The Prince By Niccolo Machiavelli (1469-1532) Essays -

The Prince by Niccolo Machiavelli (1469-1532) The Prince by Niccolo Machiavelli (1469-1532) Type of Work: Political and philosophical discourse Book Overveiw "It is customary for those who wish to gain the favour of a prince to endeavour to do so by offering him gifts of those things which they hold most precious." To Machiavelli, his own most precious possession was the "knowledge of great men," which he acquired through experience and "constant study." He offered his guiding gift of knowledge to his prince, Lorenzo the Magnificent Di Medici. "All states and dominions which hold or have held sway over mankind are either republics or monarchies." Thus begins his primer for princes, combining his detailed training, logic and imagination to teach how political power may be obtained and "how the various kinds of monarchies can be governed and maintained." For the monarch who acquires a new state, there are many difficulties. According to Machiavelli, "Men change masters willingly [but a prince will] find enemies in all those whom you have injured by occupying that dominion." Moreover, those who have helped you in taking the new territory will stray from your camp because you cannot fulfill their expectations nor can you "use strong measures against them." Hence, "you will always need the favour of the inhabitants to take possession of a province." If a prince has the support of his new subjects, his position will be relatively secure. When new provinces share the same nationality and language as the prince's main dominion, then "it is very easy to hold them." However, if great differences in language and customs exist, "the difficulties to be overcome are great." The best way to overcome such differences is for the new ruler to set up residence in the principality. This enables a prince to keep close watch on his state and to quickly resolve any troubles as they arise. The next best option is to "plant colonies in one or two key places." Colonies have several advantages: They are inexpensive and are far "more faithful, and give less offence," because those few landowners who are dispossessed are too weak and scattered to fight back. Maintaining a new state by posting armed guards is the least favorable method. "The kingdoms known to history have been governed in two ways: either by a prince and his servants [ministers]; or by a prince and by barons." In the latter case, ruling is burdensome; barons have subjects of their own and are accustomed to exerting authority. In conquering a state, a prince can easily find barons who will join a movement to overthrow their king; but once the region is conquered it will be difficult to hold, since the barons may again band together to overthrow their new prince. On the other hand, "in those states which are governed by a prince and his servants, the prince possesses more authority." Princes acquire power by a number of methods: by good fortune, ability, villainy, or by "the favour of his fellow-citizens, which may be called a civic principality." If a villain-prince conquers a state, he "must arrange to commit all his cruelties at once, so as not to have to recur to them everyday and so as to be able ... to reassure people and win them over by benefiting them." In instances when a prince has been elevated to power by his fellow-citizens, authority is conferred either by the aristocracy or by the populace. However, " he who becomes prince by help of the aristocracy has greater difficulty in maintaining his power than he who is raised by the populace," for the aristocracy rarely relinquishes complete power and often has the means to usurp a prince's authority. The wise prince gains and maintains control of principalities both by "good laws and good arms."For these reasons an understanding of the various types of armies is essential. "The arms by which a prince defends his possessions are either his own, or else mercenaries, auxiliaries, or mixed." It is a mistake to employ mercenaries. They are"useless and dangerous" and cannot be trusted; "disunited, ambitious, without discipline, faithless ... they have no fear of God and keep no faith with men." Likewise with the services of auxiliaries (powerful neighboring troops used for defense). Except in the most extreme case, it is wise to shy away from their aid. "If any one ... wants to make sure of not winning he will avail himself of troops such as these." Both mercenary and auxiliary armies can turn on a prince: "If they lose, you are defeated, and if they conquer, you remain their prisoner." His own subjects serve

