Principles of Safeguarding free essay sample

Define the following types of abuse Physical abuse – contact indented to cause feelings of intimidation, injury or other physical bodily harm Sexual abuse – knowingly causing someone to engage in an unwanted sexual act by force or threat Emotional/psychological abuse – a person subjecting or exposing another to behaviour that can result in psychological trauma, often associated by a power imbalance such as child abuse or abuse in the workplace Financial abuse – the misuse of a person’s funds and assets, or obtaining property and funds without the persons full consent and can involved theft of a person’s property or funds Institutional abuse – can happen in a setting such as a care home, hospital, nursing home or school – a place where there are vulnerable people who should receive support and care. Abuse in an institution can include the following: neglect, physical abuse, verbal abuse and sexual abuse Self neglect – an individual neglects their basic needs such as personal hygiene, feeding and not attending medical appointments. This can be as a result of a degenerative disease like dementia, a brain injury or the side effect of psychiatric medication Neglect by others – a person/people who are supposed to provide support for those who are unable to fully support or provide for themselves but that care and support is not given or is taken away. Neglect may include lack of food or drink, medical aids (like hearing aids/walking sticks) or medical support . 2 Identify the signs and/or symptoms associated with each type of abuse Physical abuse – the physical signs would include bruises, scratches or burn marks. The physical signs of abuse may be hard to see as the abuse could have been carried out in places that are easy to cover up under clothes etc. There could also be emotional or â€Å"invisible† signs of physical abuse. If abuse has been carried out in childhood then the child could be become aggressive and their school work could start to suffer. They may also be very shy and not want any physical contact of any kind. As adolescents, people can turn to substance abuse to help them cope with day-to-day life. These behaviours can be carried into adult life, with adults suffering from long term depression, self-harm and suicide attempts. Studies have also shown that physical abuse in childhood can lead to post-traumatic stress disorder. Sexual abuse – there are very likely to be physical signs but they are likely to be around the genital area and so will generally be covered up and not seen. They may not be seen until a hospital admission happens as a result of the abuse and an examination takes place. The physical signs could include bruises, scars and chafing around the genitals and bleeding from the genital area. However, there could be other physical sign, for example, there could be bruises on the victims arms if they have been grabbed or restrained or on the face if they have been hit. Victims could begin to show signs of a sexually transmitted disease which if untreated could lead to serious illness or infertility. Girls and woman could also show signs of being pregnant. Pregnancy can have serious and potentially fatal complications on a young girl whose body may not yet be fully developed. Mental and behavioural signs and symptoms can include sudden changes in behaviour or sexual awareness, self-harm, chronic shyness and aggression. Children’s school work can suffer and even suffer from an increase in truancy from school. Emotional/psychological abuse – the physical signs of emotional abuse are likely to be self inflicted, i. e. he victim could resort to self harm or suicide attempts which can leave lasting scars, illness or successful suicide attempts. Self harm can be the physical manifestation of depression or anxiety as a result of the emotional abuse. Emotional abuse, however, tends to leave no physical marks caused by the abuser who tend to leave mental scars on the person they abuse. Victims can suffer from symptoms like being agitated, aggressive, or becoming withdrawn an d uncommunicative. Victims could also start showing sings normally associated with illnesses such as dementia like rocking and biting. In children the signs and symptoms could be similar to those shown in adults – they can become withdrawn, aggressive and truancy from school can become the norm. The victim of emotional abuse can turn to substance abuse, like drink or drugs, to help them deal with the stress of the abuse that they suffer from. Financial abuse – Like emotional abuse, this may not leave physical signs of abuse caused by the abuser, but should the victim withhold money or property that the abuser may want, then there may be bruises or scratches from being hit or punched. The victim may turn to self-harm as a way of dealing with stress. Direct signs and symptoms of financial abuse may be; bills not being paid, the victim not having food in the house, unusual financial transactions or clothes and property looking old, shabby, out-dated and dirty. Adults who have previously been living alone may suddenly have an acquaintance living with them or post, like bank statements being redelivered to a different address. Institutional abuse – usually occurs in places where there are vulnerable people who should normally receive support and care for example, in a ospital, care home or school. The abuse can include neglect, physical abuse and discriminatory abuse. The abuse in a hospital could take the form of inflexible or set routines which are set to the times best suited for the staff and hospital rather than what is best for the patients. For example, patients can be made to get out of bed, washed and dressed early in the morning to fit in with times f or staff breaks. Or patients’ rights can be abused if a hospital does not provide places for prayer or show signs of religious intolerance. A patient has the right to request treatment and personal cares by a person of the same gender. If this is denied to them then this could be a form of institutional abuse. But, if there are problems with