walt made was very admirable and was probably his most important morals. He believed in putting someone else’s safety before his own. This was a moral value that was the most important within the movie. In conclusion, these three values were demonstrated as the film progressed. It shows that a person who believed in their own moral values can be regarded as a hero. By following and believing in their own morals, it goes to show that you can help not only yourself but those around you. Gran Torino was an excellent movie about how a person who followed their morals can help those in need.

Establishing a Claim in Negligence

Introduction In for a claim for negligence to be established the claimant will be required to prove that they have suffered damage and that intentional behaviour or at least recklessness existed. This will allow a determination to be made as to whether the claimants have any possible tort of negligence claims against the defendants. Establishing if the defendant is negligent, the claimant must prove whether there is a duty of care, whether this duty had been breached and the damage was caused by the breach. In Heaven v Pender[1] it was first suggested there should be a general principle of law which governs the duty of care. Lord Atkin in Donoghue v Stevenson[2] provided some guidance in this area by showing that in order to establish a duty of care was owed the so-called ‘neighbour principle’ must be adopted; â€Å"you must take reasonable care to avoid acts or omissions which you can reasonably foresee would be likely to injure your neighbour†. The Court in Dorset Yacht Co L td v Home Office[3] expanded this principle even further when it was made clear what type of circumstances would give rise to a duty of care and was followed by Caparo Industries plc v Dickman[4] which is currently the leading case dealing with the duty of care element. The House of Lords in this case proposed a three-stage test for establishing whether a duty of care has arisen. The courts would need to be satisfied that; a) it would be reasonably foreseeable that the defendant’s failure to take care could cause harm or damage to the claimant; b) that the relationship between the claimant and the defendant was so close that there was an element of proximity between them; and c) that it is fair, just and reasonable to impose a duty of care on the defendant based upon the particular circumstances of the case. Unless this test can be satisfied, a claimant will be unable to establish a claim in negligence since the defendant will not be found to have owed a duty of care to the claimant. Once it has been shown that a duty of care was owed to the claimant, it must then be shown that the duty has been breached. This will be decided by the Court based on a two-stage test; first of all the Court will be required to consider how the defendant should have behaved in such circumstances (question of law) and then decide the extent to which the defendants behaviour fell below this required standard of care (question of fact).[5]Consequently, it must be shown that a reasonable person would have foreseen the danger and subsequently regarded the risk as unreasonable; Blythe v Birmingham Waterworks[6]. As a general rule, a defendant will not be liable unless the risk was foreseeable, was not insignificant and a ‘reasonable person’ would not have taken the necessary precautions in respect of the particular risk that occurred. In making such an assessment the Court will consider what precautions a ‘reasonable person’ would have taken, what the likelihood of harm was and whether a reasonable person could have been expected to bear the costs of avoiding such harm. The test is an objective one; Glasgow Corp v Muir[7] and the issue to be considered is not whether the defendant would have foresaw the risk but whether a reasonable person would have foresaw it based on the particular circumstances of the case. The issue will thus be decided on a case by case basis by reviewing the individual facts of the case. Once it is shown that the defendant owed a duty of care and subsequently breached that duty, causation must then be considered. Essentially, it must be shown that the claimant’s losses were a natural consequence of the breach since the breach caused the harm or damage that occurred. In establishing causation, the ‘but for’ test would need to be applied. This test was established in R v White[8] when it was stated by the Court that the claimant must prove that the harm would not have occurred ‘but for’ the defendants actions. Once this has been established causation will then be proved unless it can also be shown that there is an intervening act which brakes the chain of causation, also known as a novus actus interveniens; Wilsher v Essex Area Health Authority[9] the ‘but for’ test will not established. Remoteness of damage will then be d etermined by considering whether or not the damage was a kind which was foreseeable. Once all of these elements have been proven, the defendant will be found liable for the full extent of the damage; The Wagon mount (no.1)[10]. Jennifer HallamIn June 2013 Jennifer Hallam parked her car opposite the knight’s plaza building where on return to her car she noticed damage to the car. On enquiring from shop owners she was informed that this was due to light reflecting from the building. Jennifer returned the next day and investigated and established this is the case. T Knight Group (TKG) owe a duty of care to Jennifer as the neighbour principle clearly applies to her on the basis that the Jennifer would have been so closely affected by the actions of TKG that they ought reasonably to have had her in their contemplation. TKG would thus have been under a duty to ensure that reasonable care was being taken in order to avoid any harm or damage