Input Devices and Their Uses Essay Example

Input Devices and Their Uses Essay Example Input Devices and Their Uses Essay Input Devices and Their Uses Essay An input device is any hardware component that allows you to enter data, programs, commands, and user responses into a computer. Input devices include the keyboard, pointing devices, scanners and reading devices, digital cameras, audio and video input devices for physically challenged use MOUSE The mouse is an input device that is used to control the movement of the pointer on the screen and to make selections from the screen. She top of the mouse has one to four buttons.Some also have a small wheel. The bottom of a mouse is flat and contains a multidirectional mechanism and usually a small ball. [pic] KEYBOARD Most of today’s desktop computer keyboards are an enhanced keyboard, which means they have twelve function keys along the top, two CTRL keys, two ALT keys, and a set of arrow and additional keys between the typing area and the numeric keypad. [pic] CAMERA Digital camera allows you to take pictures and store the photographed images digitally instead of on traditional film.With some digital cameras, you down load, or transfer a copy of, the stored pictures to your computer by connecting a cable between the digital camera and your computer and using special software included with the camera. With other digital cameras, the pictures are stored directly on a floppy disk or on PC card. [pic] MICROPHONE [pic] The microphone is ideal for all voice application, including internet phone and chat, video conferencing or editing, language labs, voice command and control, and speech dictation. MOHIB AHMED Output DevicesOutput devices are things we use to get information OUT of a computer. Here are some examples of output devices. , | | |numbers, and graphics can be | | |seem. The monitor is the | | |most common output device. | | |Compact Disk Some compact |[pic] | |disks can be used to put | | |information on.This is | | |called burning information to| | |a CD. | | |NOTE: A CD can also be an | | |input device. | | |Printer A printer prints |[pic] | |whatever is on the monitor | | |onto paper. Printers can , numbers, or | | |pictures. | |Speaker A speaker gives you|[pic] | |sound output from your | | |computer. Some speakers are | | |built into the computer and | | |some are separate. | | |Disk Drives A disk drive is|[pic] | |used to record information | | |from the computer onto a | | |floppy disk or CD. | |Floppy Disk A floppy disk |[pic] | |is used to record information| | |on. The information is | | |stored on the floppy disk and| | |can be used later or used on | | |another computer. | |Headphones Headphones give |[pic] | |sound output from the | | |computer. They are similar | | |to speakers, except they are | | |worn on the ears so only one | | |person can hear the output at| | |a time. | |

Union Citizenship - metaphor or source of rights Essay

Union Citizenship - metaphor or source of rights - Essay Example Union Citizenship - metaphor or source of rights? The present EU law does not define whether the citizenship of EU will cover those non-citizen individuals who are residing in a Member States for long years. In Rudy case, the concept of citizenship to offer rights for free movement, the Court of Justice has been reluctant to confer â€Å"quasi-citizenship† rights to nationals of third countries who are residing in the Union for many years. Thus, the law relating to EU citizenship seems to be in the infancy stage where a lot of reform has to be undertaken to plug the existing loophole that is found in the present EU citizenship rules and to make the EU as a whole as a borderless territory. Reich is of the opinion that the phrase â€Å"EU citizenship â€Å" has not been defined exactly and due to this , there are flooding of case laws as regards to free movement and social rights for non-citizens living in EU for many years. Reich is of the view that citizenship can be defined as â€Å"full membership of the community â€Å"which offers a package of rights, which consists of social, civic and political rights. Reich is more concerned about the rights of third nationals who are residing in the EU Member States for long years. He is of the view that EU citizenship should not be decided merely on the citizenship of Member States but also should include those who are residing in a Member States for many years. Reich insi sts that there should not be any non-discrimination for granting citizenship to those who residing in a Member State for many years as compared to those who are having natural citizenship. Reich is of the view that citizenship should be awarded both on the status path and on the rights path. Reich prefers that union citizenship as a simile with some valued added to it. Reich cites the verdict in Micheletti case, where EU citizenship is derived from the condition of nationality. The EU has no authority to grant citizenship as an outcome of nationality. The citizenship in the EU Member State has to be recognised Union-wide even where an individual who had a dual citizenship as held in Micheletti case As per Reich, for contrasting between the duties and rights of Member States’ nationals in the European Union, nationality should not be considered as a criterion unless there exists some particular variety of cross-border disputes that inflicts different norms. In concluding part, Reich is of the opinion that the question – Union Citizenship – Whether Metaphor or source of Rights – can be found to be positive only to a restricted degree. Reich is of the opinion that citizenship seems to be like a baby in a cradle who is in deep sleep who has to be awakened by a gentle kiss by the direct impact of community law. 2.How has the law relating to Union Citizenship developed since the publication of the article in 2001? ( 900 words) As per Siofra O’ Leary, there is a failure to make an obvious connection between ambit and operation of the community citizenship with that of fundamental rights of EU citizen. EU citizenship offers the following rights; right of unrestricted movement , right to stand for election both for municipal and EU parliament , the right to petition , the right of consular and diplomatic protection , the right of petition and safeguard by the Ombudsman of the European Parliament. However, EU citizenship is not essenti al for enjoying certain rights for those who reside in EU Member States like directives on consumer, worker, environmental protection and data. The same will hold true in the case of both European and International conventions either on the aspect of conflict of laws or on jurisdictions. Thus,