staffing, e. g. there are physically no male staff members to help with personal cares of a male patient, then options should be discussed with the patient and staff should try to get a chaperone if one is requested. Children can suffer from institutional abuse when they are in hospital but child specific abuse could include not providing suitable play areas/toys or child friendly activities. Children also may require different eating utensils, not providing these could mean younger children finding it hard not to eat and not being able to eat at all, especially if we did not supply to baby milk. Both adults and children can be victims of being addressed in inappropriate ways and subjected to unsuitable language for instance swearing or racist language. Self Neglect – signs include malnourishment, dehydration and a lack of medical aids, like hearing aids or walking sticks. People who suffer from self neglect could also have poor personal hygiene and unsanitary housing conditions. This can lead to new or exacerbation of medical conditions, which are likely to go untreated if they suffer from self neglect. Self neglect could also mean the suffer is homeless and without basic needs. Neglect by others – some sings are similar to those displayed by self neglect but are caused when a person has had a care and support network in place but failings are apparent by lack of care. Signs might include dehydration, malnutrition, improper sleeping and housing conditions, lack of necessary aids like hearing aids or walking sticks and untreated or undiagnosed medical conditions. If a patient is bed bound or finds it hard to walk around and may be sitting for long periods of the day, they are at risk of developing pressure sores. If these are not treated and looked after by moving the patient or by applying suitable dressings, then the skin around the sores breaks down and becomes necrotic very quickly. Prevention against bed sores is the best way of looking after a patient’s skin. Neglect by others can lead to behavioural changes in a person, particularly those who may have learning difficulties or those who find it hard to communicate. A change in behaviour, e. g. if the patient becomes aggressive, can be their way of communicating the effect the neglect is having on them. 1. 3 Describe factors that may contribute to an individual being more vulnerable to abuse There are various people who are vulnerable to abuse in society. Factors could include: the setting – where the abuse takes place, (e. g. hospital, care home), the individual – a child, an elderly person, a person with learning difficulties, or a group of people – more than one child in a family, a certain group of people (e. . those who are from different cultural backgrounds or are have a different sexual orientation). A child is vulnerable to many forms of abuse including physical abuse, emotional abuse and neglect. They are vulnerable to abuse as they may not be physically strong, may not have an understanding of what is being done to them is wrong and may be too scared to speak out about what is happening to them meaning the abuse c an go on for some time without being noticed. A person with learning difficulties may need support with washing, dressing and feeding. If any of this support is taken away or not given in the first place, this would count as neglect. If a patient is supported at home with the help of just one or two carers then lack neglect could go unnoticed for some time. The patient may not have the means or the ability to report the abuse for themselves. Abuse may not be noticed until an admission into hospital where the neglect could become apparent. An elderly patient could be vulnerable to self-neglect for example, due to a mental illness or dementia. If the patient does not leave the house often or not have visitors the neglect could go unnoticed and may be only be presented on admission to hospital. They may not have care in place to support them at home so prior to discharge they should either be going home with support or be placed in a suitable care home with the patients/carers consent. Outcome 2 Know how to respond to suspected or alleged abuse 2. 1 Explain the actions to take if there are suspicions that an individual is being abuse 2. 2 Explain the actions to take if an individual alleges that they are being abused. When you work in an institution that provides health care and support for people you need to build up a good relationship with those in your care. A good relationship includes building trust between you and your patients. Trust works both ways. Your patients need to be able to trust you and what they say is in confidence or that information is only shared with those who need to know. But you also need to trust that your patients are being totally honest with you. Being open and honest with your patients hopefully leads to them being honest with you. If this leads to you suspecting or if a patient tells you about abuse then there are certain things you should do. Firstly, if you do have a good relationship the patient may want to tell you about what has happened. However, you should ask a trusted colleague to talk to the patient too. The patient may want you to stay with them whilst they tell what has happened to them. If you suspect any abuse has taken place then you should talk to a trusted colleague or line manager who can set in motion the taking and recording information and making referrals, for example to social services. Abuse can be committed in any setting – at home, at school, in a care home or hospital, and it can be carried out by almost anyone. An alleged incident of abuse could have been committed by a colleague. You should talk to a colleague not implicated in the allegation and you can always use the Harrogate District Foundation Trust Whistleblowing policy. The policy states that â€Å"The Policy acknowledges it is a disciplinary matter to victimise a bone fide whistle-blower† so you are protected under the policy if you have a genuine complaint. Every employee must be aware of their duty to report an allegation or complaint of abuse, assault