to third partied caused by their actions. Nevertheless, this could be disputed by TKG as they may be able to demonstrate that the breach of duty did not occur as a result of their own actions. This is because the architects or the structural engineers could instead be held responsible for the design fault. This situation has been seen around the world and also in the UK. Under section 79 of the environmental protection act 1990 the local authority may take action to ensure the nuisance is stopped. There is no reported case in England and Wales in which a Court has been required to determine reflection of sunlight. However in New Zealand this was the case and was seen in Bank of New Zealand v greenwood[11]. This would amount to an actionable tort of nuisance. Here the high Court of New Zealand held that reflected light can constitute an actionable nuisance. In Hunter v Canary Wharf Ltd[12] the Lords considered the New Zealand case and although they said that it was most unusual they did in fact regard the decision as ‘eminently sensible’ and ‘admirable’. In light of this, it could therefore be said that Jennifer’s actions is likely to be successful if the Courts in the UK follow suit. If the Courts do find that there has been a breach, it is likely that they will then be able to establish that the breach caused the harm and was not too remote so as to prevent an action in negligence. This is because, if TKG successful argue that they the architects or the structural engineers are to blame for the damage, then the standard of care will be that based upon their ex pertise; Wilsher v Essex[13]. And, architects and structural engineers will be required to have a reasonable expectation of the risks involved with this type of project and ought to have known of the dangers.RahimRahim Khan has stated that he has suffered a financial loss due to the dazzling sun and high temperatures that are created when the sun reflects off the Knights Plaza Building and onto the pavement outside his shop. There is generally no duty of care owed to individuals to avoid causing others to suffer an economic loss. The economic loss must not relate to personal injury or damage to property as in Spartan Steel & Alloys Ltd v Martin[14]. Nevertheless, in Hedley Byrne & co v Heller[15] the House of Lords held that economic loss could be caused by negligence misstatement rather than a negligent act, although it is unlikely to apply here. In Linklaters Business Services v Sir Robert McAlpine[16], however, it was noted by the Court that; â€Å"It may well be arguable in the case of complex structures that one element of the structure should be regarded for the purpose of the application and the principles [regarding economic loss] as distinct from another element, so that damage to one part of the structure caused by a hidden defect in another part may qualify to be treated as damage to other property.† It will depend entirely upon the facts of the case as to whether a claim by Rahim will prove to be a success although it is questionable whether this will be established given the complexity of establishing pure economic loss. Thus, Rahim will have to demonstrate that the relationship between Rahim and TKG was sufficiently close for a claim to be ascertained for economic loss. This is unlikely to be established given that Rahim merely owns a nearby sandwich shop and so the requirements are unlikely to be satisfied here. In addition, Rahim also stated that his business has just reopened after health inspector closed it down after allegations of food poisoning. This could be significant as the loss could have been caused by the closure of the shop for 6 months. The chain of causation (novus actus interveniens) could have been broken by the fact the shop was closed. In certain cases, the chain of causation is capable of being broken by an intervening act. Therefore, the defendant may not be liable if the chain is broken by the intervening act even if there exists a duty of care as in Kirkham v Chief[17]. Thus, as put by Finch and Fafinski â€Å"if the novus actus interveniens is sufficient to break the chain , then the defendant may not be liable despite being in breach of the duty of care.†[18] Accordingly, it is therefore unlikely that TKG will be found liable in tort for the loss that was suffered by Rahim since it is likely that the loss would have occurred regardless; The Oropesa[19]. Rahim is also being prosecuted having been caught on CCTV cameras throwing stones and subsequently causing damage to the Knights Plaza Building costing ?75,000. In common law Rahim would be found criminally liable for criminal damage under section 1 (1) of the Criminal Damage Act 1971 for destroying property that belonged to another with the intention or recklessness as to whether damage was caused. The fact that Rahim was caught on CCTV throwing stones at the building is sufficient enough to find him liable under this section. Accordingly, it is clear that Rahim had the intention to damage the property by throwing the stones as he was angry at TKG for the loss of profits in which he claims to have suffered. In addition, for criminal damage to be established, it does not have to be shown that the property is no longer usable. The fact that some damage was caused will be sufficient as in Roper v Knott[20]. Accordingly, Rahim will thus be found criminally liable for damaging the proper ty and causing ?75,000 worth of damage. Andy Pandy, Mandy Pandy and Muz Ahmed In deciding whether Darren is liable for the death of Andy Pandy and the injuries sustained by Mandy Pandy and Muz Ahmed, it will need to be considered whether Darran owed them a duty of care. Applying the Caparo test, it is evident that a duty of care was owed to Andy, Mandy and Muz. This is because all three of them can be considered