Mentos and a Full Moon Essay Example | Topics and Well Written Essays - 500 words

Mentos and a Full Moon - Essay Example The contact with the solution happens only when the string is introduced into the top of the bottle. The reaction can be repeated. One must take into account the underlying chemistry and physics. Physics is more dominant. Temperature and pressure must be considered. In addition the surface are and time will have an impact. This means the doubling or halving of the material will be directly proportional to the intensity of the reaction. Any similar cola will produce similar results. If there is or is not has not been established clearly. When we consider humans we must realize that there is more than the physical side. There is the will and the emotion. And then there is the spiritual. These all taken together make up the person of the human. This makes the human a very complex being. This reality gives a uniqueness of humans as a specie. It is possible to deduce that the physical aspect of humans is affected by the moon phase. It is not wise to say that man is helpless in the influence. We must recognize that man has a will. This will of man can overcome many influences. A scientific approach generally fits the grid. The grid has four components. They are observation, hypothesis, prediction and test. The challenge is in the observation test phase. People have to decide what is important and how to measure. This is a particular problem of the social sciences.. Different people will have different emphases. Both articles have a scientific approach. There is a more historical emphasis. This is evidenced by the following statement. That was all the Congress needed to kill the project and suppress the report. (Townley, J. (1997). The other source uses a more scientific approach considering the grid. Tropical astrology is the most popular form and it assigns its readings based on the time of the year (Carroll, R. 2006). This is one of many points that show an attempt consider many different aspects objectively in coming to a

Assignment Example | Topics and Well Written Essays - 500 words - 164

Assignment Example The value is to be recorded as $215,000 on the debit side, whereas $90,000 is to be credited. According to Jivraj, the customized computer should have been recorded as a miscellaneous expense, but the product, whether with resale value or not is an asset and thus a crediting of the assets account (computers) should have been emphasized by Juma. Additionally, depreciation was to be recorded by division of the total value by six years, as a straight line method was used to evaluate the value of the transaction. The value of the building should not be recorded both in terms of lower costs and fair value, but rather should be recorded as appreciation or depreciation in the capital gains account. Juma and Jivraj have widely varying ways to record these transactions. The transaction does not involve the exchange of cash and thus should not be recorded as three separate expenses which will be credited thrice. However, the total value is to be recorded in both accounts as $60,000. It can only be recorded in the accounts receivable accounts. Additionally, the amount should not be recorded as an amount received as Jivraj proposes, but rather a different approach should be recorded, such as the inclusion of the expense and recording it in the accounts payable as well. The written sales order should not be recorded according to Juma because there has been no exchange of cash. However, this transaction can be recorded as inventory for the computers. However, another approach that can be used is recording these transactions in the accounts receivables bracket. The main reason this is the case is due to the fact that the amount of cash has not exchanged hands and Jivraj records the amount as if it has already