or sexual misconduct, even if the patient is unwilling or unable to pursue the complaint†. As an employee you are actively encouraged to report any incidents of abuse that may have occurred in the hospital. If you have reported an incident of abuse and you feel that no/not enough taken action has been taken then you should report th e allegations and your concerns to your line manager or Matron. You can use the Whistleblowing policy and you can also report any allegations to another agency, for example, the police or the Quality Care Commission (CQC). When you have been told about an alleged incident of abuse or suspect abuse has taken place you must: * Report your concerns to a senior member of staff or independent agency verbally and in writing * Never make a promise regarding the allegation, for example, never promise to not tell anyone else about the compliant * Don’t investigate or question anyone yourself. 2. Identify ways to ensure that evidence of abuse is preserved * Keep a written record – of any phone messages, witness statements etc. Make sure that you only state the facts that have been presented to you. Never state opinions or assumptions. Bank statements, bills etc. counts for a written record and can be used as evidence in cases of financial abuse. All written records must be signed, dated and timed * Any evidence taken, written and physical nee ds to be kept in a safe place where it can’t be damaged or destroyed. If physical or sexual abuse has taken place then clothes, blankets etc. hould not be washed and kept in sealed plastic bags. You should also encourage the victim not to wash too. * Any physical sign of abuse or injury should be recorded on a body map or hand drawing. A description should be written including size, shape, colour, positioning etc. You should also take photographs of the abuse as a record. * Do not touch or move anything where the alleged crime took place. This is to prevent vital evidence being destroyed, moved or contaminated. * It is important that you do not touch the victim unless it is for their immediate well-being. This is to prevent any contamination of evidence that may be on the victim. If you do have to touch or come into contact with the patient in any way then you should document where and why you have done so. Outcome 3 Understand the national and local context of safeguarding and protection from abuse 3. 1 Identify national policies and local systems that relate to safeguarding and protection from abuse The North Yorkshire Safeguarding Children Board (NYSCB) was established in 2006 along with other local safeguarding children’s boards around the country. NYSCB seeks to protect all children against all forms of abuse or from witnessing violence and abuse. The NYSCB is a multidisciplinary agency with nominated senior members from each member agency, which includes; Children and Young People’s Service, Police and Health. The board also receives advice and expertise from a designated doctor and nurse. The chair of the board is independent of all agencies. The NYSCB has five Locality Forums and Sub-Groups which includes a sub-group in Harrogate. This is to make sure that it meets all its aims and objectives. North Yorkshire Local Authority has a general duty under the Children Act 1989 and Children Act 2004 to safeguard and promote the welfare of children who are in need. The Board’ meets four times a year. Local health authorities have a duty of care to protect those who are in their care. A vulnerable person can be a child or adult and we have to be alert for any signs of abuse. We should then work with other agencies such as the local police and social services, as well as with national agencies like the CQC. Local Police and charities can also offer support and help in instances of alleged abuse. National polices such as Protection Of Vulnerable Adults (POVA) help us deal with adults who may be more at risk of abuse. If a suspicion of abuse is raised then a referral should be made to Social Services. If there is a case of abuse when the referral is received a strategy meeting is arranged. The case of the vulnerable adult is discussed and information shared with the relevant people/agencies e. g. the doctor and nurse in charge of care of the patient whilst in hospital, a social worker, the police etc. There will then be a Case Conference where the patient in question will be invited along with a person of support should they wish to bring someone. Plans will be made to offer more support to the patient and to make sure they are safer in the future. Initially the patient will be asked if they want a referral to be made and the allegation to be investigated. But the Police or Social Services may make the decision for the referral to be made if it would prevent anyone else being hurt. Other national policies and acts include: The Mental Health Act 2007, Safeguarding Adults 2005 and the Child Protection Act 1989. 3. 2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse The Quality Care Commission (CQC) focuses on quality of care, acts quickly to eliminate poor care and make sure care is centred on people’s needs. The CQC follows the requirements set out in the Health and Safety Act 2008 to protect people who use the health and social care services. Where regulations have been breached or a person has been found unfit for work the CQC will undertake any work needed to consider what action is needed and will pass any information to the local safeguarding partnerships (Polices, Social Services, Local Health Authority), normally at a strategy meeting. If providers of health care fail to meet requirements of law, the CQC has the power to intervene and take any action necessary. The CQC also monitors the use of the Mental Health Act 1983 to protect those whose rights are restricted under the act. If North Yorkshire County Council Social Services receive a complaint about an alleged abuse against a child they will: * Decide if no further action is required or * Offer the family support to resolve any issues or * Call an initial child protection conference if there is good reason to be concerned about harm or risk of harm to a child If the child is decided to be at risk they will be placed on the child protection register and a child protection plan is made which plans details of how to protect the child and set out the actions for the family and work for each professional involved. The Police have a duty to investigate any accusations of abuse carried against children, young people and vulnerable adults. The Police will be invited to Safeguarding meetings where information will be shared about any cases. 