Allocating Tasks in an organisaton Essay

When allocating work and drawing up work plans there are many aspects to be considered. These include Goals and objectives, Competence, Operational needs, efficiency, cost effectiveness and consultation. GOALS AND OBJECTIVES The desired outcome of the task needs to be clearly communicated. This is to ensure that staff can align the work they are doing with an outcome to keep them on track. Small task orientated goals will help the staff work toward the larger picture and will keep them motivated and interested. Just the same as the objective, goals will help keep the staff aligned to final outcome. Setting SMART goals will help achieve this. COMPETENCE The competence of the staff needs to be taken into consideration when allocating work. This is because giving work that is too above a staff members level of expertise is going to disengage them as they work toward something that is unattainable. Further, this staff member will not do the task correctly which may result in letting not only themselves down, but also their team and their manager. The same is true with giving staff work that is too below their skill level. They can become disengaged very quickly. While they may not do the task incorrectly, it is a waste of resources. Staff need to know that they are valued, that their work is valued and that they aren’t wasting their time. Allocating work to someone who is too skilled to do does not ensure that the staff being is valued. Staff should be allocated work that is a small stretch beyond where they are now and in line with their development plan. OPERATIONAL NEEDS Work needs to be allocated in accordance with operational needs. There’s no sense EFFICIENCY Work must be allocated in accordance with a staff member’s knowledge and their experience. Efficiency ties in very closely with competence, as allocating work inefficiently will result in the same consequences as allocating work that isn’t in accordance with a staff members competence. SMART goals Communicate goals – seek clarification, ask questions Understand KPIs Break goals down, with time frames Competence of staff members is important to ensure that the work is allocated to staff members who can do the work efficiently and effectively. It is necessary to develop KRAs and KPIs that meet the organisations needs because†¦. The development and implantation of effective performance management systems is important because CODE OF CONDUCT It is necessary to have a code of conduct for the organisation because it gives each employee the same foundation of expectations both of them as an employee and of the company as an employer. The code of conduct sets out very clearly what is acceptable behavior from an employee and it also sets out the consequences should the code be broken. Without a code of conduct employees will not necessarily be treated fairly and will be subjected to personal opinions of their people leader, meaning that was is acceptable in one team may not be acceptable in another which will lead to unfair dismissals and a disengaged workplace. MONITOR AND EVALUATE WORK It is important to regularly monitor and evaluate the works of employees to ensure that they are working towards the desired objectives. It is necessary to give feedback and reinforcement to employees to acknowledge good work, as this is a motivator. It ensures that employees’ efforts are recognised and they feel valued. This will then motivate them to continue doing what they are doing, or even improve.

Philosophy: The Ethics of Human Cloning

In order to make a fully justified decision on whether human cloning is ethical or not, one must be exposed to the background of the subject. To start, a clone is an exact replica of an organism, cell, or gene. The process itself is done asexually with the use of a cell from the original human. It is then placed inside a female capable of bearing a child and is then born as a clone. Along with this comes questions of whether or not it is right to clone a human being based on different facts and opinions of small groups or communities(Dudley 11). The technology of cloning is not quite developed enough for a doctor to be certain that an experiment will be successful. In Scotland, the first sheep was cloned and was named Dolly. It took over 250 tries before they were successful in creating the clone. When news of this reached America, immediately polls showed that ninety percent of Americans were against the idea of cloning humans. Those who support cloning research replied by saying the public based their opinions on fallacies of the news media and, therefore, could not comprehend the whole picture(Farnsworth). Those in favor of cloning might say it can push forward medical research. For example, with cloning technology it may be possible to learn how to replace old cells with new ones. This could lead to a longer life for each individual. Also, with enough research scientists could create clones to act as donors. Some scientists say that human cloning may eventually reverse heart attacks. This accomplishment would take place by injecting healthy heart cells into damaged heart tissue. In addition, cloning could help improve family life. For example, if a couple lost a hild they loved dearly and could not reproduce naturally, cloning that child could be an alternative. In this way, the parents would have the chance to love the clone just as much as the original child. On the other hand, those against cloning would say that it is wrong for a doctor to harm a clone. If this were allowed, eventually we would compromise the individual. Clones would become second-class citizens. Cloning strips humanity from natural reproduction by leaving a clone with only one parent. In addition, there would be a decline in genetic diversity. In ther words, if some day we all have the same genetic makeup and lose the technology of cloning, we would have to resort back to natural reproduction. This would cause problems because it has the same effect as inbreeding. In the same way, clones would feel like they had lost their individuality. For example, their genetic makeup would be known. Also, there could be negative psychological effects that will impact the family and society. For instance, if a clone finds out that s/he has no biological father it may suppress the clone’s feeling of equality among other naturally born people. Also, there is a chance that the mother or the clone may become sterile. Among all of these there are too many risks for the bearing mothers and embryos. Eventually, it would turn into a routine to destroy human embryos in the process of cloning(†The Ethics of Cloning†). According to Latter-Day Saints, cloning does not respect the fact that humans have souls and it robs clones of their humanity. God intended the power to create humans to be practiced between a man and a woman in the boundaries of marriage. Do otherwise is taking the work of God into your own hands. This means that humans lack the authority to make ecisions about creating or destroying a life. In addition, humans do not have enough knowledge or power to control outcomes of certain events (Dudley 56). However, others believe religion has no place in the debate. They argue, interpreters of the Bible can not agree on what actions God would allow to be done with justified means. In addition, the Koran or the Bible have limits to their validity because they do not address specific issues that need to be answered(Dudley 66). After analyzing the situation, Aristotle would say that human cloning is unethical because bad means are used. For instance, it took scientists 277 tries to create the first cloned sheep. This means that there were hundreds of deformities before the successful specimen was created. In the same way, deformities of humans would be a result of experimentation, which would decrease the quality of life for those specific clones. And, even if we found a cure for a disease, let’s say cancer, it would be reaching a good end through bad means. On the other hand, Kant would say that human cloning is ethical in that the number of people who benefit from it outweighs the number of people who suffer from it. For example, cloning could be a way to help expand the length of human life, but it would cost the lives of clones who were failures in the experiment. In this way, Kant would agree that bettering all of humanity in exchange for a small group of less fortunate people is justified. Somewhat closer to agreeing with Aristotle than Kant, Sartre would say the act of cloning a human being is an act of free will. Therefore, if an individual decided to go forward in this act, they would be correct because each situation is unique. According to Sartre, owever, the individual is involved in this action is, in fact, responsible and would receive the consequences that come about in the particular act. Therefore, Sartre would come to a consensus that it is ethical to clone humans, but the consequences of doing so are upon those who are apart of the act. After taking into account many of the alternatives and situations of cloning, I would not support human cloning. The effects from all of the harms that are unknown outweigh all of the good that can come from the research of cloning. In addition, I agree with Aristotle that ou must not use bad means to reach a good end. Therefore, seeing that cloning human is both degrading to the clone and to humanity, I believe that cloning involves too much unknown information that we would need in order to even consider it. However, if scientists had enough information to be able to clone a human without a shadow of a doubt, then it might be more ethical to clone. But, the social glitch would still be present; clones would be seen as inferior to naturally reproduced humans. Therefore, I do not support the legalization of cloning or any practices thereof. My solution bends more towards the objective part of the spectrum. I think that if humans could be cloned without the risk of death or intentional killing of clones for organ transplants it would be more acceptable to practice it. But, the clone’s social status could not change as easily as the latter. Universally, therefore, cloning should be banned in order to preserve the natural functions which we were made to perform as human beings. A general rule for cloning humans is â€Å"do not clone unless there are no negative consequences as a result of performing the act. †

Fossil Fuel Assignment Example | Topics and Well Written Essays - 750 words

Fossil Fuel - Assignment Example The theory got used in the biogenic theory of dead plants fossil remains exposed to pressure and heat in the earth crust for several million years. Currently, there are several uses for oil, coal and natural gas. Fossil fuels are of great significance since they can be burned to produce great energy per unit weight amounts. Coal gets often used as fuel. Mostly coal is used in running metal ore melting furnaces. When natural gas is flared off as petroleum’s unneeded byproduct, it becomes a valuable resource. The natural gas is the key source of helium. Lastly, the fossil oils are often employed in internal combustion engines and fossil fuel power stations among others (Sovacool, 2008). Fossil fuels are the key energy sources though they still cause disastrous effects like air pollution when over consumption occurs. Burning of fossil fuels emits nitrogen monoxide, carbon dioxide, carbon monoxide, sulphur dioxide and nitrogen dioxide, etc. that may cause severe implications on the habitats. Additionally, they also impact human health. First, fossil fuels result in pollution of the environment. When burnt, they emit carbon dioxide and greenhouse gas increase global warming. The earth’s temperature also increases as a result of melting polar ice caps, the low lying areas flood and sea levels rise due to fossil fuels. Thus, these conditions have resulted in drastic changes on earth (Jim, 2009). Secondly, fossil fuel results to acid rains. The acid rains are as a result of the sulphur dioxide produced during combustion of the gases. The rains cause monuments destructions, and even crops get affected due to the loams acidification. Additionally, the natural gases result to nasty smells and create problems during transportation as it spills overseas. Thirdly, human’s health gets affected as a result of the fossil fuels. The ozone layer is slowly getting worn out due to the greenhouse gases released from the fuels. Thus, as a result, the ozone holes

Qualitive Research Critique Paper Example | Topics and Well Written Essays - 1000 words

Qualitive Critique - Research Paper Example This is done in order to study the perception of shift from the paper dependent system of documentation to electronic method of documentation (Kelley et al., 2011). The study design is descriptive in nature as it is based on observations and surveys. The application of the electronic system permits accurate documentation of the information’s regarding patients. The system is designed in such a way that the nurses are able to operate it efficiently and improve the flow of communication between the health centre, nurses, and patients. The electronic form of documentation also improves the final outcome that is the status of the patient’s heath when the person is discharged without any error (Kelley et al., 2011). The relationship between the nursing profession and electronic form of information recording is presented in the paper. The quality of the service provided to the patients is very essential for the overall success of the hospitality. The ‘Donabedian’s model of quality’ is used for the literature part as the model is familiar to most of the nurses as a method of data collection. The framework that presents the structure of the total work performed, the process followed and the ultimate result of the process implemented (Kelley et al., 2011). Moreover, questionnaire survey and interview was also conducted to derive accurate data from the respective sources. Many research papers of ‘Cumulative Index for Nursing and Allied Health Literature (CINAHL) and PubMed has been used in the articles. All the articles used are based on three components of Donabedian’s model. On the other hand, interview and questionnaire method is also used in the research to analyse the attitude of the nurses towards the electronic system (Kelley et al., 2011). Nursing documentation is a vital factor of nursing practice that needs maintenance for safety as well as ethics. The information

