The role of a school leader during an era of high stakes accountability Essay Example for Free

The role of a school leader during an era of high stakes accountability Essay No doubt, the definition of the role of a school leader is has over generated debate amongst educationalist in America. This has left principals with the same questions. What is expected of them from the parents, students and their teachers? In this era of result oriented age, visionary leadership is an undisputed ingredient in the effective running of any organization especially a educational establishment like the school. This is why the governments have demonstrated interest in the development of programs, trainings and empowerment seminars for educators. The significant roles played by these set of people in the development of the nation can be left alone in their hands because they are producing the leaders of tomorrow that will develop the nation. This is why high quality and qualitative pedigree is required in handling of schools and educational organizations. The person of a school leader must understand that leadership is not about the title but the responsibility and the achievement of their objectives. The failure of any ward has been linked to the leadership and leader of the school. Parents do not ask themselves the same questions but they demand answers from their child’s school leader. This signify the enormous task attached to the position of the school leader as a failure on his /her path will lead to the poor quality of the academic results which further leads to withdrawal of wards by parents and without mincing words it will lead to the closure of the school. On the other side of it, even in business leadership error leads to the collapse of such company while effective leadership will generate improvement of the company. An example is former Ceo, of GE, Jack Welch. The world is moving fast and responsibility are been shifted the to the leaders whom they believe should not fail in discharging their responsibility for effectiveness. One of the important roles of the leader in this era of high accountability is effective communication. The ability of the principal to communicate between the important personalities will increase his/her chances of productivity as a break down of communication will lead to the collapse of the school.   The leadership style employed will hence the accountability simply because it will be a transparent administration. This will give room for broad base participation in the administration. Without this the role of creating effectiveness will be grounded as leadership is all about influence and not the post you hold. Intellectual stimulation has an important role of principal during this period as they are to encourage and work on the intellectual development of their students whose parents will be busy and have no time for them at home. Performance expectation and achieving the expectation have won the heart of parents, educators and even the government as tends to put smiles on the faces of their parents. Every average American parent has less than 5 hours for their children making their educational success in the hands of their teachers in school. No doubt the role of school leaders are constantly changing as they are also to serve in the capacity of parents, advisors and counselors to their students who may have difficulty in their studies or emotional issues that are afraid to discuss with their parent at home. In America today, life has changed and school leaders have gradually taken the important role of foster parent to their students towards productivity as they are the only person to be held responsible for whatsoever happens to organization. In conclusion, leaders are men who are always held responsible for whatsoever happens to their organizations either good or bad. This is the reason why they accountable for every single that happens within their school. Some leaders have suffered as a result of this while others have been praised. Reference: Mulford Bill. Changing roles and impact on school effectiveness. oecd.org Linda lambath.   Leadership at all schools nsdc.org webpage By Larry Lashway.   Role of the School Leader Revised July 2003. College of Education University of Oregon. Colin Powell. The art of leadership Michael Fullan. The Moral Imperative of School Leadership

Exchange to ne Hardware :: essays research papers

If you simply want to do an in-place upgrade of Exchange 2000 to Exchange 2003 using the same server, you’ve got it made – Microsoft has explained the process of upgrading and made it pretty simple. Even if you’re still using Exchange v5.5, Microsoft has you covered with a wealth of documentation to peruse. But what if you’re an Exchange 2000 organization that wants to bring in a new Exchange 2003 system alongside your existing machine, move all your content over to it, and decommission the original box? Then you’re left scratching your head. At the time of this writing, there is no guide I’ve been able to find that explains the process with any detail. This document will explain the process, combining information from numerous sources as well as my own experience. It’s very easy to bring Exchange Server 2003 into your Exchange 2000 organization, with minimal disruption to your existing server or your users. This document assumes you have an Exchange 2000 organization running in native mode. Henceforth, the Exchange 2000 system will be referred to as the â€Å"old† server, and the Exchange 2003 system will be referred to as the â€Å"new† server. I. Prepare your Network for Windows Server 2003 Regardless of how you intend to get to Exchange 2003, there are some basic steps that must be done. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Begin by reviewing Microsoft’s 314649 – â€Å"Windows Server 2003 adprep /forestprep Command Causes Mangled Attributes in Windows 2000 Forests That Contain Exchange 2000 Servers† This article explains that if you have Exchange 2000 installed in your organization, and you proceed with installing your first Windows Server 2003 system (and its accompanying schema modifications), you may end up with some mangled attributes in AD. Preventing this from happening is simple enough: a script called Inetorgpersonfix.ldf will do the trick. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Run adprep /forestprep from Windows Server 2003 CD on your Windows 2000 server that holds the Schema master FSMO role. (Of course you’ll need to be a member of Schema Admins). Be sure to replicate the changes throughout the forest before proceeding. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Run adprep /domainprep from Windows Server 2003 CD on your Windows 2000 server. I ran it on the system holding the PDC Emulator FSMO role. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Before bringing a new Windows Server 2003 system online, it’s a good idea to review your third-party server utilities and upgrade them to the latest versions to ensure compatibility. In my installation, this included the latest versions of BackupExec, Symantec Antivirus Corp. Exchange to ne Hardware :: essays research papers If you simply want to do an in-place upgrade of Exchange 2000 to Exchange 2003 using the same server, you’ve got it made – Microsoft has explained the process of upgrading and made it pretty simple. Even if you’re still using Exchange v5.5, Microsoft has you covered with a wealth of documentation to peruse. But what if you’re an Exchange 2000 organization that wants to bring in a new Exchange 2003 system alongside your existing machine, move all your content over to it, and decommission the original box? Then you’re left scratching your head. At the time of this writing, there is no guide I’ve been able to find that explains the process with any detail. This document will explain the process, combining information from numerous sources as well as my own experience. It’s very easy to bring Exchange Server 2003 into your Exchange 2000 organization, with minimal disruption to your existing server or your users. This document assumes you have an Exchange 2000 organization running in native mode. Henceforth, the Exchange 2000 system will be referred to as the â€Å"old† server, and the Exchange 2003 system will be referred to as the â€Å"new† server. I. Prepare your Network for Windows Server 2003 Regardless of how you intend to get to Exchange 2003, there are some basic steps that must be done. 1.  Ã‚  Ã‚  Ã‚  Ã‚  Begin by reviewing Microsoft’s 314649 – â€Å"Windows Server 2003 adprep /forestprep Command Causes Mangled Attributes in Windows 2000 Forests That Contain Exchange 2000 Servers† This article explains that if you have Exchange 2000 installed in your organization, and you proceed with installing your first Windows Server 2003 system (and its accompanying schema modifications), you may end up with some mangled attributes in AD. Preventing this from happening is simple enough: a script called Inetorgpersonfix.ldf will do the trick. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Run adprep /forestprep from Windows Server 2003 CD on your Windows 2000 server that holds the Schema master FSMO role. (Of course you’ll need to be a member of Schema Admins). Be sure to replicate the changes throughout the forest before proceeding. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Run adprep /domainprep from Windows Server 2003 CD on your Windows 2000 server. I ran it on the system holding the PDC Emulator FSMO role. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Before bringing a new Windows Server 2003 system online, it’s a good idea to review your third-party server utilities and upgrade them to the latest versions to ensure compatibility. In my installation, this included the latest versions of BackupExec, Symantec Antivirus Corp.

Safeguarding: Abuse and Children

Level 3 Assessment Unit 4: Understand how to safeguard the welfare of children and young people Y/601/1695 Credit Value 3 Your details |Name: Jatinder Kaur Randhawa |School: Willow Primary School | |OCR Candidate Number: |Date: | Scenario |You have been asked by your line manager to research the subject of safeguarding the welfare of children and young people to provide a booklet for newly appointed staff. The booklet will be the | |underpinning knowledge for the training that staff receive from the line manager | | | |Your colleague will rely on you for accurate knowledge to enable colleagues to understand: | | | |the main legislation, guidelines, policies and procedures for safeguarding C&YP | |the importance of working in partnership with other organisations to safeguard C&YP | |the importance of ensuring C&YP’s safety and protection in the work setting | |how to respond to evidence or concerns that a CorYP has been abused or harmed | |how to respond to evidence or concerns that a CorYP has been bullied | |how to work with C&YP to support their safety and well being |understand the importance of e-safety for C&YP | | | |The information you provide could be in any form and could include written information, diagrams, tables and illustrations. Use the structure below to produce the material your colleague has | |asked you to create. You must cover each of the assessment criteria. | |Section 1: The main legislation, guidelines, policies and procedures for safeguarding C&YP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |1. Outline current legislation, guidelines, policies and procedures within our own UK Home nation affecting the safeguarding of C&YP | |1. 