Recognition of Types of Abuse and Neglect

Recognition of Types of Abuse and Neglect Current guidelines and safeguarding concerns Recognition of types of abuse and neglect. My setting is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. They are committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to. The Staff have undertaken relevant and up to date safeguarding and child protection training through induction and specific safeguarding training as required by the London Borough of Islington. Training for all staff is updated every three years as required and every two years for the designated officer. Agency staff, volunteers and students are also briefed on their roles and responsibilities during their induction to the setting which covers how to identify signs and symptoms of abuse and how to share their concerns with the designated safeguarding person (Bennett Court Playgroup). Bennett Court playgroup are committed to safeguard and protect children. Children have the right to freedom from abuse and harm. They work with children, parents/carers and the community to ensure the rights and safety of children and to give them the very best start in life. Bennett Courts Safeguarding and Child Protection Policy is based on the London Child Protection and Safeguarding Children Procedures (LSCB 2013) and in line with Islington councils Early Years Safeguarding and Child protection procedures and Guidance (2011) along with the Working Together to Safeguard Children (DCSF 2013). Children with Special educational needs are welcomed and supported to make a smooth transition to the setting by discussing how they can best meet their needs, gain the appropriate support and services before starting the setting   (Bennett Court Playgroup). Please see (Appendix 2) for current procedures meeting the Safeguarding Children and child protection requirements. Whistleblowing is when a member of staff, in any line of work provides information of improper and unacceptable behaviour within a setting against an employee, other working professionals or a member of the public. An example of improper or unacceptable behaviour may be when someone is discriminating, bullying or harassing their colleagues and/or others. Within legislations whistleblowing is known as The Public Interest Disclosure Act 1998. This act is to safeguard employees that may be experiencing types of prejudice, disadvantages or harm during their employment or they may be disregarded by their employer if they have disclosed information in obedience to the legislation (Brookes, 2015). My setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. they welcome suggestions on how to improve the setting, will give prompt and serious attention to any concerns about how the setting is run (Bennett Court Playgroup). Any concerns of bad practice should be managed appropriately before whistleblowing is needed. When staff are made to feel openly comfortable raising concerns about bad practice within the setting during staff meetings and under constant supervision, this will allow bad practices to be revised and modified before any types for cause of concern will result in harm towards a child and/or member of staff/public. Any member of staff involved in whistleblowing within the setting holds the responsibility to be able to indicate the bad practice, be able to record and report factual information of the incident to required parties for e.g. your manager or agencies like Ofsted and childrens social services, keeping copies of all relevant information shared between agencies and ensuring to follow the settings procedures for complaints, please see (Appendix 3) for my settings complaints procedures. Practitioners must follow the whistleblowing procedure whether or not they will be treated differen tly or become involved in conflict with other colleagues. Staff who may come across bad practice and choose to ignore this can result in implicating the individuals in the bad practice. Dealing with bad practice should be risen within the early stages to obstruct any further escalations (Small wonders child care, no date). Early Years Practitioners have a duty to the safeguarding, protection and welfare of children when left in their care by parents/carers. My setting commits to developing and maintaining a culture of openness and honesty when working in partnerships with parents/carers to ensure the best interests of children and their families are met. An EYP must be able to identify signs and symptoms of abuse whilst children are in their care, they must be knowledgeable to diversity, promote equality of opportunity between children through various activities and in planning that will support the safety, welfare and protection of children for e.g. motivating and teaching children different ways to keep safe for e.g. when taking children out on trips teach them to stay together and how to cross the road correctly, to be able to express themselves openly and to be confident sharing their concerns. If a child ever discloses any form of abuse made towards them, an EYP must not interfere whilst the child is talking, make notes of facts only and not interpretations of what was said, also if a child asks them to keep this to themselves, they must explain in a gentle way for the child to understand that they must tell someone in order to keep this child safe, that the child has done the right thing, it is not not their fault and they are in no trouble. EYPs have a statutory responsibility to notify agencies if they have reason to believe that any childs safety and welfare are of any cause for concern (Bateman, 2013). When dealing with confidentiality all suspicions and investigations must be kept in an individual file in a locked cupboard or files on a PC with a secure password and shared only with those who require access to it. In my setting any information is shared under the guidance of Islingtons Safeguarding Children Board and follows the legislation, Data Protection Act (1998). All practitioners must follow their settings confidentiality policy and procedures to ensure that they are aware of what can be kept confidential and what causes for concerns need to be reported and how. In my setting we have a designated safeguarding person and also someone who acts in her absence, I have been made fully aware of who and where to report any concerns I may have. Practitioners must never share information about children out of the setting or to unnecessary parties   (Bennett Court Playgroup). When working with others for the safeguarding, protection and welfare of children, this can benefit them in many ways. For e.g. as an EYP there may be some things you may not be able to help a child with, possibly SEN or disclosures of harm or abuse, so you must be able to report and refer a child to the right services that best suits their needs. Some services that may work together to safeguard children can be childrens social services, health services, schools, psychologists, GPs, local police, the UNCRC etc. also working in partnership with parents supports the safeguarding of children, unless this will put the child at risk or further harm. Working in partnership also allows services to pinpoint any issues within the family and help resolve these issues in the best possible way, conducting constructive meetings to expand and assess each individual child. Where children may have certain health problems it is important to gain information and learn about how to handle any conditio n at any point and also be aware of who to contact when needed, for e.g. you may need to report certain symptoms to the childs parents/carers, GPs or health specialists   (Bennett Court Playgroup). Practitioners must be aware that the abuse of children may occur in different forms, the four categories of abuse are physical, emotional, sexual and neglect. Bullying is also a form of abuse, as like female Genital Mutilation, the impact of domestic violence (DV) including Honour based violence which comes across all cultures and communities. Practitioners must be mindful that these forms of abuse can fall into one or more of the above categories and are often taken to great lengths to be disguised. This may include refusing freedom or contact with others, taken out off or forced to leave the country. Children that may be suffering from physical, emotional or sexual abuse may be experiencing neglect and this may be demonstrated through direct or indirect disclosures or through their behaviours within the setting. Practitioners must be able to recognise the signs, symptoms, indicators and behaviours that may cause concern, for example the child may unexpectedly become quiet, tearful, withdrawn or aggressive. Notable changes in a childs appearance e.g. loss of weight without a medical explanation, eating problems, for instance, overeating or loss of appetite, unexplained bruising or marks or signs of neglect, some signs of neglect may be when a child is wearing inappropriate clothing for the weather or clothes that are too big/small, a child may not have appropriate lunch to eat if provided by parents/carers, or they have not been washed, had their hair combed properly or untreated lice.   