Causes and Effects of Refugees Essay Example | Topics and Well Written Essays - 750 words

Causes and Effects of Refugees - Essay Example The present research has identified that a conflict in any given area triggers massive migrations of refugees across national borders and towards other countries considered to be safe. This is evident in locations that are prone to civil and social strife such as Afghanistan, the Balkans, Sudan, and Iraq. Generally, it is due to a civil strife in one’s homeland that a person leaves it. Anti-regime rebellions also lead to the emergence of refugees due to persecution. This is in regard to violating human rights, for example, the right to freedom of expression. However, not all governments or leaders welcome the idea of political freedom, as they prefer to silence their people. Ethnic campaigns are also major contributors to the presence of refugees in the world we live in. In spite of the world holding the title â€Å"civilized†, some people still think of their superiority. This is in regard to individuals who incite chaos against people they consider to be inferior to t hem, a practice also called ethnic cleansing. It is such events that, following tribal clashes between the Hutus and Tutsis, led to massive migration of refugees from Rwanda to neighbouring countries. In addition, a refugee situation can be caused by natural disasters within one’s own area of living by virtue of being internally displaced. This is particularly so for populations affected by natural disasters and those living in areas likely to be affected by climate change, as well as people involuntarily resettled due to development projects. According to Salehyan, international conflicts also lead to the rise of the number of refugees, as they are not â€Å"the unfortunate by-products of war, but may serve as catalysts for conflict†. This is seen in cases where refugees move into neighbouring countries, which, in turn, restrict migration. This fosters hostility between countries that may lead to military action and further increase of the number of refugees. One of t he effects of being refugees in a foreign country is the loss of cultural identity. This is in spite of the suppression of their inner mental representations of many aspects of their native culture. As a result, refugees fail to integrate successfully in the society that they move into due to differences in culture and stereotypes posed by the natives of the host country. This leads to discrimination against refugees, which negatively affects the process of cultural adjustment. Health issues accompany refugees in all places they may go to; this is in the form of access to quality health services that may include health records. This is because the information provided by refugees on their health status comes directly from the refugee patient and is, therefore, not a professional viewpoint. This way, refugee agencies are unable to direct health and humanitarian services to enhance awareness and meet population-based needs. Moreover, forced migrations result in severe demographic cons equences in terms of mortality, human suffering, and displacement of populations; they also result in the destruction of social structures that destabilize a society and drive it to the brink of strife. This way, cohesion between and among families is disrupted, and the bond is weakened, resulting in the need to look for one’s way out instead of looking out for the whole society.

What Was The New Brutalism Really About Essay Example | Topics and Well Written Essays - 1750 words

What Was The New Brutalism Really About - Essay Example As for the public, they just hate it. The fall-out persists into this century. Before the public can give any large-scale commitment again to architects, a line f mutual understanding has to be drawn under the circumstances which generated the styles and forms f this period. The picturesque architecture f the 1940s and early 1950s is currently enjoying new interest. Its most well-known example is the buildings f the Festival f Britain. This was a national festival put on six years after the end f war, in 1951, which temporarily occupied the area f the South Bank f the Thames directly opposite London's West End. It is considered against the once again popular Ealing comedy, Passport to Pimlico. The Festival buildings embody what's been seen either as a happy marriage or an abominable birth. They are the result f the fusion between two apparently opposed traditions: the rigours f international modernism and the English picturesque tradition, a tradition which implies design first and foremost in terms f the composition f a series f visual pictures.1 In film, there was a broad, and perhaps equally popular equivalent: the Ealing comedy. These quintessentially English films emanated from the Ealing Studio in west London, and were at their best in this period. They epitomise the spirit f post-war Britain and London in particular: a hybrid world where there was a simultaneous longing for radical change and tangible continuity. As if to express this strange contradiction, the comedies feature gangs f lovable robbers, charming and funny murderers and, in the case f Passport to Pimlico, sensible and conventional anarchists. Both architecture and film began to go markedly out f fashion in the second post-war decade. They were replaced with monochrome, and supposedly true-to-life genres: Brutalism's parallel was Britain's version f the New Wave in cinema.2 Angstridden, alienated loners replace chirpy communities. Remorseless realism replaces happy endings. This is both an exploration f parallels between their aesthetics and their preoccupations, and an attempt to cast insight from architecture on cinema and vice versa. The idea f the hybrid is the opposite f the pure. The hybrid straddles two or more classes; its edges are unclear, and difficult to delineate, to draw a line around. The hybrid doesn't have an identifiable, categorisable form. The hybrid obscures the possibility f its reduction to an original set f parts or classes. The hybrid transgresses the edges f established forms. The pure and the hybrid polarise the two tendencies in British post-war architecture. And these two tendencies can be personified in two iconic buildings, the Skylon and Hunstanton School. The Skylon (Figure 1) was a vertical structure built for the Festival f Britain in 1950, and designed by two competition-winning architectural students, Philip Powell and Hidalgo Moya. Hunstanton School, another competition winner designed by Alison and Peter Smithson, was one f the first Brutalist buildings completed six years late, and crucial to Brutalism's identification as a new and challenging style (Figure 2). The presentation drawing shows the Skylon as part f a picturesque composition complete with moody sky, passing boat and Victorian railway bridge. It also shows that it is meant to be

Assimilation Essay Example | Topics and Well Written Essays - 500 words

Assimilation - Essay Example In this manner I will be able to better adapt, and in return will be better accepted by local people. Further on, adopting a foreign language and learning about a foreign culture can be viewed as broadening my views and enriching my personality. Assimilation, of course, has its negative implications. First, it is associated with losing touch with those characteristics that are tokens of my own culture. It is one thing to understand and acknowledge differences, and quite another to accept the established country's cultural norms as my own. This will break the relationship I have with my Native American culture and will make me less secure in the new social environment. The American culture has many tokens that are if not unique, then at least emblematic - like individualism, equality, democracy and patriotism (Wikipedia, 2006). These represent bits of influences that have shaped my value system, attitudes and viewpoints. Both consciously, and subconsciously it will be very difficult for me to give up those values, because they have been part of my cultural world all my life. It is difficult to identify that one element that is of greatest importance to me, probably it's the idea of social equality and equal opportunities. Many cultural systems are built on different social statuses, like the Indian castes for example.

Take a filed trip to a toy store or toy section of a sopping Essay

Take a filed trip to a toy store or toy section of a sopping center....... the rest of the question you will see it when i uploa - Essay Example Gender by itself is neutral and does not have any significance other than its biological function until society provided a meaning to it through social construct. In its primitive definition, gender through its genitalia only serves the call of nature to excrete waste from our body. As toddlers, we are not even aware of it nor cared about it because society’s definition and construct of gender roles is not yet imposed on us. Until of course we begin to grow up and begin to interact with her various elements that begun with our parents who call us boy or girl and assign us roles in multitude of ways from labeling us as boy or girl and with it, the expectation and the roles we should play. Thus, we are told not to do this or that because we are girl or boy or told to do this or that because we are a girl or boy as a part of instilling social construct to us. Toys help create and reinforce strict definitions of gender. Toy is one of the implements of society that effectively defi nes to us the meaning and significance of our gender. It helps us to reinforce what should be a male or female through the symbolism and functionality of toys. You can call it brainwashing because it practices to perform the roles and functions expected of us by society at large. For example, girls play dolls because they are expected to be nurturers and dolls serves as a practicing kit on how to perform such role. Boys on the other hand plays trade tools such as cars, helmet etch as a conditioning tool that they ought to have a craft or a job to be a man as a expected by society. These toys have social meanings as well. For the toys of the boys, they convey   Ã¢â‚¬Å"control, strength,  efficiency, competitiveness, toughness, coolness under pressure† (Flores, nd) while for the girls, their toys also orients them about †cooperation, mutuality, equality, sharing compassion, caring,...emotional expressiveness† (Johnson cited in Flores, nd). In a way, social constr uction perpetuates gender stereotyping as it already â€Å"boxes† us into gender roles beginning from our childhood. Such, when one enters a toy store as an adult, one cannot help but be drawn to the section to the gender that we are oriented to. The imposition of society’s social construction of gender manifests when we visit a store because we are drawn to the section of the toys (male or female section) where our respective genders are oriented or accustomed to. These toys however are more than tools of fun. They are also symbolisms of what is expected of us or as our training of the roles that we have to play in society. For example, As a male, one is expected to play only with toys that reinforce his gender role or identities. Role that is expected of him by his peers (which could be very strong if he is adolescent) to be strong, virile, rough and competitive. Thus, he would be expected to play cars, guns, robots, swords or any symbols of the toy that represent an d reinforce his virile masculinity which is necessary for his role in society. Women on the other hand will manifests similar attachment to toys that her gender is oriented to. She may find it uncomfortable to be in the men’s section of toy store and instead will play with dolls that reinforce her gender role. Thus, it would not be an exaggeration to say that social construction which is â€Å"how society groups people† exerts such a powerful influence on us that it dictates

How important were responses to the Antique in the development of Essay

How important were responses to the Antique in the development of Italian late medieval sculpture - Essay Example The sculptural styles within Italy received significant transformation during the late medieval period. This period remained critical in the production of some of the most famous architectural styles applicable in the modern world2. Three dimensional sculptures were introduced in church statue, as well as life size symbolic representations of numerous political and religious figureheads. During the late medieval period numerous sculptors arose, significantly contributing to the development of Italian sculpture designs. Nicola Pisano (c1220/1225-c1284) remains to be one of the most notable sculptors to have existed during this period. His profundity in understanding classical roman sculpture style contributed to it being identified as the father of modern sculpture3. One of his most notable works today is the Pulpit of the Pisa baptistery, which utilised different sculpture styles4. This was one of his first works in which he displayed profound understanding and knowledge of classical roman sculpture style. Having travelled widely across the country, Nicola possessed immense knowledge of different cultural sculpture styles displayed in his sculptures. Giovanni Pisano, another notable Italian sculptor also emerged during the transformational period of late medieval times5. Giovanni continued and worked together with Nicola Pisano and completed some of the works left unfinished by Nicola6. The elegant sculptures within the faà §ade of Siena Cathedral were architectural designs of Giovanni. These possessed a blend of classical roman style with gothic style, a style commonly employed and developed by predecessor, Nicola. The continuity of Giovanni’s works appeared to display increased elaboration of Gothic style and less of classical roman style. The numerous works designed by Giovanni displayed his immense skill, leading to it being named â€Å"the first modern sculptor†. Through many of his later works, Giovanni represented the transformation from