2 Explain child protection within the wider concept of safeguarding C&YP | |1. 3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with C&YP | |1. 4 Explain when and why inquiries and serious case reviews are required and how the sharing of the finding informs practice | |1. Explain how the processes used by your own work setting or service comply with legislation that covers data protection, information handling and sharing | | | |Ans1. 1: Current legislation that supports the safeguarding of children and young persons is: Children Act 1933, Children Act 1989, Children Education Act 2002, Children Act 2004 and Children Act 2006. | |The Children Act 1933: Offences against children or young people listed or treated as schedule 1 to the children and young people Act 1933 | |Offences under the C&YP Act 1933 |S1: Cruelty (including assault; ill-treatment, neglect, abandonment or exposure in a manner likely to cause unnecessary suffering or injury to health) to a C&YP under 16. | |S3: Allowing a child or young person under 16 to be in a brothel. | |S4: Causing or allowing a child or young person under 16 to be used for begging. | |S11: Exposing a child under 12 to risk of burning. | |The Children Act1989: Set out principles to guide work of local authorities and courts and also defined ‘significant harm’ and a child ‘in need’ of intervention. | |The Children Act 1989: This Act states that a child's welfare is paramount when the child's upbringing is concerned. It states what the local authorities should do to protect the child. The local authorities are | |charged with a duty to provide services for children in need and also their families. | | | |The Children Education Act 2002: Its based upon the way school or places of educations is run or required proper things for education like, school, governors LAs, and FE colleges to take steps to safeguard and | |promote welfare. | |The Children Act 2004: Provides the legal basis for children’s services set out in the EVERY CHILD MATTERS: like Carrying daily activities with the children so as to maximise their opportunities whilst minimising | |their risk. | | | | | | |The Children Act 2006: Is the first piece of legislation that is primarily concerned with (EY)and children and introduces the (EYFS) which supports settings in delivering high quality integrated early education. | | | |Other acts include: The protection of Children Act 1999: Our school bond by 1st thing (CRB) they checked when u join a school. (CRB) means Criminal Record Bureau holds data a nd checks all who will work with C&YP. | | | |Health and Safety at work Act 1974: like take reasonable care of themselves and others, Ensure all tools and equipment are in good working condition and Report accidents and potential hazards. | |This Act is very important for every one when do work most important is school. | | |GUIDELINES: Our setting responsibility is the welfare and well-being of all children in the care. Every school have local safeguarding Children Board and ensure that all staff is appropriately trained and that | |procedures are put into practice. | |My school liaises regularly with other childcare agencies, such as health visitors, the local slough, ensure that all staff is trained to recognise any signs of abuse and any concerns directed to the nursery school | |will then be treated with absolute confidentiality and sensitivity. If a child discloses, or partially discloses, an issue which raises concerns this is immediately documented in the incident book. Parental | |allegations made against a member of staff are reported to the Daily manager strict confidence, Alternatively, the parents/ carers may contact the CPLO or deputy CPLO directly. | | | |POLICIES :A number of Policies protecting the children ‘s welfare ,such as the parents complaints procedure, Lunch time policy, playground policy , Behaviour policy, lost child policy, Confidentiality policy, Major | |incident policy, staffing and employment policy. We also require the parents to sign a number of consent forms regarding outings. | |All the policy applies to staff, volunteers, visitors, etc. and there is a commitment to safe recruitment, selection and vetting through CRB checks, Reference to legislation, principal that underpins the policy. Most| |important thing is that parents and children are informed of the policy and procedures. All children have the right to protection regardless of gender, ethnicity, belief, sexuality, disability, etc. . . . | |PROCEDURES: Our policy had procedures. Procedures as they link to local safeguarding children’s board procedures. | | | |Chid Protection Procedures and systems means step-by- step guidance on what to do in different circumstances and clarification of roles and responsibilities. | | | |ANS 1. 2: Child protection and safeguarding is not same thing. Safeguarding is everything. Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect | |specific children who are suffering, significant harm or any form of abuse. The staying safe action plan covers three main areas : universal safeguarding , involving work to keep all C&YP safe and create safe | |environments for them ;targeted | |Safeguarding to reduce the risks of harm like accidents, emergencies and illness etc. ; and responsive safeguarding, involving responding effectively when children are harmed. The action plan is about more than just | |preventing accidents or stopping bullying. Every child matters ‘stay safe’ keeping children safe from neglect and abuse, accidents, bullying, crime and anti-social behaviour and providing a safe and stable home | |environment. | | | |ANS 1. 