to have a relationship of proximity to Darran that he ought to have had them in his contemplation. Hence, drivers owe a duty of care to pedestrians so it is evident that this part of the test will have been satisfied. Nevertheless, it is questionable whether Darran failed to take care given that the gust of wind is likely to have been unforeseeable and as such it would not be fair, just and reasonable to impose duty of care on him. In addition, although Darran caused the accident to occur it can be said that there was an intervening act that broke the chain of causation. This is because the accident would not have happened had it not been for the struc ture of the building and because these defects were known to the TKG since May 2013, they could have alleviated these problems by taking the necessary steps. In view of this, the TKG should be found liable for the death of Andy since they ought to have taken reasonable precautions to prevent the problem from occurring. Essentially, because they had not taken any steps to prevent the problem from occurring it is clear that they should be found liable as they would have owed Andy a duty of care, they were in breach of that duty and the breached caused the harm. The same will apply in relation to Mandy and Muz since it would not be fair, just and reasonable to impose liability on Darran for the psychiatric harm that was caused and so TKG ought to be held liable for this also. In order to establish a claim in negligence for psychiatric injury, all of the negligence requirements must first be satisfied. However, further difficulties will arise since Mandy and Muz will not be awarded compensation unless three additional requirements are satisfied; a) there was a close tie of love and affection between the parties; b) that the victim was close to the accident at the time, and c) that the accident was directly perceived.[21] It is likely that Mandy will be able to establish all three given that Andy was her brother, although it will be more difficult for Muz to demonstrate that there was a close tie of love and affection. In addition, it will also have to be shown that the harm or damage caused was reasonably foreseeable, which again will be like ly to prove complex; Alcock v Chief Constable of Yorkshire[22]. In Page v Smith[23], nonetheless, the defendant was found liable even though the claimant was not physically hurt the car crash that was caused by the defendant. Therefore, it is possible that both Mandy and Muz will be able to establish a claim against TKG as shown in Dulieu v White[24]. If it is shown that the harm is too remote, however, they will not be able to establish a claim. Conclusion Overall, it is likely that TKG will be found liable for the damage that has been caused to Jennifer’s car, the death of Andy and the psychiatric injury caused to Mandy and Muz, unless they can demonstrate that the architects and structural engineers are to blame. It is unlikely that Rahim’s claim will succeed and instead he will be found criminally liable for the damage caused to the building. Damages fall into two categories, pecuniary and non-pecuniary losses. Pecuniary losses are calculated into monetary terms whereas non-pecuniary losses are not. However, whether or not damages will be awarded will be dependent upon the remoteness of the harm or damage that was caused Bibliography Finch, E. and Fafinski, S. (2010) Law Express: Tort Law, 3rd Edition, Longman. Kidner, R. (2010) Casebook on Torts, 11th Edition. The Law Commission., ‘Liability for Psychiatric Illness’ (1998) Law Com No 249, 2. Cases Alcock v Chief Constable of Yorkshire [1992] 1 AC 310 Bank of New Zealand v greenwood [1984] 1 NZLR 525 Blythe v Birmingham Waterworks (1856) 11 Exch 781 Caparo Industries plc v Dickman [1990 1 All ER 568 Donoghue v Stevenson [1932] AC 562 Dorset Yacht Co Ltd v Home Office [1970] AC 1004 Glasgow Corp v Muir [1943] AC 448 Hedley Byrne & co v Heller [1963] 3 WLR 101 Heaven v Pender (1883) 11 QBD 503 Hunter v Canary Wharf Ltd [1997] 2 WLR 684 Kirkham v Chief [1990] 2 KB 283 Linklaters Business Services v Sir Robert McAlpine [2010] EWHC 1145 (TCC) Page v Smith [1996] AC 155 Roper v Knott [1898] 1 QB 868 R v White (1910) 2 KB 124 Spartan Steel & Alloys Ltd v Martin [1972] 3 WLR 502 The Oropesa [1943] 1 All ER 211 Wilsher v Essex Area Health Authority [1988] AC 1074

Equality, Diversity and Inclusion in Work with Children and Young People Essay

Equality Act 2010 in Schools The Equality Act 2010 is the law which bans unfair treatment and helps achieve equal opportunities in the workplace and in wider society. The Act brings together and replaces the previous anti-discrimination laws, such as the Disability Discrimination, Race Relations and Equal Pay Acts with a single Act. The majority of the Act came into place on 1st October 2010. What the act requires of schools in particular – Part 6 of the act states that the responsible school must not discriminate against a pupil – a)In a way it provides education to the pupil b)In the way it affords the pupil access to a benefit, facility or service c)By not providing education for the pupil d)By not affording the pupil access to a benefit, facility or service e)By excluding the pupil from school f)By subjecting the pupil to any other detriment In addition to the provisions against discrimination, the Act also protects pupils from harassment or victimisation by a school. A schools duty to its pupils goes beyond just the formal education; it provides and covers all school activities such as extra-curricular and leisure activities, after school and homework clubs, sports activities and school trips, as well as school facilities such as libraries and IT facilities. As stated above a school has a duty to make reasonable adjustments for disabled people. Extending the