Much Ado About Nothing - Benedick and Beatrice Essay Example for Free

Much Ado About Nothing Benedick and Beatrice Essay Benedick and Beatrice have close connections in the play, Benedick is portrayed to be a staunch bachelor, whereas Beatrice a combative character, also ironically, due to this being set in the Renaissance era, outspoken. Benedick is seen as very misogynistic. Benedick is portrayed as a misogynistic character to the audience; this is presented on multiple occasions. Benedick inquires if Claudio would, Buy Hero. The verb Buy suggests that women were seen as objects in the Renaissance era. Claudio responds to Benedick, Can the world buy such a jewel? Benedicks response also backs up the point that women were seen to be commodities in his view as he declares you can indeed buy her, and a case to put [her] it in. The noun case shows us that Benedicks views are presented to the audience about his misogynistic sentiment. Benedick states that all women shall, Pardon him. He will do himself, the right to trust none explaining that he doesnt trust women. Beatrice is presented to the audience as being a very witty character, this is shown at the masked ball where Beatrice pretends she doesnt realise that the man in the mask is Benedick. Beatrices crude comments towards Benedick such as he is the, Princes jester, a very dull fool, Incorporating a sardonic tone in order to incorporate excess agony for Benedick. Benedick is presented as a character that staunchly defends his decision to remain single, claiming he will live a bachelor forever. We can tell from the modal verb will that he is in attempt to avoid women at all costs. Benedicks explanation of a perfect women being, fair†¦virtuous†¦ rich†¦ mild is impossibly perfect, presenting him as not wanting a wife due to the fact there was no women with all these attributes in the Renaissance era therefore his status as a single man, a bachelor would remain unchallenged. Beatrice is presented as a combative and outspoken character; this is shown immediately at the beginning of the play where Beatrice challenges Benedick to an intellectual battle of wits. Beatrice inquires why Benedick is still talking, when nobody marks [him] you. The pronoun nobody reinforces her low regard for him however still ironically reveals that she is the only person still interested in what he is saying. This shows Beatrice is uncharacteristic of the Renaissance paradigm of virtue in a woman, also challenging men. In conclusion we can see the feelings regarding Beatrice and Benedick, and that they are portrayed towards the audience as argue mental towards each other. There conflicts may have a hidden meaning such as when Beatrice was the only one interested in what Benedick was saying after she referred to no one being interested. Benedick is presented to the audience as being misogynistic and a staunch bachelor however he may have deeper affections for Beatrice. Beatrice is presented to the audience as being witty, combative and outspoken however her combative attempts are to do with her inner affection for Benedick.

International expansion for DS Fashion UK LTD

International expansion for DS Fashion UK LTD Strategy is the determination of the basic long term goals and objectives of an enterprise, and the adoption of courses of action and the allocation of resources for carrying out these goals (Chandler 1962) International Expansion This report is about a company which is a clothes manufacture based in the north east of England in Darlington. This company which is owned by my friends Father and has been established for well over 15 years. Mr Sandhu was employed by a family friend in the 1970s where he gained experience in the clothing sector, he picked up knowledge and skills on how to run the labour aspect of clothing manufacturing. After this he left this job and with his savings opened up his own clothing company in Darlington. At first the distribution channels was limited so they started selling their goods through market stalls. The company employed 20 people but then expanded to more. They specialise in manufacturing clothing for women and children. Their main distributing channel at this time after the market stalls was to small independent retailers across the England and supplying Yours Clothing and recently started producing garments for Lipsy London. At the start of 2011 Mr Sandhu decided to work on a strategy that will increase profits and to go international. The plan was to think of what country labour and materials would be cheap and the day to day running of the business. He had to take into consideration the amount of employees and if he was going to buy a new factory or rent one. He took a numerous amount of trips to India to see which one would be more cost beneficial for him. D S Fashions Ltd strategy is To produce unique high quality goods, through methods which involve cost efficient manufacturing , and enables us to retail our goods to reputable companies at cheap prices, ethically and fairly which benefits all stakeholders To achieve these objectives outlined in the statement above the company had to stick to a certain path, the business environment which affects the profits of the company such as the material, labour, machinery and tax all was considered before a strategic plan was thought about. The clothing manufacturing industry in the UK is changing where more companies are now going abroad to set up factories because the costs are lower to run and cheaper to produce garments. This means there is increased competition from competitors and the external factor needs to be considered, before the move to go international is considered. DS Fashions Ltd used this model to create strategic plan this is what the model looked like: Objectives External factors affecting business PEST Internal factors affecting business SWOT Plan to achieve objectives Implement Plan Review and Evaluate To investigate further and to get a broader picture of what issues can arise a PEST analysis was created which assessed the Political, Economical, Social and Technological factors which could affect the external influences on the international expansion. This is a PEST analysis on the external environment and external influences that could affect the expansion to India. Political War Changes in Import duties VAT rises Better relations between India and UK Economical Inflation Creates new employment opportunities therefore reducing unemployment Beneficial for the UK and Indian economy Social People might not want clothes from India New trends in fashion can contribute to extended clothing lines, which can cause expansion for factory Technological The use of the internet is beneficial because trips to India can be limited, designs can be emailed and video conference can take place from anywhere in the world New machines such as the Vetigraph system which enables cut patterns and makes it accurate and cost efficient as it minimises waste of fabric After this PEST analysis it shows a balanced side of the advantages and disadvantages of the risks and opportunities to move abroad for DS Fashions Ltd, considered in the business environment externally. However even though these environmental risks have been established it is still necessary to do a SWOT analysis on international expansion strategy that could affect the strategic plan being implemented, that is why the strategy needs to be assessed DS Fashions Ltd SWOT is illustrated below. SWOT on DS Fashions Ltd Strategy Strengths Advertising to a new market Bigger market share Attracting new customers Offering something locals cant Weaknesses Different culture Different fashion trends Competing with loads of others competitors in India need to established Opportunities Cheap distribution costs Cheap labour Larger workforce with lower price which means mass productions Quality control which gives good competitive edge Threats Big competitors such as Primark and Matalan has a bigger market share and negotiate better deals as they mass produce garments Deadlines might not be met on time Other companies setting up business in India for fashion trade The analysis clearly outlines positive and negative outcomes on the strategy but the strategy looks more promising for the future, moving to India would be a positive outcome. As the strategy was a way of DS Fashions Ltd to expand to India which could be more cost efficient for them. The SWOT analysis suggests by doing this they can infiltrate a new market and could take a big market share of the fashion industry. Also it suggests by expanding to India they will be able to produce larger quantity of garments, using high quality materials and fabrics. As they will have a larger workforce they will be able to produce garments that need more labour in production, because they will have a bigger and more powerful workforce they will have a bigger turn around period therefore attracting more customers. One of the weaknesses that the SWOT picked up was the difference in culture, however it can also be seen as strength because they could diffuse the two different cultures and create a new m arket, or they could also provide to the smaller minor Asian community within the bigger British western community, thus producing garments to cater for different cultures within the UK and other potential distributors. Opening the production unit in India would mean that they would get cheaper labour; therefore they would be able to invest more into the quality of the fabrics and the quality of the labour, so they would be producing garments of a more higher standard, so they may also be able to enter a higher level market within the fashion industry. Another beneficial factor is that they will be creating more jobs in the Indian community. Michael Porter came up with a concept of a value chain; this chain was made to include the functions which would give core competences over its competitors. The links with suppliers are referred to as upstream linkages and the distributors and customers are downstream linkages. Different organisations have different value chains. Tesco will have a different value chain to Comet the electrical goods retailer. Having an analysis of the value activities helps the organisation identify where there is potential, finding this out they can change activities and improve the way they are run. The way it is analysed is not in isolation but with external linkages too such as distributors and suppliers. Primary Activities Inbound Logistics Operations Outbound Logistics Marketing and Sales Services Efficient links to suppliers Products. Large Shipments, massive warehouses Mass production to exploit economies of scale and experience effects to cut production costs Selection of bulk or large order low cost carriers. Tight controls on inventory levels Little promotion or advertising. Products priced to generate large sales volume Modest after sales service and maintenance. As you can see above these are the primary activities of the value chain, this in relation to DS Fashions Ltd, will have the same structure. Now we will look at the support activities. Support Activities Infrastructure Human Resource Management Technology Development Procurement traditional centralised managerial style with formal procedures and rigid hierarchy:emphasis on cost control Intensive training to emphasize cost saving:encourage employees to look for new ways to improve methods Economies of scale of RD and technology development: process innovation Seek low cost suppliers, use size in bargaining with suppliers The Risks Too much differentiation Buyers become better informed Dilution of brand identification Sustaining perceived distinctiveness Offering more features than customers desire, especially if this is reflected in a premium price Demand becomes more price sensitive, which limits any price premium that may be charged Offering lower priced product-line extensions may adversely affect quality brand image Imitation and product improvement by competitors, or changes in consumer tastes, or changes in technology can all undermine a differentiation strategy Conclusion After looking at DS Fashions Ltd strategy it is quite clear that it is a very positive move forward. This international expansion has been beneficial for the company as well as the consumer and also the workers. Sticking to their ethical and environmental efficiency DS Fashions have scrapped the image of moving to India as a sweat shop and taking advantage of labour to a fair way. Everything has been taken into consideration for this international move and the benefits and rewards are big.