3: Our national and local guidelines, policies and procedures for safeguarding affect day to day work with C&YP. | | | |Maintanence a safe environment in class room, or playground, toilets. | |Recording all the accidents or incidents accurately. | |Informing senior colleagues correctly. | |Ensure visitors sign in correctly. | |Responding to fire alarm. | |Ensure children in a safe way. | |Deal with danger. |Check CRB | |Stopping bullying | |By having policies/guidelines in place it help day to day care | |Risk assessment: Guidelines and policies make practitioners aware that there is need to risk assess a wide range of situations within the childcare setting, on trips. | |Ensuring the voice of child or young person is heard. | | | |ANS. 1. 4: INQUIRIES > Inquiries look into matters of serious public concern. They are a tool for establishing acts and preventing something similar occurring. Inquiries are bigger than serious case reviews. | |They run by national government, public concern. They are ‘a retrospective examination of events or circumstances surrounding a service failure or problem, specially established to find out what happened, understand| |why, and learn from the experiences . | |The conclusions of the inquiry are delivered in the form of a written report, given first to the government, and soon after published for public consumption . It is through their recommendation that inquiries have | |most impact. | | | |SERIOUS CASE REVIEWS > The prime purpose of a serious case review (SCR) is for agencies and individuals to learn lessons to improve the way in which they work both individually and collectively to safeguard and | |promote the welfare of children . They run by local safeguarding. |Undertaking reviews of cases where abuse or neglect of a child is known or suspected, a child has died or a child has been seriously harmed, and there is cause for concern as to the way in which the authority, their | |Board partners or other relevant persons have worked together to safeguard the child. | | | |Inquiries and Serious case reviews are required when allegations of abuse have been made against a childcare practitioner, or a C&YP has been abused by a parent/carer. These are needed to make sure that the child or | |young person received the care and protection that they should have. | |Sharing the findings of these inquiries and serious case reviews enables childcare practitioners to review their practices and ensure that safeguarding policies are in place to cover any child protection issue that | |may arise. | | | | | | |Section 2: The importance of working in partnership with other organisations to safeguard C&YP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |2. 1 Explain the importance of safeguarding C&YP | |2. 2 Explain the importance of a child or young person centred approach | |2. 3 Explain what is meant by ‘partnership working’ in the context of safegua rding | |2. Describe the roles and responsibilities of the different organisations that may be involved when a CorYP has been abused or harmed | | | |ANS. 2. 1: The importance of safeguarding > children and young people are vulnerable as they have little sense of danger and only learn to assess risks with help from adults. Any childcare practitioner should ensure | |that children in their care are not at risk of harm and neglect from negative outcomes and support all children to develop their full potential. All children deserve to grow up in a loving, secure family. | | | |ANS. 2. 2 : The importance of a child or young person centred approach: |The government has set out a positive vision of the outcomes to achieve. Some outcomes which matters most to C&YP. | |Being healthy: enjoying good physical and mental health and living a healthy lifestyle. | |Staying safe: being protected from harm and neglect. | |Working with child and their family. | |Keeping the chid in focus throughout assessments. | |Enjoying and achieving: getting the most out of life and developing skills for adulthood. | |Making a positive contribution | |Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. | | | | |ANS. 2. 3: All services for children, covering special education needs, youth offending terms, Health & GP, Polices, and Social services. CAF provides a support system to allow all children who are being cared for or | |treated by a variety of different people/places to share information. This ensures that the individual child or young person receives the care required. All organisation work in partnership. | | | |ANS. 2. : The role and responsibilities of the different organisations that may be involved when a C&YP has been abused or harmed : | | | |SOCIAL SERVICES – The social worker who takes on the case will be the key worker for the child or family. Staff can apply to remove a child to a place of safety or sta rt care proceedings. RESPONSIBLE FOR †¦. | |Ensuring the child is in a safe place, Support family difficulty; investigate case of abuse, and yours cares. | |NSPCC – The organisation has qualified social worker who has powers to investigate case of abuse. | |Health – Health visitors have on – going contact with families, particularly those with very young children . They are specialists in child development. | |GP – Children may be presented with injuries or health concerns either at their local GP surgery or at the casualty department. RESPONSIBLE FOR †¦. Spotting signs of abuse and mental or physical health issue. | |POLICE – Police officers uphold the law. They have duty to protect children and to follow up any referrals or concern brought to their notice. They are very responsible for social services. The police have | |emergency powers to remove a child to a place of safety. | |SCHOOL – A designated person with responsibility for child protection issues should be named in each setting. Concerns should be taken to the designated person who will notify social services. Staffs are trained in| |child development and are able to monitor signs of change or regression. |PSYCHOLOGY SERVICE – A psychologist will become involved to help offer counselling to children and their families in any situation where are child is in need of safeguarding, or to help children deal with abuse. | | | |ANS. 3. 