A child may show changes during their play, they may disengage from other children they may also hurt or be cruel to other children, a child may be knowledgeable to adult sexual behaviour, or they may participate in sexual play which is unsuitable for the childrens age   (Bennett Court Playgroup). In my setting where there is a concern about a childs welfare or wellbeing, or a concern that a child may be in need of protection, this should be recorded using the Islingtons concerns tracking form and then passed on and discussed with one of the designated child protection officers for action (or if unobtainable seek advice from Islingtons Childrens Social Care Team). The records placed must include the actual disclosure or concern, date, time and the name of the person who has recorded the concern and stored in the childs personal file in a secure cupboard. All staff and also volunteers are made aware to report any concerns immediately to the designated member of staff,   all concerns will be discussed with parents/carers unless this will put the child in further risks of harm or abuse, records of concerns, emails, notes or phone conversations and actions are noted and confidentially stored in a secure place. In my setting when we have concerns about a childs welfare we need to focus on, the needs of the child, their physical and emotional welfare, be sensitive, taking into account individual familys circumstances and discuss this with one of the designated members of staff. If it is suspected that a child is in immediate risk of ham or abuse this must be reported as soon as possible to the police and/or childrens social services (Bennett Court Playgroup). Appendix 1 LegalFramework- Legislations for the safeguarding, protection and welfare of children in my setting. Primary Legislation Children Act (1989) Protection of Children Act (1999) Data Protection Act (1998) The Children Act (Every Child Matters) (2004) Safeguarding Vulnerable Groups Act (2006) Help Children to Achieve More (2010) The Early Years Statutory Framework (2014) Secondary Legislation Sexual Offences Act (2003) Criminal Justice and Court Services Act (2000) Race Relations (Amendment) Act (2000) Equalities Act (2010) Data Protection Act (1998) Further Guidance Working Together to Safeguard Children (revised HMG 2013) What to do if youre Worried a Child is Being Abused (HMG 2006) Framework for the Assessment of Children in Need and their Families (DoH 2000) The Common Assessment Framework (2006) Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007) Information Sharing: Practitioners Guide (HMG 2006) Other useful publications: Child Protection Record (2007)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Bennett Court Playgroup) Appendix 2 Current procedures to Safeguarding Children and child protection requirements in my setting. We carry out the following procedures to ensure we meet the Safeguarding Children and child protection requirements, we do this by Recognising that all children have the right to freedom from abuse and harm. Promoting joint working with parents in the interests of childrens welfare and well being. Ensuring all our staff and volunteers are carefully selected and vetted ensuring that they carefully selected through the CRB and DBS recruitment process, have the relevant qualifications and experience and accept responsibility for helping to prevent the abuse of children in their care. We have a named designated safeguarding   officer who takes specific responsibility for young childrens and young peoples protection, safety and well-being. There is also a second designated safeguarding officer who acts in her absence. Supporting all staff to in bringing their concerns to the attention of the Designated member of staff, so they can be considered and acted upon if necessary. Responding quickly and appropriately to all suspicions or allegations of abuse. Providing parents /carers, children /young people with the opportunity to voice any concerns they may have. Adopting positive behaviour management procedure and strategies which are non-violent and do not impose humiliation or bias attitudes. Reviewing the effectiveness of the organisations child protection policies and procedures yearly (unless something proved to be ineffective). Working with external agencies, for example childrens social care team, police and   health visitors, to ensure as far as possible young children/ people are protected Not tolerating bullying. Incidents of bullying will be investigated and treated seriously and action will be taken in partnership with parents. Children are supported to form positive relationships and refrain from harming each other through anti-bullying practice (Bennett Court Playgroup). Appendix 3 Complaints procedures in my setting. All settings are required to keep a summary log of all complaints that reach stage two or beyond. This is to be made available to parents as well as to Ofsted inspectors. Stage 1 Any parent who has a concern about an aspect of the settings provision talks over, first of all, his/her concerns with the setting leader. Most complaints should be resolved amicably and informally at this stage. Stage 2 If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the owner or chair of the management committee. For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent. The setting stores written complaints from parents in the childs personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint. When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome. Parents must be informed of the outcome of the investigation within 28 days of making the complaint. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 3 If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the owner/chair of the management committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the management committee, or the proprietor/senior manager, present. An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it. This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 4 If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.   A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved. Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators. The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and owner/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives. Stage 5 When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediators advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached. A record of this meeting, including the decision on the action to be taken, is made.   Everyone present at the meeting signs the record and receives a copy of it.   This signed record signifies that the procedure has concluded. The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Board Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the settings registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to. If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority. In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action. Records A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed. The outcome of all complaints is recorded in the Summary Complaints Record which is available for parents and Ofsted inspectors on request. (Bennett Court Playgroup)