Iago in Shakespeares Othello Essay -- Othello essays

Iago in Othello  Ã‚      In William Shakespeare’s tragic drama Othello we see a morally depraved character, perhaps a very mentally sick individual, named Iago. His personality and development during the play is the subject of this essay. In Shakespeare’s Four Giants Blanche Coles comments on the mental illness that appears to afflict the despicable Iago: When such old time critics as H. N. Hudson, who wrote nearly a hundred years ago, saw that Iago was not acting from revenge, one is more than surprised to find modern critics, who have had the advantage of the progress that has been made in the study of abnormal psychology, accepting Iago for anything but what he is, and what Shakespeare intended him to be – a psychopathic personality. (79) Evidence of his psychopathic personality is seen early in the play. He manipulates the wealthy Roderigo into awakening the senator Brabantio (â€Å"Rouse him: make after him, poison his delight†); and then he utters very offensive smutty lines about a black ram and white ewe, which indicate the way his sick mind operates. He seems to be motivated by love of money which he has been receiving from Roderigo for some time (â€Å"thou, Iago, who hast had my purse / As if the strings were thine†). Iago himself says that he is motivated by revenge on the Moor (â€Å"I follow him to serve my turn upon him†) because of the promotion of Michael Cassio to the lieutenancy. But regardless of the question of motivation, it is a fact that Iago hasn’t a single true friend in the play; in his disordered personality he can only manipulate or use people; he is incapable of loving them. His manipulation of his general repeats time and again from the first meeting: Nay, but he prated, And spoke such scurvy... ...eps due on   Ã‚  Ã‚  Ã‚   To the Propontic and the Hellespont,   Ã‚  Ã‚  Ã‚   Even so my bloody thoughts, with violent pace,   Ã‚  Ã‚  Ã‚   Shall ne'er look back, ne'er ebb to humble love,   Ã‚  Ã‚  Ã‚   Till that a capable and wide revenge   Ã‚  Ã‚  Ã‚   Swallow them up. (3.3) Iago is so in control of the general’s contorted mind that he specifies how the Moor should kill Desdemona: â€Å"Strangle her in her bed, even the bed she hath contaminated.† And the general dutifully responds, â€Å"Excellent good!† The enthusiastic answer causes one to suspect that the ancient’s psychopathology has taken possession of the Moor. WORKS CITED Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos. Coles, Blanche. Shakespeare’s Four Giants. Rindge, New Hampshire: Richard Smith Publisher, 1957.

Personal Narrative Essay -- Essays Papers

Personal Narrative I was bruised, bitten, and banged up, and I loved it. The weekend had completely made my summer and filled in a part of my personality that I never knew existed. My king salmon fishing trip taught me perseverance, trust, tolerance, and that it is not always the trophy, but instead the journey you take along the way. Every summer that I go back to Michigan, my cousin Lance and I take a fishing trip. This year we were after the big ones, king salmon, running up the Manistee River. I was excited yet a little anxious about the expedition that lay ahead of us. For weeks before we left, Lance and all of his friends riddled my mind with horror stories from their past attempts at these mighty fish. Chris, a big burly man with tattoo sleeves, filled me with the most apprehension. The year before, he had hooked into a king that had actually pulled him under a log jam and then snapped the line. Being half of his size, I figured I would be water skiing down the river, being towed by these scaled monsters. How was I ever going to survive this trip? When the day arrived to leave, I was mostly just excited and ready to go, at least until I found out that Lance’s girlfriend, Amber, was going to tag along. I have never met a woman as ice cold as she is. I have known her for nearly seven years, and she ha s been going out with Lance for almost a year, but she still has no problem going through an entire night without saying a word to me or any one else, including Lance. It’s not that she is shy, she is just completely stuck up. She doesn’t even like fishing. What was she doing going on this trip? But I decided to suck it up and enjoy my time out on the river. We packed up all of our supplies and headed out on Friday eveni... ...o I had to rely on Lance to get me home safe. The hardest part of the trip was dealing with Amber. I had to learn to work with someone that I didn’t get along with in the least bit. To get through the weekend however, I had to count on her for certain things. One of the most important traits that I picked up was the ability to laugh at myself. When I fell down I had two options, I could get angry and cry, or I could get up and laugh it off. I chose the second option and have carried it through into my every day life. This is a skill that I will use for the rest of my life. Lastly, by not landing a fish I was able to appreciate the trip for the experience instead of the trophy at the end. This is something that everyone could use to help them enjoy life for the little things. I know that my king salmon fishing trip helped to change me for the better.

Hispanics in the Vietnam War :: Vietnam War Essays

Precise figures are not available for Hispanic participation in Vietnam. †¢ Prior to the full-scale escalation of the Vietnam War, Special Forces Advisor, Sergeant First Class Isaac Camacho's fire base was overrun by Viet Cong in November 1963. After an intense firefight, Camacho was taken prisoner. He is most likely the first Hispanic POW of the Vietnam era. Remarkably, Camacho escaped his captors after 20 months and made his way to freedom. He was awarded the Silver and Bronze Stars in September 1965 and later promoted to Captain, U.S. Army. †¢ Lieutenant Commander Everett Alvarez, Jr. (then Lieutenant JG) was the first American pilot taken as a prisoner of war and remained a prisoner longer than anyone else, eight and a half years. †¢ On April 30, 1975, Master Sergeant Juan J. Valdez climbed aboard the last U.S. helicopter to depart the roof of the U.S. Embassy in Saigon. The U.S. presence in Vietnam, which spanned 18 years, ended. Valdez' presence gave credence to the Hispanic theme of participation in America's wars: "First in...last to leave." The Post-Vietnam Era †¢ Approximately 80,000 Hispanics served in the Vietnam theater of operations and 13 won the Medal of Honor, 6 of them Marines. This is not unusual. Hispanics have received the highest honors to date in the U.S. Navy. As of 1990, six ships and three active submarines have been named for Hispanics, including the nuclear- powered 688 class fast attack submarine, USS San Juan, named after the capital city of Puerto Rico.