1 Children need to be kept safe and protected from harm to ensure happy and healthy development acros s all areas of development. | |Some reasons > It’s required by law duty of carers. | |This is my purpose as T. A. | |Part of child’s human rights. | |This is my duty as T. A. | |It enables us to focus better for learning (good school, good study, good and safe environment | |By protecting children we protect own self. | | | |ANS. 3. 2 Policies and Procedures are as follows: | |Safeguarding and promoting children’s welfare | |Safeguarding Children | | | |Child protection | |Confidentiality | |Security/ Dropping off and collection | |Lost or Missing children | |Outings | |Health and safety policy | |Complaints procedure | |In the event of a fire | |Playground policy | |Behaviour policy | |Equality of opportunity in special needs, house rules | |Promoting health and hygiene | |Accident and emergency procedure/First Aid | |Administration like setting in, hours of opening, supplies, fees, payment procedures | |Partnership with other organisations ,or working with you as parents / carer | |Suitable environment and equipment | |Risk assessments | |Whistle blowing | |Duty of care | |All of the policies and procedures I have in place are to ensure that the children in my care are safe and protected, as are myself and family. | | |ANS. 3. 4: We can protect our self within our everyday practice in our s etting and when working off site. | | | |Follow all the policies and procedures, health safety, child protection, and safe working environment. | |Complete all necessary paper work correctly. | |Visitors book to be signed by visitor. | |Accident log. | |Share all information with relevant people only. | |Maintain confidently except. | |Registers for all children in attendance or head count. | |Recording times of toileting, food eaten. | |Be aware of offsite procedures. | |Follow risk assessments. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 3: The importance of ensuring C&YP’s safety and protection in the work setting | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |3. Explain why it is important to ensure C&YP are protected from harm within the work setting | |3. 2 Explain policies and procedures that are in place to protect C&YP and adults who work with them | |3. 3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected | |3. Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Section 4: How to respond to evidence or concerns that a CorYP has been abused or harmed | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |4. 1:Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding | |4. 2:Describe the actions to take if a CorYP alleges harm or abuse, in line with policies and procedures in your own setting | |4. Explain the rights that C&YP and their carers have in situations where harm or abuse is suspected or alleged | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 5: How to respond to evidence or concerns that a CorYP has been bullied | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |5. 1 Explain different types of bullying and the potential effects on C&YP | |5. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain why they are in place | |5. 3 Explain how to support a CorYP and/or their family when bullying is suspected or alleged | | | |ANS. 5. 1 : Different types of bullying are: | | | |PHYSICA BULLYING: Like pushing, kicking, pinching, hitting and other forms of violence or threats. |VERBAL BULLING: ( name calling, insults, sarcasm, spreading rumours, persistent teasing) | |EMOTIONAL BULLYING: (excluding, tormenting, ridicule, humiliation and social isolation) | |CYBER BULLING: ( the use of information and communications, technology, particularly mo bile phone, use of ICT – texts, social network sites, emails, deliberately to upset someone else) | |SPECIFIC BULLING: (such as homophobic or gender- based, racist, relating to SENs and disabilities. | |Different potential effects of bulling on C&YP. |Work goes down | |Self-harm | |Is frightened of walking to or from school | |Becomes withdrawn | |Lacking in confidence | |Attempts or threatens suicide or runs away | |Cries themselves to sleep at night | |Feel ill in the morning | |Self-esteem low | |Fear and anxiety | |Outbursts of anger | |Impact on physical well-being – lack of sleep, loss of appetite, headaches, | |Starts stealing money | |Become aggressive | |Stop eating | |Is afraid to use the internet or mobile phone. | |ANS. 5. : Policies and procedures that should be followed in response to concerns or evidence of bullying: If any bullying is suspected or there has been a complaint about bullying . Any type of bullying like | |physical bulling, emotion al bulling, specific bullying, cyber bullying, and verbal bullying I will keep a written and dated record of any comments made with regard of bullying. I will talk to all children involved | |and if necessary parents too. If appropriate and necessary, police will be called. The bullying behaviour or threats of bullying must be investigated and the bulling stopped quickly. | | | |The reasons why they are in place: | |Bullying hurts – no one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Children or young people who are bullying need to learn different ways of behaving. | |Children setting and schools have a responsibility to respond promptly and effectively to issues of bullying. | | | |ANS. 5. 