reasonable adjustment duty to require schools  to provide auxiliary aids and services to disabled pupils following the recent consultation on implementation and approach, this duty was introduced in September 2012. Who the Act protects- Anyone who has one or more of the following ‘protected characteristics’ – Age, Disability, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race (including ethnic or national origin, colour or nationality) religion or belief (including lack of belief, sex and sexual orientation). Protected Characteristics in Schools – The Act extends protection against discrimination related to gender reassignment and pregnancy and maternity to pupils in school. However, the Act makes an exception that discrimination on the grounds of age and marriage and civil partnership are not protected in schools. This is because children must be put into age ranging year groups in school and every child and young person is seen and treated as an individual therefor are not entitled to be treated as a married ‘couple’. Every Child Matters – How does this framework support equality, diversity and inclusion? Inclusion – Schools are structured so that all students can learn together. Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the school. Inclusive practises will ensure that everyone feels valued and has a sense of belonging. Equality – The state of being equal, in rights and opportunities. Equal opportunity does not mean treating pupils the same, but ensuring the curriculum meets the individual needs of all pupils. This involves understanding the barrier which exists. Intervention strategies, such as  additional support, can then be put into place at an early stage before children fall too far behind. High expectations of all children are fundamental to raising achievement Diversity – The state of being diverse variety. Diversity means understanding that each individual is unique and recognising our individual differences. Be Healthy – By schools offering free and/or low cost healthy snacks for children e.g. fruit and vegetables, their ‘tuc shop’ only offering healthy foods and drinks, by serving healthy and well balanced school meals at lunch time and by offering alternatives for children who have allergies or specialist diets, they are supporting inclusion within the school and also giving children from lower income families the opportunity to still have a healthy well balanced diet. Enjoy and Achieve – Allowing certain lessons to be mixed ability gives all children a chance to work together no matter what their ability or level , therefore supporting both inclusion and diversity. For lessons/subjects where children work in set ability groups the class as a whole will still be learning the same things (however worksheets/aims may be discreetly altered for certain children). This means that no child is isolated or excluded and by the ability groups having individual names (e.g. colours) rather than being referred to as ‘lower level group’ and ‘higher level group’, it means children will not feel they are being ‘labelled’. Making a Positive Contribution – By giving every child the opportunity to have their work displayed, take part in school plays, choirs, and assemblies, it is supporting equality and inclusion. Another way of supporting this is by giving all children the chance to answer questions. For example by pulling names out of a hat or using lolly sticks with names on to choose who answers questions so that the children who may not feel confident enough to put their hand’s up or those  who may be shy, will get as much of a chance as those who volunteer to answer every question. Outcome 1.2 Describe the importance of supporting the rights of all children and young people UN Rights of Children There are 52 articles in the UN Rights of Children. Below are examples of 5 of these rights and how they can be supported by schools – Article 2 – Non discrimination One of the ways schools can support this article is by ensuring all school trips and activities are priced as low or where possible are available for free so that all children, including those from low income families can take part. Article 12 – Respect the views of a child Schools can support this by taking into account children’s opinions on decisions that affect them. An example of this is by allowing young people (with guidance from teachers and parents) to choose which subjects they will study at GCSE level. Article 16 – Right to privacy Schools support this by ensuring all children’s personal information is kept confidential and only shared on a need to know basis. Article 28 – Right to education (Discipline in schools should respect children’s dignity) Schools can support this by having a structured disciplinary procedure running throughout the school. For example, a 3 strikes or yellow and red card system, resulting in time out, detention and/or parents being contacted. This way all children are treated the same and given a second chance to improve their behaviour. Article 39 – Rehabilitation of child victims Schools support this by offering a school councillor, by teachers and support staff being approachable and by having a designated member of staff in school to help deal with any personal situations, for example a Parent Support Worker. D.A.P – Disability Access Plan Disability Access Plan is an important document for schools and by law every school must have one. In order to reduce and eliminate barriers to access for pupils (and prospective pupils) with a disability, schools must implement a disability access plan. The plan contributes to the review and revision of related school policies such as schools strategic plan (improvement and development plans), SEN policy, equal opportunities policy and curriculum policies. Why is it important that schools