Parents and carers place huge trust in professionals when leaving children and young people in their care. Legally practitioners have a duty to protect children and to care for them in the absence of their parents/carers. When pupils arrive on the school premises‚ teaching staff assume responsibility in taking care of all the needs of the children from the parents. Teachers are acting “in loco parentis” and it is their duty to ensure children’s safety and well-being. This can be seen within all contexts
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PART FOUR: BIASES AND CONFLICTS OF INTEREST Any time your advisor makes her money other than by advising you‚ she has an ulterior motive. Any salesperson--any salesperson--giving you advice has an automatic built-in ulterior motive. That motive is her commission for selling you something. The only advisors without an ulterior motive are those who get paid for their time in advising you--regardless of the advice given. DOES YOUR ADVISOR HAVE A BIAS? I have run into bias on the part of advisors
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The name of our project is ‘Balancing Beam’. My teammate and I decided to build balancing beam is because when we discuss with the children‚ they wanted to build something which is fun and challenging project. After we collected the information from the children‚ we started to discuss with our principle and the principle gave us some advice. Then‚ we decided to build a balancing beam. When we were having a small meeting with the children to discuss about the balancing beam‚ the children feel excited
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appropriate evidence from Chapter 5‚ describe how groups can influence people in positive and negative ways. Chapter five‚ it describes a range of social influences on people’s behaviour. In this essay I will look at how groups influence people both in the positive and negative sense. I will describe how group pressure and the ‘in groups’ and ‘out groups’‚ and conformity influence people in their daily lives. Group pressure is the demand by group members that individuals in the group conform to the
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Unit 13: Understand the Process and Experience of Dementia Unit code: DEM 301 Unit reference number: J/601/3538 QCF level: 3 Credit value: 3 Guided learning hours: 22 Unit summary This unit provides the knowledge of the neurology of dementia to support the understanding of how individuals may experience dementia. Learners taking the Dementia pathway in the Edexcel Level 3 Diploma in Health and Social Care (Adults) for England must take this unit. Assessment requirements This unit must
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REFLECTIVE ACCOUNT HSC 358 IDENTIFY THE INDIVIDUAL AT RISK OF SKIN BREAKDOWN AND UNDERTAKE THE APPROPRIATE RISK ASSESSMENT Upon arriving at the care home‚ I shut the door behind me‚ clocked in using my time card and signed the staff log book which is a requirement of the fire safety policy. Prior to starting my shift‚ I attended the hand over held in the staff office with closed doors to maintain confidentiality and privacy of the residents. The hand over gives me important changes in the
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UNIVERSITY OF JOS FACULTY OF MANAGEMENT SCIENCE DEPARTMENT OF BUSINESS ADMINISTRATION.PAPER PRESENTATION ON BUS 323 TOPIC: LINE BALANCING AND AUTOMATION. PRESENTED TO MRS. RONKE.There is a need for every firm or industry to balance their production line or assembly line so that there is an even flow of production units form one work station to the next. In order to reduce cost of production it is necessary to avoid idleness of machines and with it‚ the labour‚ well-balanced lines improve labour
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Both books Summer of secrets and The First Part Last have similar characters but each character is different with the social issues they are under. For example‚ both books have teenagers forced to make a choice in their life for better or worse. A teenage boy named Bobby in The First Part Last has to choose whether to give his baby Feather‚ to a social worker‚ or be the father Feather deserves. In the book Summer of Secrets‚ a girl named Darcy is going through hard times and needs to choose whether
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Describe how to deal with disagreements between children and young people Allow the children to speak their mind‚ and listen attentively. Ensure the children cannot hear the other person speaking. Bring them together to ask appropriate questions about the event. Encourage them to understand each point of view. Encourage them to apologise and rectify ths disagreement. If the case is too serious‚ involve another member of staff who can deal with the case in much detail.Describe how to deal
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How conflicts arise When you consider what a diverse society we live in‚ with so many different backgrounds‚ perspectives and approaches to life‚ it is not surprising that conflict is established as part and parcel of our everyday life. This is because people will have competing interests and competing perspectives in relation to the same issues‚ and so we should not be surprised when tensions exist between individuals and groups. The idea of ever achieving a society with no conflict is clearly
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