6 Examples of Current Legislation in Relation to Safeguarding

TDA 2. 2SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE Assessment Criteria 1. 1Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. School Child Protection Policy A sample policy is included in the â€Å"Policies† section of this student’s binder; it is called â€Å"XYZ SCHOOL CHILD PROTECTION POLICY†. At the end of it other of the school’s policies are cited which can also be referenced. Further, within this policy, documents such as â€Å"Children Act 1989† and â€Å"Working Together† are referred to.The policy states, â€Å"[t]he procedures have been developed in co-operation with the North Yorkshire Area Child Protection Committee (NYACPAC) and the Local Safeguarding Children Board (LSCB). † I was not able to locate my local school’s â€Å"E-Safety Policy†, however I did locate a â€Å"School E-Safety Policy Template † by the Southwest Grid for Learning Trust, which is to work in conjunction with other school policies like the Anti-Bullying Policy, and which covers items such as those in the following lists. It embraces the use of ICT as learning changes with technological advancements but works for best practices to ensure safety. Also read: Legal and Organisational Requirements For Dealing With Complaints in Care Also read: Identify When Children and Young People Require Urgent Medical AttentionPolicy Statements †¢ Education – Students / Pupils †¢ Education – Parents / Carers †¢ Education – Extended Schools †¢ Education and training – Staff †¢ Training – Governors †¢ Technical – infrastructure / equipment, filtering and monitoring †¢ Curriculum †¢ Use of digital and video images †¢ Data protection †¢ Communications †¢ Unsuitable / inappropriate activities †¢ Responding to incidents of misuse Appendices: †¢ Student / Pupil Acceptable Use Policy Agreement Template †¢ Staff and Volunteers Acceptable Use Policy Agreement Template †¢ Parents / Carers Acceptable Use Policy Agreement Template †¢ School Filtering Policy template School Password Security Policy template †¢ School Personal Data Policy template †¢ School E-Safety Charter †¢ Ideas for schools to conside r[i] Current Legislation According to the NSPCC, â€Å"There is no single piece of legislation that covers child protection in the UK, but rather a myriad of laws and guidance that are continually being amended, updated and revoked. Laws are amended by new legislation passed by Westminster, the Welsh Assembly Government, the Northern Ireland Assembly and the Scottish Parliament. This is known as statutory law, but laws also have to be interpreted by the courts.The way in which courts interpret laws is known as case law, and this can also have the effect of amending statutory law. † Some of the pertinent pieces of legislation are as follows. The material is quoted from an NSPCC factsheet called â€Å"An introduction to child protection legislation in the UK† unless otherwise cited. [ii] The Children Act 1989 The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecti ng children. [I]t enshrined a number of principles.The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The court must also ascertain the wishes and feelings of the child and shall not make an Order unless this is â€Å"better for the child than making no Order at all† (section 1). Every effort should be made to preserve the child’s home and family links. It introduced the concept of parental responsibility which is defined as â€Å"the rights, duties, powers and responsibilities which by law a parent of a child has in relation to the child and his property† (section 3).The Children Act 1989 †¦ charges local authorities with the â€Å"duty to investigate †¦ if they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorities are also charged with a duty t o provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† which means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm.Two key guidance documents exist to help professionals to identify children at risk and to work together to protect them: [1] Guidance on interagency cooperation under the Children Act 1989 was first published in 1991. The current guidance, Working together to safeguard children: a guide to inter-agency working to safeguard and promote the welfare of children (HM Government, 2010), is currently under review. [2] The Framework for the assessment of children in need and their families (DH, 2000) is non-statutory guidance that provides professionals with a systematic way of identifying children in need and ascertaining the best way of hel ping those children and their families. A simple guide for anyone working with children, What to do if you're worried a child is being abused. (HM Government, 2006), outlines the child protection processes and systems contained in the Working Together and Framework for Assessment documents.Whilst local authorities have a mandatory duty to investigate if they are informed a child may be at risk, there are no specific mandatory child abuse reporting laws in the UK that require professionals to report their suspicions to the authorities. However in Northern Ireland, it is an offence not to report an arrestable crime to the police. Since the Children Act 1989, many new laws have been passed to strengthen the ways children are protected. The United Nations Convention on the Rights of the Child 1989 (UN, 1989) †¦ includes the right to protection from abuse, the right to express their iews and have them listened to and the right to care and services for disabled children or children l iving away from home. The Human Rights Act 1998 incorporates the European Convention on Human Rights into UK law. †¦ [C]hildren are covered by this legislation as they are persons in the eyes of the law, just as adults are (Bainham, 2005 p82). The Act makes it unlawful for public authorities to act in a manner which is incompatible with the rights and freedoms contained in the Act. It also requires the Government and the courts to ensure that court rulings and new Bills are compatible with the Act wherever possible.These rights include the right to respect for private and family life. The Education Act 2002 includes a provision (section 175 [â€Å"Protecting and involving young people†) requiring school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of children. Children Act 2004 Following the death of eight-year old Victoria Climbie in 2000, the Government asked Lord Laming to co nduct an inquiry to help decide whether it needed to introduce new legislation and guidance to improve the child protection system in England.The †¦ Victoria Climbie Inquiry report (Laming, 2003) [resulted in] the Keeping children safe report (DfES, 2003) and the Every child matters green paper (DfES, 2003), which in turn led to the Children Act 2004. Although much of this legislation still applies, the election of a Conservative/Liberal Democrat coalition government in May 2010 has led to a shift in thinking on child protection, and a number of changes in approach are currently under discussion.In June 2010 the new government invited Professor Eileen Munro to conduct an independent review of children’s social work and child protection practice in England. Children and Families Minister, Tim Loughton said that it would provide an opportunity to counteract a culture in child protection, â€Å"which places too much emphasis on bureaucratic box ticking above close personal attention to the circumstances of individual children†.The Munro review of child protection: final report (Munro, May 2011) called for a more child-focused system and a reduction in prescriptive timescales and targets from central government. A child centred system: the government’s response to the Munro review (DfE, July 2011) accepted all but one of Munro’s recommendations, and laid out a programme of proposed changes over the following years. Pending alterations have been noted throughout this briefing.The Children Act 2004 does not replace or even amend much of the Children Act 1989. Instead it sets out the process for integrating services to children [emphasis by person quoting this material]. It covers England and Wales in separate sections. Besides creating the post of Children's Commissioner for England, the Children Act 2004 places a duty on local authorities to appoint a director of children’s services and an elected lead member for childrenâ₠¬â„¢s services, who is ultimately accountable for the delivery of services.The coalition government published revised statutory guidance relating to the two posts in April 2012 (DfE, 2012). The Act places a duty on local authorities and their partners (including the police, health service providers and the youth justice system) to co-operate in promoting the wellbeing of children and young people and to make arrangements to safeguard and promote the welfare of children.The Act also puts Local Safeguarding Children Boards on a statutory footing (replacing the non-statutory Area Child Protection Committees) and gives them functions of investigation and review (section 14), which they use to review all child deaths in their area. Section 58 of the Children Act 2004 updates the legislation on physical punishment. It limits the use of the defence of reasonable punishment so that it can no longer be used when people are charged with the offences against a child of wounding, actual or grie vous bodily harm or cruelty †¦ (DCSF, 2007).After the Children Act 2004 †¦ The Education Act 2011 makes changes to provisions on school discipline and will place restrictions on the public reporting of allegations made against teachers. The intention is for most of the sections of the Act to have commenced by the start of the 2012 academic year. Assessment Criteria 1. 2Describe the roles of different agencies involved in safeguarding the welfare of children and young people. On the website safeguardingchildren. co. k, in the Section entitled â€Å"Agency Roles and Responsibilities†, the following information is provided re Children's Social Care, an Emergency Duty Team, Schools and Governing Bodies, Senior Members of Staff with Designated Responsibility for Child Protection and Further Education Institutions and Governing Bodies (the later for children under eighteen years of age). Children's Social Care The agency with lead responsibility for child protection withi n North Yorkshire is the Local Authority Children and Young People's Service, Children's Social Care. Children's Social Care has the following responsibilities: Assess, plan and provide support to children in need, particularly those suffering or likely to suffer significant harm; †¢ Make enquiries under Section 47 of the Children Act 1989 wherever there is reason to suspect that a child in its area is at risk of significant harm; †¢ Convene and chair Child Protection Conferences under LSCB procedures; †¢ Maintain the Electronic Social Care Record (ESCR) known as ICS; †¢ Provide a Key Worker for every child subject to a Child Protection Plan; †¢ Ensure that the agencies who are party to the protection plan coordinate their activities to protect the child; †¢ Undertake a Core Assessment where required ensuring they comply with the standards set out in LSCB Procedures, Appendix 4; †¢ Convene regular reviews of the progress of any child subject to a C hild Protection Plan through both Core Group and Child Protection Conference Review meetings; †¢ Instigate legal proceedings where required. Additionally Children's Social Care are a responsible authority in North Yorkshire within the Licensing Act (2003) and Gambling Act (2005) for the protection of children criterion. The primary duty of all staff, whatever their nominated role, is to protect children from significant harm. Emergency Duty Team (EDT) Staff working in EDTs must distinguish carefully, often on the basis of inadequate and/or incomplete information: †¢ What immediate action may be required to ensure the immediate and longer term safety of a child; and †¢ What further responses may be best left to day time services.EDT staff should ensure that all relevant information obtained and actions taken out of office hours are transmitted without delay to the relevant sections within Adult & Community Services and Children's Social Care and other agencies as appro priate. Children and Young People's Service: Education The duty of local authorities, schools of all kinds and FE colleges to have arrangements for carrying out their functions with a view to safeguarding & promoting the welfare of children is under sections 175 & 157 of the Education Act 2002. Education staff have a crucial role to play in helping identify welfare concerns and indicators of possible abuse or neglect at an early stage. The local authority has a nominated a lead officer with responsibly for safeguarding and promoting the welfare of all children at three levels.These responsibilities are: †¢ Strategic – coordinating and planning service delivery; †¢ Support – ensuring schools are aware of their responsibilities, monitoring their performance and ensuring training, model policies and procedures and advice and support is available; †¢ Operational – taking responsibility for safeguarding children who are excluded from school or who have not obtained a school place, for example children and pupil referral units or being educated by the authority's home tutor service; involvement in dealing with allegations against staff and volunteers; and ensuring arrangements are in place to prevent unsuitable staff and volunteers from working with children. Schools and Governing Bodies Governing Body should ensure that: †¢ the school has a child protection policy and procedures in place that are in accordance with local authority guidance and locally agreed inter-agency procedures, and the policy is made available to parents on request; †¢ the school operates safe recruitment procedures and makes sure that all appropriate checks are carried out on staff and volunteers who ork with children; †¢ the school has procedures for dealing with allegations of abuse against staff and volunteers that comply with guidance from the local authority and locally agreed inter-agency procedures; †¢ a senior member of the schoo l's leadership team is designated to take lead responsibility for child protection (and deputy); †¢ staff undertake appropriate child protection training; †¢ they remedy, without delay, any deficiencies or weaknesses regarding child protection arrangements; †¢ a governor is nominated to be responsible for liaising with the local authority and /or partner agencies in the event of allegations of abuse being made against the head teacher; †¢ where services or activities are provided on the school premises by another body, the body concerned has appropriate policies and procedures in place in regard to safeguarding children and child protection and liaises with the school on these matters where appropriate; †¢ they review their policies and procedures annually and provide information to the local authority about them and about how the above duties have been discharged The Headteacher should ensure that: the policies and procedures adopted by the Governing Body o r Proprietor are fully implemented, and followed by all staff; †¢ sufficient