promote children’s rights? †¢To stop exploitation of children †¢To protect children from harm and danger †¢To help children feel secure and comfortable to talk and have an opinion †¢To prepare them for adult life †¢To make children more assertive †¢Safeguarding – helps to identify people who are taking advantage †¢To help children feel more happy and content therefore are more likely to achieve †¢To help children understand that other people have rights too †¢To give children security †¢To help ensure all children are treated equally Outcome 1.3 The importance of supporting the rights of all children and young people to participation and equality of access It is important to support the rights of all children and young people to  participation and equality of access, as there is no reason in law or practise to leave anyone out. Inclusion is not optional as all children have defined entitlements to education and schools have legal responsibilities to support this. It is important that pupils of all abilities have access to all activities in school. By doing this you are helping to prevent any children from feeling isolated and will also be assisting in creating a happy and positive environment and atmosphere. Outcome 1.4 The importance and benefits of valuing and promoting cultural diversity in work with children and young people It is important to value and promote cultural diversity when working with children and young people for many reasons; it helps prevent discrimination, prejudice and ignorance, teaching them that some cultures and people are different and that it is okay to celebrate these differences. As most schools are multicultural, by valuing and promoting cultural diversity, it will mean that no child will feel excluded or unwelcome. Ways of doing this would be by celebrating and acknowledging other cultures and events such as Christmas, Chinese New Year, Lent, Black History Month, Diwali, Thanksgiving, etc. This could be done by holding an assembly about the event, including it in the curriculum or by teaching a topic around it. It is also important children learn about prominent people in history from a variety of cultures and backgrounds and how they have helped to make a difference and shape the world. Outcome 2.1 & 2.2 The ways in which children and young people can experience prejudice and discrimination and the impact it can have Prejudice: Forming an opinion of an individual or a group which is not based on knowledge or fact. Discrimination: Treating an individual or group less favourably because of personal characteristics such as race, religion or special educational needs. Children and young people can experience prejudice and discrimination in many ways. Below are examples of some ways children and young people can experience prejudice and discrimination and the impact it may have on them – †¢A child is unable to access the computer within the classroom, as his wheelchair won’t fit Impact this may have on them – The child may leave school with ICT skills that are less developed than those of his peers. †¢An unidentified dyslexic child being unable to read on white paper with black print Impact this may have on them – The child could academically struggle, it may lead to behavioural problems and self-esteem issues. †¢A child in care Impact this may have on them – They may become a victim of bullying because of their home life being ‘different’. May struggle academically and could fall behind on work due to inconsistency. †¢A child or young person living in financial hardship Impact this may have on them – The child/young person may struggle to have a social life due to their responsibilities at home. They may struggle to concentrate at school if they are worried about their home life. †¢A child carer (parents with addictions or disabilities) Impact this may have on them – The child may feel isolated and different to others. They may miss out on school trips or activities and their social life may also dramatically suffer. †¢A young person with poor hygiene or poor hygiene practises Impact this may have on them – This may be a sign that the young person is suffering from depression. They may become a victim of bullying. Outcome 2.3 Assess how own attitudes, values and behaviour could impact on work with children and young people Children and young people learn through copying adult behaviour, so it is important that you are a good role model within the education setting. Below are examples of four scenarios of when the Teaching Assistant’s attitudes, values and behaviour can have an impact on children and young people and what a young person may do or feel if they see a TA behaving in this way- Teaching Assistant giving praise to children for tidying up – By the Teaching Assistant acknowledging and praising this positive behaviour the children will be encourage to behave in this way again. Teaching Assistant standing with hands in pockets, looking uninterested while a child excitedly explains to them how they have just scored a goal from a free kick – By using closed body language and by not showing any interest or enthusiasm in the child, they may feel as though what they are saying is not important. They are telling the Teaching Assistant about their achievement as they are proud and looking for praise, but by not getting this they may not try as hard to achieve next time or may feel as though they cannot approach the Teaching Assistant in the future. A young person thanking a Teaching Assistant for their advice – This shows that the young person is clearly comfortable talking to the Teaching Assistant therefore must have trust and a good relationship with them. This is very important as it creates a happy atmosphere and means that the young person has someone they are able to go to with their problems. During a