The Song of Evils Powerful Domination Essay --

All songs have different morals and people will have different opinions on what their significance means. One of my favorite songs "Step" by Vampire Weekend has great meaning to it. The song is about moving along in life, stepping forward into it and continuing on because you can't go back. My favorite lyric in the song, "Wisdom's a gift, but you'd trade it for youth, age is an honor - it's still not the truth" significes someone againg; becoming wiser and experienced. But they would instead give up what they've learned in order to be young again. It also mentions no guarentee of becoming wiser just because they're againg. Everytime I listen to it, I feel as if I'm learning something I didn't know before which is why it means so much to me. Don't you ever imagine what songs really mean, and how they trigger people's emotions in either a sad, happy, nostalic, etc. way? After reading The Pearl by John Steinbeck I've gotten a new perspective on how songs contribute to situations. I've thought about how The Song of the Family, The Song of Evil and The Song of The Pearl reflected the novel, and came into thinking that The Song of Evil dominated the book. It had many crucial turning points which made conflict rise in order to keep the story at a smooth pace. "Coyotito might die if enough of the poison had got in" (Steinbeck 6). This quote is stating that Kino's son is in danger, leaving the family at risk. When my cousin was battling her cancer there wasn't any medication to make it leave, so all my family did was hope that she'd get better before the situation got worse. "... "So the doctor knew," he said,... for his mind was hard and suspicious and he was remembering the white powder. Juana rocked from side to side and moaned out t... ...ino because he admires it so much. Same with drugs; people who desire them always get the worse in return. Don't you think some things people are passionate about always get an unpleasant outcome? Overall, The Song of Evil overpowered The Song of the Family and The Song of the Pearl. It provided suspension, detail, and conflict in order to keep the story steady. The Song of Evil prevented Kino's wishings, building great structure into the novel. It also appears as if Steinbeck ended the book with a great moral, just like songs tend to have, right? Steinbeck writes on how posessions can take advantage of people; in this case the pearl and Kino. I enjoyed this book because it shows the dark side of things people admire and how they can easily turn their life down. Wealth is able to make someone happy, but may have downsides which leads into living an unpleasant life.