resources and time are allocated to enable the designated person and other staff to discharge their responsibilities; and †¢ all staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies. Senior Members of Staff with Designated Responsibility for Child Protection should ensure the following: Referrals †¢ Refer cases of suspected abuse or allegations to the relevant investigating agencies; †¢ Act as a source of support, advice and expertise within the educational establishment; †¢ Liaise with head teacher to inform him/her of any issues and ongoing investigations and ensure there is always cover for this role. Training †¢ To recognise how to identify signs of abuse and when it is appropriate to make a referr al; †¢ Have a working knowledge of how LSCBs operate, the onduct of a child protection case conference and be able to attend and contribute to these; †¢ Ensure that all staff have access to and understand the school's child protection policy; †¢ Ensure that all staff have induction training; †¢ Keep detailed accurate secure written records and/or concerns; †¢ Obtain access to resources and attend any relevant or refresher training courses at least every two years. †¢ Raising Awareness. All staff and volunteers †¢ fully comply with the school's policies and procedures; †¢ attend appropriate training; †¢ inform the designated person of any concerns. Further Education Institutions and Governing Bodies See arrangements above for schools. [iii] Police There is a National Policing Improvement Agency (NPIA) document entitled, â€Å"Guidance on Investigating Child Abuse and Safeguarding Children, Second Edition†.In it the priorities and re sponsibilities of the Police Service in protecting child welfare are described as: – protect the lives of children and ensure that in the policing of child abuse the welfare of all children is paramount; – investigate all reports of child abuse and neglect and protect the rights of child victims of crime; – establish the investigation of child abuse and safeguarding of children as a mainstream policing activity; and – adopt a proactive multi-agency approach to preventing and reducing child abuse and neglect and safeguarding children. [iv] Health service roles and responsibilities in child protection â€Å"Within the health services every member of staff has a responsibility for ensuring that children are protected as much as possible. † Different specializations have unique observations [e. g.Mid-Wives for pre-born children and their parent(s)] but in summary each staff member, leader, and volunteer is to be trained to recognize and intervene accor ding to agency policies; some identified leaders will have roles in leading interagency meetings and some specialists will be given opportunity to make recommendations regarding child, young person and/or parent(s). For children seen in A&E there is a check system to verify if a child has been flagged for another concern. [v] ALSO RE. HEALTH CARE PROVIDERS: Health care providers specialist knowledge may also be very helpful with conditions or situations such as the following: †¢ Children and young people with severe behavioural difficulties; †¢ Emotional disturbance; †¢ Eating disorders; †¢ Self-harming behaviour; Families where there is a perceived high risk of danger; †¢ Very young children; †¢ Abused child or abuser has severe communication problems; †¢ Situations where parent and carer feigns the symptoms of, or deliberately causes ill-health to a child; †¢ Where multiple victims are involved. [vi] Office for standard in education (Ofsted) Children's Directorate Registered childminders and group day care providers must satisfy explicit criteria in order to meet the national standard with respect to child protection (Standard 13, of Day Care Standards issued by Ofsted). Ensuring that they do so is the responsibility of the Children's Directorate of Ofsted. Ofsted requires that: All childminders and group day care staff have knowledge of child protection, including the signs and symptoms of abuse and what to do if abuse or neglect is suspected; †¢ Those who are entrusted with the day care of children or who child mind have the personal capacity and skills to ensure children are looked after in a nurturing and safe manner. Ofsted will seek to ensure that day care providers: †¢ Ensure the environment in which children are cared for is safe; †¢ Have child safeguarding children policies and procedures in place, which are consistent with these procedures; †¢ Be able to demonstrate that their procedures h ave been followed when an allegation is made. Ofsted must contact Children's Social Care about any child protection issues and, in consultation with them, consider whether any action needs to be taken to protect children attending the provision.Ofsted must be informed when a child protection referral is made to Children's Social Care about: †¢ A person who works as a child minder; or †¢ A person who works in day care for children; or †¢ Allegations regarding any person residing in the home of a registered childminder; or †¢ Any service regulated by Ofsted's Children's Directorate. Ofsted must be invited to any Strategy Meeting where an allegation might have implications for other users of the day care service and/or the registration of the provider. Ofsted must seek to cancel registration if children are at risk of significant harm by being looked after in childminding or group day care settings.Where warranted, Ofsted will bring civil proceedings or criminal pro ceedings against registered or unregistered day care providers. Additionally, Ofsted's Children's Directorate: †¢ Registers private and voluntary care services which are required to meet national standards; †¢ Inspects, assesses and reviews all care services; †¢ Inspects boarding schools, residential special schools and further education colleges with residential students under 18 years; †¢ Publishes an inspection report; †¢ Provides details of the number and quality or private and voluntary care services; †¢ Deals with complaints about care service providers; †¢ Takes enforcement action when services do not meet minimum standards.Providers will also be expected to have knowledge of child protection, including signs and symptoms and what to do if abuse or neglect is suspected and an up to date child protection policy. [vii] NSPCC The National Society for the Prevention of Cruelty to Children (NSPCC) is a charity with a duty to protect children from abuse and neglect and has the statutory power to bring care proceedings in its own right. The NSPCC operates a national 24 hour child protection line (see Appendix 2), which accepts referrals and passes the information to the relevant Children's Services. Children's Social Care may commission the NSPCC to undertake specific child protection related work, including Section 47 Enquiries and ‘special investigations'. [viii] Also see: GUIDE TO INTERAGENCY WORK — http://www. northyorks. gov. uk/index. aspx? rticleid=12437 Also, per The Department for Children, Schools and Families’ â€Å"Working Together to Safeguard Children–A guide to inter-agency working to safeguard and promote the welfare of children†, The Purpose of multi-agency working at both strategic and operational levels is to achieve better outcomes for children and young people by fostering: a shared understanding of the tasks, processes, principles, roles and responsibilities outlined in national guidance and local arrangements for safeguarding children and promoting their welfare; more effective and integrated services at both the strategic and individual case level; improved communication and information sharing between professionals, including a common understanding of key terms, definitions and thresholds for action; effective working relationships, including an ability to work in multi-disciplinary groups or teams; sound child focused assessments and decision-making; and learning from Serious Case Reviews (SCRs) and reviews of child deaths. [ix] PLEASE SEE ADDITIONAL PAGES: _________ re CAF and Multi-agency working. Please see the â€Å"Illness Grid† for responses to the following AC’s: Assessment Criteria 2. 1Identify the signs and symptoms of common childhood diseases. and Assessment Criteria 2. 2Describe the actions to take when children or young people are ill or injured. andAssessment Criteria 2. 3Identify circumstances when children and youn g people might require urgent medical attention. Note to: Wendy — I had already done this grid, per brief instructions on Moodle the week when class was cancelled due to snow and ice. So this may not be quite what you were looking for but I learned some things and thought I could use this as a resource in the future so I did not delete content, even though it is quite lengthy. In general, responses at school include the following for when a child is injured or becomes ill: Have a First Aider accessible during times of outside play and during all school hours. Reassure the child;Have child assessed by First Aider; If okay to move the child take the child to a quiet area; Other wise clear the area and leave child in place; Reassure other children who are concerned; If unable to self-ambulate and/or child appears to need help moving and First Aider recommends, then call an ambulance; Minor cuts/bruises: apply cold, wet paper towel; Document anything witnesses, often this is done in the School Accident Book; If bump to head then send home a letter to notify parents; If any bodily fluids are involved, wear gloves; Keep child cool or warm, depending on situation. Contact parents if anything other than minor health/illness/accident arises.Please see ABC Road School’s â€Å"Medical and First Aid Procedures† for an example policy regarding boundaries for prescribed medication at school, emergency first aid, and some common conditions (i. e. , diabetes, choking, fractures, burns and scalds, shock, head injuries, bleeding, poisons, heart attack, asthma and epilepsy). ILLNESS GRID |Illness |Signs and symptoms 2. 1 |What actions to take 2. 2 |Is urgent medical attention | | | | |required? 2. | |Flu |Sudden fever – a temperature of 38 °C (100. 4 °F) or above |Call parents. Send child home. Typical GP |No. | | |dry, chesty cough |instructions follow. If you have flu, it will |You probably only need to see your| | |headache |usually be possible for you to treat yourself |doctor if you are in a high risk | | |tiredness |effectively at home. group and then you may be | | |chills |If this is the case you should: |prescribed antivirals if you are: | | |aching muscles |rest |pregnant | | |limb or joint pain |keep warm |Or if you have: | | |diarrhoea or upset stomach |drink plenty of water to avoid dehydration |lung disease | | |sore throat |try to take paracetamol or anti-inflammatory |heart disease | | |runny or blocked nose |medicines such as ibuprofen to lower a high |kidney disease, | | |sneezing |temperature and relieve aches |liver disease | | |loss of appetite | neurological disease such as motor| | |difficulty sleeping | |neurone disease, Parkinson's or | | | | |multiple sclerosis | | | | |a weakened immune system | | | | |diabetes | |Epilepsy |The main symptoms of epilepsy are repeated seizures. |Especially with Tonic-Clonic seizures: |No. | | |People with epilepsy can experience any variety of seizure, although most people follow a consistent |move them away from anything that could cause |However, dial 999 if: | | |pattern of symptoms known as an epilepsy syndrome. Seizures can occur when you are awake or asleep |injury, such as a busy road or hot cooker |it’s the first time someone has | | |(nocturnal seizures). cushion their head if they're on the ground |had a seizure | | |Partial seizures |loosen any tight clothing around their neck, such |the seizure lasts for more than | | |Symptoms of a simple partial seizure include: |as a collar or tie, to aid breathing |five minutes | | |changes in the way things look, smell, feel, taste or sound |when their convulsions stop, turn them so that |the person doesn’t regain full | | |an intense feeling that events have happened before (deja vu) |they're lying on their side |consciousness, or has a series of | | |a tingling sensation, or ‘pins and needles’, in your arms and legs stay with them and talk to them calmly until they |seizures without regaining | | |a sudden intense emotion, such as fear or joy |have recovered |consciousness | | |the muscles in your arms, legs and face may become stiff |note the time the seizure starts and finishes. | | | |you may experience twitching on one side of your body |Be aware of what the person does during the | | | |The symptoms of a complex partial seizure normally involve apparently strange and random bodily |seizure.Make a note of what they're like | | | |behaviour, such as: |afterwards (such as sleepy, confused, or | | | |smacking your lips |aggressive), and record how long the seizure lasts. | | | |rubbing your hands |The following information may be helpful: | | | |making random noises |Where was the person? | | | |moving your arms around |What were they doing? | | |picking at clothes |Did the person mention any unusual sensations, such| | | |fiddling with objects |as an odd smell or taste? | | | |adopting an unusual posture |Did you notice any mood change, such as excitement,| | | |chewing or swallowing |anxiety or anger? | | | |During a complex partial seizure, you will not be able to respond to anyone else, and you will have no|What brought your attention to the seizure? Was it | | | |memory of the event. a noise, such as the person falling over, or body | | | |Generalised seizures |movements, such as their eyes rolling or head | | | |In most cases, a person having a generalised seizure will be completely unconscious. |turning? | | | |There are six main types of generalised seizure; these are their symptoms: |Did the seizure occur without warning? | | | |1. Absence seizures, sometimes called petit mal, mainly affect children.They cause the child to lose |Was there any loss of consciousness or altered | | | |awareness of their surroundings for up to 20 seconds. The child will seem to stare vacantly into |awareness? | | | |space, although some children will flutter their eyes or smack their lips. The child will have no |Did the person's c olour change? For example, did it| | | |memory of the seizure. Absences can occur several times a day. Although they are not dangerous, they |become pale, flushed, or blue?If so, where – the | | | |may affect the child's performance at school. |face, lips or hands? | | | |2. Myoclonic jerks. These types of seizures cause your arms, legs or upper body to jerk or twitch, |Did any parts of the body stiffen, jerk or twitch? | | | |much like if you have received an electric shock. They often only last for a fraction of a second, and|If so, which parts were affected? | | | |you should remain conscious during this time.Myoclonic jerks often happen in the first few hours |Did the person's breathing change? | | | |after waking up and can occur in combination with other types of generalised seizures. |Did they perform any actions, such as mumble, | | | |3. Clonic seizure. This causes the same sort of twitching as myoclonic jerks, except the symptoms will|wander