lesson 2 Teaching Assistants are sitting at the back of the classroom chatting whilst the teacher has positioned himself at one side of the classroom leaving one child working on their own– By the Teaching Assistants sitting at the back of the classroom chatting this is not only promoting bad behaviour but also showing a lack of interest to the children therefore making them very unapproachable. With the Teacher positioned on one side of the class leaving one child sitting on their own it will make that child feel isolated and not included with the rest of class. If they are not able to interact with the rest of the class, the child may easily lose interest in the lesson and may feel as though they are unable to ask questions even if they are struggling to understand the work or tasks being set. Outcome 2.4 & 2.5 The importance of promoting anti-discriminatory practice in work with children and young people and how to challenge discrimination Within the education setting, you must take positive action to challenge discrimination. Why is it important to promote anti-discriminatory practise? †¢To ensure that we are encouraging children to become good citizens †¢To encourage children to make a positive contribution in school and their community †¢To enable children and adults to become positive role models †¢It enables us to provide children with equal opportunities to access the curriculum †¢To create a safe learning environment and community †¢It ensures that barriers to participate are removed †¢To promote equality and diversity †¢To ensure children and young people have confidence and have a high level of self esteem †¢It stops children from feeling isolated †¢Teaches children to accept differences and respect others Scenario: While providing playground supervision one lunchtime, you hear James make a racist comment towards Myra. Myra seems upset by James’s comments and walks  off to the other side of the playground. What can you do to help in this situation? Bring the two children together, let James know immediately that this type of behaviour is completely unacceptable and will not be tolerated and that relevant punishment will be issued. Reassure Myra that she has done nothing wrong and give her the chance to tell James how the comment made her feel, then ask James to apologise. How can you challenge the discrimination? Ask James how he would feel if he was picked on, he also needs to be made aware that there are consequences to his actions. Refer him to a senior member of staff and explain to them exactly what has happened and the actions you have already taken. Ensure the incident is logged and monitored. How does your workplace promote anti-discriminatory practise? †¢Posters around the school and staffroom †¢Regular staff training on how to deal with discrimination †¢Bring it into the curriculum †¢Newsletters sent to parents about school policies and procedures on discrimination and other zero tolerance issues (this information is also available on the school website) †¢Assemblies highlighting issues †¢All incidents logged and monitored Outcome 3.1, 3.2 & 3.3 What is meant by inclusion and inclusive practices and what are the features of an inclusive setting for children and young people Inclusion in education is ensuring all children have equal access to the curriculum by removing barriers to participation. Inclusion is not optional: children have defined entitlements in this area and settings have legal  responsibilities. There is a legal framework to which all schools must comply. This framework consists of the following 2 duties – No school must discriminate anyone who requires access to the building (staff, parents, carers, children, etc.), all schools must make reasonable adjustments and provide a Disability Access Plan. Barriers to Participation A barrier to participation is something that can stop the child from being included in a lesson or activity, this could be physical, social or emotional or language related. How can you support inclusion and inclusive practice while working with children and young people? You can support inclusion and inclusive practice in many ways; first of all it is important to have a ‘can do’ attitude. If a school has a positive and encouraging attitude then this will also reflect on how the children will behave and feel towards inclusion. If you are working with a child with special needs or a disability do some research so that you are aware of what the barriers may be as you may need to adapt lesson plans, talk to their senco worker, parents, etc. It is also important to talk to the child/young person so that you know what their abilities are and what they feel comfortable with. Observe other schools, find out how they deal with barriers and inclusion. Below are some examples of barriers that may affect children and young people’s participation, and the ways in which you can overcome these barriers – Barrier – Child can’t access table as their wheelchair will not fit under Way to overcome barrier – Installing rise and fall desks. Barrier – Child with hearing difficulties Way to overcome barrier – by sitting child near front of the class so that they have more chance of being able to hear and so that they can see the teacher’s mouth clearly so they can lip read. Barrier – Child/young person in a wheel chair cannot open doors Way to overcome barrier – by installing doors with motion sensors. Barrier – Child with autism does not have a structured behaviour management plan Way to overcome barrier – by putting together a structured behavioural plan after discussions with both child and parents. Barrier – Playing field used for PE is wet due to rain meaning a child in a wheelchair will be unable to access it Way to overcome barrier – by moving lesson to another suitable location e.g. playground.