3: Never showing that you are in any way shocked or disgusted what may have happened to the child, so you can appear to be calm and reassuring for the child and child’s family. Always reporting anything | |serious to the correct organisations such as social workers, police, etc. Documenting any evidence or anything said by all those involved. Good communication with parents/ carers. Always dealing swiftly with any case| |of bullying as soon as you are aware of it. | | | | | | | | | | | | | | | |s | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 6: How to work with C&YP to support their safety and well being | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |6. 1 Explain how to support C&YP’s self-confidence and self-esteem | |6. 2 Analyse the importance of supporting resilience in C&YP | |6. Explain why it is important to work with the CorYP to ensure they have strategies to protect themselves and make decisions about safety | |6. 4 Explain ways of empowering C&YP to make positive and informed choices that support their well-being and safety | | | |ANS. 6. 1: To support children and young people’s self –confidence and self –esteem reward charts could be used . Verbal praise and encouragement, stickers, treats could include 5 minutes extra outdoor play, watching a | |film or favourite TV show, doing an activity of choice which the child has chosen. | | |ANS. 6. 2: Importance of supporting resilience in children and young people. Helping them to deal with disappointment or failure, as inevitably they will encounter this at some point. Giving them the life skills that | |help them deal with things in a positive way. Building strong relationships, showing children how to form long lasting friendship/relationships with enrich their lives and social skills. Children who have a wide | |social circle, and strong relationships with other deal with disappointment far better, and have a more positive outlook on their lives. | | |ANS. 6. 4: Ways of empowering children and young people to make positive and informed choices that support their well-being and safety: | |Listening to children and giving them opportunities to express their views, it empowers them when they know they are listened to and t heir opinions and ideas respected. | |Giving them opportunities to make decisions for themselves where they are able t learn about consequences etc. | |A free play e. g like different resources, and helping them learn a new skill such as dressing themselves. | |Encouraging independence like toilet. |Choosing where they want to play (indoor and outdoor) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 7: Understand the importance of e-safety for C&YP | | | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |7. Explain the risks and possible consequences for C&YP of being online and using a mobile phone | |7. 2 Describe ways of reducing the risk to C&YP from: | |social networking | |internet use | |buying online | |using a mobile phone | | | |ANS. 7. : | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |References: | | | | | | | | | | | | |

The Art of Seduction Free Essay Example, 1000 words

Book review: â€Å"The Art of Seduction† by Robert Greene al Affiliation) Book review: â€Å"The Art of Seduction† by Robert Greene Aim of the book The book â€Å"The art of seduction† by Robert Greene focused on educating the reader on the most effective seduction techniques by presenting examples to explain each of the skills towards success in the socials aspect of seduction. It is apparent from the art of seduction that the author’s aim is to equip an individual with twenty-four sexy seduction techniques towards winning a spouse. This goes along with Greene’s objective of teaching the readers on how well to use the principles of seduction. However, possessing sexy seduction skills does not guarantee success on its own, which the author brings into attention indicating that it takes more than the combination of the seduction skills with the persuasion, manipulation and power aspect to conquer in the world of seduction. Consequently, this leads to another aim of the author, which is giving the reader an outlook of why seduction works for some individuals and fails on others (Greene, 2013). We will write a custom essay sample on The Art of Seduction or any topic specifically for you Only $17.96 $11.86/pageorder now This is accomplished by the author’s identification of diversified seductive characters in the book. Remarkably, the art of seduction focus on both the victim and the seducer in determine the probability of a successful chase (Greene, 2013). Greene general objective is to help a seducer to choose the factual victim that will bow to the charms and portray the desire of pleasure. Synopsis The book is about the classical human behavior of seduction and the factors behind a successful chase, which eventually result to a stable marriage. The author gives the profiles and detailed exploration of nines types of seducers. On the other hand, he presents eighteen types of targeted victims. Each of the character in the book is presented to have unique seductive skills that contribute towards a successful chase, while others who portrayed ineffective techniques fails. Furthermore, he presents informative examples of historical psychology characters such as Duke Ellington and Cleopatra to explain and support the human mind behind effective seduction. Twenty-four seduction techniques are explained in details that are essential towards perfecting the art of seduction in the society. The forty-eight Laws of Power transpires within the book with Greene indicating that his book is an exploration and of the laws because seduction is al bout power, manipulation and persuasion irrespe ctive of its common notion of romance (Greene, 2013).