about or fumble with clo thing? | | | |last longer, normally up to two minutes. Loss of consciousness may occur. |How long did the seizure last? | | | |4. Atonic seizure.Atonic seizures cause all your muscles to suddenly relax, so there is a chance you |Was the person incontinent (could not control their| | | |will fall to the ground. Facial injuries are common with this type of seizure. |bladder or bowels)? | | | |5. Tonic seizure. Unlike an atonic seizure, tonic seizures cause all the muscles to suddenly become |Did they bite their tongue? | | | |stiff. You can lose balance and fall over, so injuries to the back of the head are common. |How were they after the seizure? | | | |6.Tonic-clonic seizure. A tonic-clonic seizure, sometimes known as â€Å"grand mal†, has two stages. Your |Did they need to sleep? If so, for how long? | | | |body will become stiff and then your arms and legs will begin twitching. You will lose consciousness | | | | |and some people will wet themselves. The seizure normally l asts between one and three minutes, but | | | | |they can last longer. [A]bout 60% of all seizures experienced by people with epilepsy are | | | | |tonic-clonic seizures. Tonic-clonic seizures are what most people think of as an epileptic fit. | | | | |NOTE: Auras. People who have epilepsy often get a distinctive feeling or warning sign that a seizure | | | | |is on its way. These †¦ are known as auras, but they are actually simple partial seizures. | | | |Auras differ from person to person, but some common auras include: | | | | |noticing a strange smell or taste | | | | |having a feeling of deja vu | | | | |feeling that the outside world has suddenly become unreal or dreamlike | | | | |experiencing a sense of fear or anxiety | | | | |your body suddenly feeling strange | | | | |Although this warning cannot prevent the seizure, it can give you time to warn people around you and | | | | |make sure you are in a safe place. | | | |Tonsillitis |The main symptom of tonsillitis is a sore throat. |Call parents. Send child home. Typical GP instructions follow. |No. | | | |There is no specific treatment for tonsillitis. Treat at home. Exceptions are made if: | | |Other common symptoms include: |Whether your child’s tonsillitis is caused by a virus or bacteria, it is likely that|your child’s symptoms are | | |red and swollen tonsils |their immune system will clear the infection within a few days. In the meantime, |severe | | |pain when swallowing |there are some things that you can do to help. |your child’s symptoms show | | |high temperature (fever) over 38 °C (100.  °F) |Make sure your child has plenty to eat and drink, even if they find it painful to |no sign of easing | | |coughing |swallow. Being hungry and dehydrated can make other symptoms, such as headaches and |your child has a weakened | | |headache |tiredness, worse. |immune system. | | |tiredness |If your child has recurring bouts of tonsillitis (>5 in one year), surgery may be | | | |pain in your child’s ears or neck |considered. | | |white pus-filled spots on your child’s tonsils |Self-help at home | | | |swollen lymph nodes (glands) in your child’s neck |Over-the-counter (OTC) painkillers such as paracetamol and ibuprofen can help | | | |loss of voice or changes to your child’s normal tone of voice |relieve symptoms such as a sore throat. †¦ [I]t is important to check you have bought| | | |Less common symptoms of tonsillitis may include: |the correct type and dosage as younger children only need small dosages. Your | | | |being sick |pharmacist will be able to advise you. | | | |a ‘furry' tongue |Children under 16 years of age should not take aspirin. | | |bad breath |To soothe a sore throat one can use lozenges and oral sprays. | | | |difficulty opening the mouth |Some people find that gargling with a mild antiseptic solution can help relieve a | | | |Younger children may also complain of a stomach ache, which can be caused by |sore throat. An alternative method is to gargle with warm salty water. Mix half a | | | |the swelling of the lymph nodes in the abdomen. |teaspoon of salt (2. 5g) with a quarter of a litre (eight ounces) of water.It is | | | | |important never to swallow the water so this method may not be suitable for younger | | | | |children. | | |Diarrhoea/ |Vomiting and diarrhoea. Diarrhoea |Call parents. Send child home. Typical GP instructions follow. |No. | |Vomiting |is the passing of watery stools |Children with these conditions should be kept off school/treat at home. They can return 48 hours after their symptoms disappear.Most |Just if it lasts | | |more than is normal for you. |cases of vomiting or diarrhoea get better without treatment. |for more than 2-3| | | |Contact your GP if: |days and/or child| | | |your child has diarrhoea and is vomiting at the same time |will not ingest | | | |your child has diarrhoea that's particularly watery, has blood in it or lasts for long er than two or three days |any fluids. | | |your child has severe or continuous stomach ache | | | | |Otherwise, diarrhoea isn’t usually a cause for concern. Give your child plenty of clear drinks to replace the fluid that’s been lost, | | | | |but only give them food if they want it. | | | | |Don't give them fruit juice or squash, as these drinks can cause diarrhoea. | | | |Anti-diarrhoeal drugs can be dangerous, so don't give these. Oral rehydration treatment can help. | | | | |Don't allow children to swim in swimming pools for two weeks after the last episode of diarrhoea. | | |Chickenpox |The most commonly recognised chickenpox symptom is a red rash that can cover the entire body. |Call parents. Send child home. Typical |No. | | |However, even before the rash appears, you or your child may have some mild flu-like symptoms including: |GP instructions follow. Only if child has| | |feeling sick |If your child has chickenpox, inform |a weakened immune| | |a high temper ature (fever) of 38? C (100. 4? F) or over |their school or nursery and keep them |system or is a | | |aching, painful muscles |at home while they are infectious, |â€Å"newborn baby†. | | |headache |which is until the last blister has | | | |generally feeling unwell |burst and crusted over.This usually | | | |loss of appetite |takes five or six days after the rash | | | |These flu-like symptoms, especially the fever, tend to be worse in adults than in children. |begins. | | | |Chickenpox spots | | | | |Soon after the flu-like symptoms, an itchy rash appears. Some children and adults may only have a few spots, but others are covered |Also: | | | |from head to toe. |-painkillers | | | |The spots normally appear in clusters.But the spots can be anywhere on the body, even inside the ears and mouth, on the palms of |-hydration | | | |the hands, soles of the feet and inside the nappy area. |-treat itchiness to stop irritating the| | | |Although the rash starts as small, itchy red spots, after about 12-14 hours the spots develop a blister on top and become intensely |rash | | | |itchy. |-try to help child dress so as not to | | | |After a day or two, the fluid in the blisters gets cloudy and they begin to dry out and crust over. |be too hot or too cold. | | |After one to two weeks, the crusting skin will fall off naturally. | | | | |New spots can keep appearing in waves for three to five days after the rash begins. Therefore different clusters of spots may be at | | | | |different stages of blistering or drying out. | | | |Anaphylaxis |The time it takes the symptoms †¦ to develop depends on how the trigger entered your body. If it was |If anaphylaxis is suspected you should check what |Yes. See box to the left. | |something you ate, such as peanuts, then it can take †¦ from a few minutes to two hours. If it was |systems of the body are being affected by symptoms. | | | |something that entered your skin, such as a sting or an injection, it will usual ly take 5-30 minutes. |Most health professionals recommend a ABC method, | | | |Symptoms can vary †¦ sometimes it can only cause mild itching or swelling, but in some people it can be|where you should check: | | | |extreme and lead to death. Airways – are symptoms affecting the airways, such | | | |Symptoms of anaphylaxis include: |as swelling inside the throat | | | |a red raised itchy skin rash |Breathing – are symptoms affecting breathing such | | | |swelling of your eyes, lips, hands and feet |as causing shortness of breath | | | |narrowing of your airways which can cause breathing difficulties and wheezing |Circulation – are symptoms affecting the | | | |feeling like there is a lump inside your throat |circulation such as causing dizziness or fainting. | | |a sudden drop in blood pressure which can make you feel faint and dizzy |If a person has symptoms affecting all three of | | | |nausea |these systems of the body then it is likely that a | | | |vomi ting |person has anaphylaxis; especially if they also | | | |strange metallic taste in the mouth, |have symptoms affecting their skin. | | |sore, red, itchy eyes | | | | |a feeling of impending doom like something terrible is going to happen | | | |Impetigo |Impetigo does not cause any symptoms until 4-10 days after the initial exposure to the bacteria. |Call parents. Send child home. Typical GP |No. | | |People can easily pass the infection on to others without realising that they are infected. |instructions follow. |If symptoms have not improved | | |Symptoms of bullous impetigo begin with the appearance of fluid-filled blisters, which usually occur |Treat at home.Impetigo is not usually serious and |within seven days of starting | | |on the trunk (the central part of the body from above the waist, but excluding the head and neck) or |will often clear up without treatment after two to |treatment, go back to your GP for | | |on the arms and legs. The blisters may quickly spread, be fore bursting after several days to leave a |three weeks. |a follow-up appointment to discuss| | |yellow crust which heals without leaving any scarring. |However, if you or your child has symptoms, visit |other treatment options. | | |The blisters aren't usually painful, but the area of skin surrounding them may be itchy.As with |your GP to rule out the possibility of other, more | | | |non-bullous impetigo, it is important that you do not touch or scratch the affected areas of the skin. |serious infections. | | | |Symptoms of fever and swollen glands are more common in cases of bullous impetigo. |If impetigo is confirmed, it can usually be | | | |Symptoms of non-bullous impetigo begin with the appearance of red sores that usually occur around the |effectively treated with antibiotics which may be | | | |nose and mouth.However, sometimes other areas of the face and the limbs can also be affected. |prescribed in the form of a cream (topical) or as | | | |The sores quickly burst leavi ng thick, yellow-brown golden crusts. After the crusts dry, they leave a |tablets. With treatment, the infection should clear| | | |red mark that usually heals without scarring. The time it takes for the redness to disappear can vary |up after about seven to 10 days and the time that | | | |between a few days and a few weeks. |the person is infected will also be reduced. | | |The sores are not painful, but they may be itchy. It is important not to touch, or scratch, the sores | | | | |because this can spread the infection to other parts of your body, and to other people. | | | | |Other symptoms of impetigo, such as a fever and swollen glands, are rare but can occur in more severe | | | | |cases. | | |Ringworm |Ringworm often looks like a round, red or silvery patch of skin which may be scaly and itchy. |Call parents. Send |No. | | |The ring spreads outwards as it progresses. You can have one patch or several patches of ringworm, and in more serious cases your skin may |child home. T ypical |If this is your first | | |become raised and blistered. |GP instructions |episode and/or depending | | |The symptoms of scalp ringworm include: |follow.Treat at |on the type (some types | | |small patches of scaly skin on the scalp, which may be sore |home. Ringworm is |are treated with OTC | | |patchy hair loss |easily treated using|medicines), then contact | | |an itchy scalp |antifungal creams, |GP but it is not urgent. | | |The symptoms of foot ringworm (athlete’s foot) include: |tablets and shampoo. | | |an itchy, dry, red and flaky rash, usually in the spaces between your toes | | | | |The symptoms of groin ringworm (jock itch) include: | | | | |red-brown sores (not necessarily ring-shaped), which may have blisters or pus-filled sores around the edge | | | | |itchiness and redness around your groin area, such as your inner thighs and bottom (the genitals are not usually affected) | | | | |the skin on your inner thighs can become scaly and flaky | | | | |The symp toms of nail ringworm include: | | | | |a whitish thickening of the nail | | | | |discolouration (the nail can turn white, black, yellow or green) | | | |the nail can become brittle and start to fall off | | | | |the skin around the nail may be sore and irritated | | | |Accidents |In school, contact the trained First Aid Provider and have this individual |If an accident happens |Take the child to A if child: | | |provide an assessment of issues. |Call an ambulance if the child: |-hase a fever and are persistently lethargic despite | | |This topic has a huge range of possible definitions.An NHS search of accidents|stops breathing |having paracetamol or ibuprofen | | |with children provides: |is struggling for breath (for example, you may notice |-is having difficulty breathing (breathing fast, | | |Most young children have some injuries and accidents. Most will be minor, but |sucking in under the ribcage) |panting or are very wheezy) | | |it’s sensible to know what to do if th e accident or injury is more serious. |is unconscious or seems unaware of what's going on |-has severe abdominal pain | | |If you’re worried about [the] child’s injuries and not sure if they need |won’t wake up |-has a cut that won't stop bleeding or is gaping open| | |medical help, call NHS Direct on 0845 4647.If you’re unsure whether you should|has a fit for the first time, even if they seem to | | | |move [the] child, make sure they’re warm, then call an ambulance. |recover |-has a leg or arm injury and can’t use the limb | | | |have swallowed a poison or tablets | | |Whooping Cough |The symptoms of whooping cough usually take between six and 20 days to appear after infection with the |Call parents. Send child home. Typical GP instructions follow. |Some-what. | |Bordetella pertussis bacterium. This delay is known as the incubation period. |Whooping cough can be treated successfully with antibiotics and most |Child should| | |Whooping coug h tends to develop in stages, with mild symptoms occurring first, followed by a period of |people make a full recovery. |be seen by | | |more severe symptoms, before improvement begins. |Whooping cough is much less serious in older children and adults than |GP but not | | |Early symptoms |it is in babies and young children. Your GP will usually advise you to |emergently. | |The early symptoms of whooping cough are often similar to those of a common cold and may include: |manage the infection at home and follow some simpl

A Case Against Slavery & Uncle Tom’s Cabin Essay

HB Stowe’s Uncle Tom’s Cabin was a powerfully evocative condemnation of slavery, and was famous in its own time. While many held that Stowe herself knew nothing about slavery or southern life, having never seen southern plantation life, it had its intended effect regardless: to stir up anti-slavery sentiment in the north, and to a lesser extent, in the South. Chapter VII is called â€Å"A Mother’s Struggle,† and it brings together many of the themes that dominate this book. First, the centrality of motherhood and the invincible power of a mother that is soon to be separated from her only son leads the action of this work. Second, the dominance of the Protestant Christian faith, a faith that serves to both assist slaves in tolerating their condition as well as providing them the strength to escape is the engine of the action. Since God is on the side of those who oppose slavery, ultimately, their struggle will emerge victorious and hence, the strength to persevere is present. Hence, this chapter is a central part of the work as it synthesizes the main themes of the book in rather stark terms, since this chapter is really the first â€Å"action† chapter of the book, that is, it is the beginnings of Eliza’s escape from her bondage and traces her moves northward to the Ohio river. The first real issue that drives Eliza to escape is the fact that she and her son are possibly to be sold. The Shelby family that owns them seeks to sell several slaves to pay off debts, and Eliza, who is not poorly treated by her mistress, Mrs. See more:  First Poem for You Essay Shelby, will not be separated from her only son (1-2). Here, the institution of slavery is shown in its worst aspect: the breaking up of families in the interest of the financial solvency of their masters. It was debated how often this was actually done, but this first few pages show the slave owning Shelby family as more or less humane, but forced due to circumstances to part with slaves, slaves, like Tom himself, who has befriended the son of the Shelby family. But stronger than all was maternal love, wrought into a paroxysm of frenzy by the near approach of a fearful danger. Her boy was old enough to have walked by her side, and, in an indifferent case, she would only have led him by the hand; but now the bare thought of putting him out of her arms made her shudder, and she strained him to her bosom with a convulsive grasp, as she went rapidly forward (1). This passage is an important part of the introduction to this chapter in that it places maternal power at the center of the war against slavery. It is this fear mixed with love that will keep Eliza moving forward. â€Å"Sublime is the dominion of the mind over the body, that, for a time, can make flesh and nerve impregnable, and string the sinews like steel, so that the weak become so mighty. † It is love, ths power of mind, the love for her son that keeps her moving forward, rather to face death, freezing, or torture if caught rather than be apart from her boy (2). It seems that, as Eliza continues her trek forward, that her body has become completely subsumed under her mind, and her love. Hence, she refuses to eat what she has packed for the trip North, and instead only wants her son to eat (3). But along with the power of a mother’s love, is the power of the belief in God and his Scriptures: â€Å"An hour before sunset, she entered the village of T — — , by the Ohio river, weary and foot-sore, but still strong in heart. Her first glance was at the river, which lay, like Jordan, between her and the Canaan of liberty on the other side. † (4). This passage is telling, in that it provides Old Testament references to the move toward liberty. The move of slaves northward to freedom is likened to the move of Israelites, themselves slaves to the Egyptians, over the Jordan river to the Canaanite valley which God has chosen for his people. For the slave treated harshly and not given even basic freedoms, the move northward was considered the promised land, the land of freedom, regardless of the hardships of slavery: this is the indictment of the institution as a whole. Slaves wold risk everything to avoid the institution, even a more or less comfortable existence that Eliza enjoyed with the Shelby’s. In this chapter, the mood is that if God closes one door, He opens another. So with Eliza gets to the river, the barrier between herself and freedom, it has been largely iced over (5). Given this, the ferry will not run. However, she is briefly taken in by a family connected with the ferry house on her side of the river. The action quickly and awkwardly shifts back to the slave quarters at Mrs. Shelby’s, where the slaves are speaking about the upcoming sale. Speaking of the slave trader, Chloe says, â€Å"He desarves it! † said Aunt Chloe, grimly; â€Å"he’s broke a many, many, many hearts, — I tell ye all! † she said, stopping, with a fork uplifted in her hands; â€Å"it’s like what Mas’r George reads in Ravelations, — souls a callin’ under the altar! and a callin’ on the Lord for vengeance on sich! — and by and by the Lord he’ll hear ’em — so he will! † (7). This is very important, since it is clear that the slaves hold that God is on their side, not the other way around. On the other hand, this point of view is made more ambagious by Uncle Tom’s statement that damming people to Hell is not a very nice thing to do, and that eternal punishment is not a fit crime for selling slaves, which after all, is not eternal (7). This creates a concept of equivocalness where two factions of the slave population have two different points of view: the first, that of Chloe, that slavers are evil and will be punished to Hell, and the more moderate view of Uncle Tom, that slavers are victims of circumstance, who themselves, did not invent this institution. But Aunt Chloe responds, though indirectly to Uncle Tom: â€Å"Don’t natur herself kinder cry out on ’em? † said Aunt Chloe. â€Å"Don’t dey tear der suckin’ baby right off his mother’s breast, and sell him, and der little children as is crying and holding on by her clothes, — don’t dey pull ’em off and sells ’em? Don’t dey tear wife and husband apart? † said Aunt Chloe, beginning to cry, â€Å"when it’s jest takin’ the very life on ’em? — and all the while does they feel one bit, don’t dey drink and smoke, and take it oncommon easy? Lor, if the devil don’t get them, what’s he good for? † And Aunt Chloe covered her face with her checked apron, and began to sob in good earnest. (8) Again, Stowe is making another attack on slavery here, using the splitting up of families as her center line of argument. Since she is dealing with a family that treats their slaves moderately well, she cannot really rely on the physical violence argument so common in anti-slavery polemics. Since motherhood is at the center of this work, it seems that the basic argument against slavery is that since slaves have no freedom, they cannot fight back when their families are taken apart. Hence, Stowe holds that the family, especially the mother, is the institution of society that maintains moral norms and hence, will be the institution that takes slavery apart. If anything, this is the primary case against slavery being made here. Moving back to the action on the Ohio river, Eliza has been spotted by the slave trader, the very focus of evil throughout this book. It must also be pointed out that the trader and his style of life are equally repugnant to the Shelby’s (10). But as far as Liza is concerned, when she is spotted, A thousand lives seemed to be concentrated in that one moment to Eliza. Her room opened by a side door to the river. She caught her child, and sprang down the steps towards it. The trader caught a full glimpse of her just as she was disappearing down the bank; and throwing himself from his horse, and calling loudly on Sam and Andy, he was after her like a hound after a deer. In that dizzy moment her feet to her scarce seemed to touch the ground, and a moment brought her to the water’s edge. Right on behind they came; and, nerved with strength such as God gives only to the desperate, with one wild cry and flying leap, she vaulted sheer over the turbid current by the shore, on to the raft of ice beyond. It was a desperate leap — impossible (14). This passage is worth extended comment. First of all, as God has closed the door of the ferry, he has opened another, more dangerous door, that of skipping over the ice cakes. This seems powerfully symbolic: the ice represents the cold hearts of the slave traders and even the good slave owners. Under intense pressure, the power of family–of motherhood–takes over, what seems impossible is not so, if God is on your side. Slavery, it seems, will be defeated by slave mothers trampling on the cold hearts of the slave owners through material love and devotion to get to freedom. On the other side, Eliza meets a friendly farmer, Mr. Symmes, who assists in her escape. Stowe remarks on page 10, â€Å"So spoke this poor, heathenish Kentuckian, who had not been instructed in his constitutional relations, and consequently was betrayed into acting in a sort of Christianized manner, which, if he had been better situated and more enlightened, he would not have been left to do. † Again, a powerful statement is being made here: since slave owners were normally of the â€Å"gentlemanly† class, that is, the civilized class, civilization is equated with the dominating of slaves. Since poor whites were not slave owners (and treated only little better than the blacks) and were not part of their civilization, they had not â€Å"learned† about the inferiority of blacks and the racial and class hierarchy of the South. Therefore, their lack of civilization is a good thing, since simple common sense seems to dominate over â€Å"civilized manners. † Hence, the hero of the story (or at least of the chapter) is this simple farmer from Kentucky who does not represent civilization, but simple agrarian manners and common sense morality. Hence, in conclusion, Stowe is making several points here. First, that the real evil of slavery is the destruction of the family. If the family is the center of social life in that it is the bearer of tradition and moral values, then its destruction must lead to the beastialization of society. This might explain the evil of the slave traders, since they seem to specialize in breaking up families, and hence, are the very symbol of this beastialization. Second, a mother’s love, coupled with God’s force, will lead the southern slaves to freedom. Third, that freedom must be earned, and this is applicable to slaves and slave owners, both of which have not known freedom. Slave owners are as debased by slavery as the slave, since he is dependent upon them and hence, not free. Lastly, that nothing is impossible with God, and with a love of freedom. This is the case against slavery, in that it crushes all of these impulses, impulses that God as implanted in the human spirit and hence, are part of His creation, now enslaved by others. All quotes above are from the Virginia University edition of Uncle Toms Cabin, Published by the University of Virginia E-Text Center of the University of Virginia Library System. (http://etext. lib. virginia. edu/etcbin/toccer-new2? id=StoCabi. sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=7&division=div1)