3. 3 Identify reports into serious failings to protect individuals from abuse One report into serious failings to protect an individual from abuse is as follows: On 25th February 2000, Victoria Climbie died in intensive care at St Mary’s Hospital, London. Victoria died after being subjected to abuse from her great-aunt Marie-Therese Kouao and her boyfriend Carl Manning. At the time of her death she had sustained 128 injuries which were the result of being burnt with cigarettes, beaten with bike chains and belt buckles and she had received hammer blows to her toes. She had also suffered from starvation. At her great-aunts request, Victoria had been sent to live in France with Kouao where she was to be enrolled in school. However, after just a few months of enrolling her at the school in 1998, the school reported Climbie’s repeated absenteeism and how she often fell asleep in class. She travelled to France and then to England under the passport of Anna Kouao, another girl Kouao was going to take to France but whose parents had pulled out at the last minute. Victoria spent all her life in England known as Anna. They had left France and moved to London in 1999 after Kouao owed the French Government ? 000 paid in wrongful child benefit payments. Between 26th April and June 2009 Kouao and Climbie made 18 visits to Ealing Social Services for housing purposes and the staff noticed Climbie’s unkempt appearance but took no action. When Kouao got a job at Northwick Park Hospital in June 1999 she nor Ealing Social Services made no attempt to enrol Climbie in any day care activiti es in the first month. In June 1999 Climbie and Kouao met a distant relative, Esther Ackah on the street who noticed a scar on Climbie’s cheek. Kouao said she got the cut on her cheek after falling from an escalator. But after also visiting Climbie’s house, Akcah thought the housing was unsuitable and anonymously called Brent Social Services on 18th June 1999. They faxed a referral to Children’s Social Services that same day but the referral was not picked up until three weeks later on 6th July. A few days after making the initial phone call, around the 21st June, Ackah range Social Services again where she was told that â€Å"something may have been done†. The duty manager claimed Social Services had never received the referral on 18th June but had logged the details of the phone call on 21st June when the details of the case where not deemed very serious. On 6th July 1999 Climbie and Kouao moved into Carl Manning’s flat and it’s claimed Climbie’s abuse increased soon after. Brent Social Services sent a letter with details of a home visit to the Climbie’s old address but on arriving at the address and finding no answer they made no attempt to find out where the pair had moved to. The two social workers in charge of the case also admitted that they only had the haziest of idea’s what they were investigating. In July 1999 Kouao took Climbie to a friend, Priscilla Cameron’s house, where she was asked to take care of Climbie permanently. Cameron agreed to take her for the night but for no longer. On 14th July 1999 Cameron’s daughter took Climbie too A amp; E at the Central Middlesex hospital after being concerned about a small burn on her face and a piece of loose skin hanging from her right eyelid. Kouao claimed the injuries were self-inflicted but later at the inquiry Manning admitted that he had beaten Climbie for repeatedly wetting the bed. After suspicions of abuse were raised by the A amp; E Senior House Officer Climbie was taken to a paediatric ward where she was placed under a 72 hour Police Protection Order preventing her from leaving the hospital. But Kouao told doctors that Climbie had Scabies which lead to consultant Ruby Schwartz making a diagnosis of Scabies and stated the injuries sustained to Climbie’s face had be as a result of scratching. At the inquiry Schwartz said she had expected Social Services to follow up the case as they had received a report informing them of Climbie’s injuries, but after the diagnosis of Scabies, Social Services downgraded her level of care. The police officer assigned to the case lifted the police protection allowing Climbie to return home. Under the Child Protection Act 1989 the officer was obliged to see Climbie on her own before she went home but this meeting never happened as the officer was attending a seminar on child protection. On 24th July 1999 Climbie went to A amp; E at North Middlesex Hospital with severe scolding to her head. Despite showing signs of neglect and physical abuse, consultant Mary Rossiter wrote â€Å"Able to go home† in her notes. In the inquiry, however, she said she did not mean that she wanted Climbie to actually go home but Climbie was, again, allowed to go home to her abusers. For a short time during her stay in hospital Enfield Social Services took up the case before passing it to Haringey Council. A police officer and a Social Worker from Haringey Council were assigned to the case; however, they cancelled a scheduled appointment for the 4th August 1999 after they heard about the â€Å"scabies†. Neither, the police officer or the social worker knew anything about scabies so rang the Middlesex hospital for advice. The hospital told them they had not dealt with a case of scabies. A doctor told the police officer that the injuries sustained by Climbie were consistent with a belt buckle but the officer claimed in the inquiry there was no evidence of child abuse. After the second admission Kouao kept Climbie away from hospitals and preferred instead to take her to churches to be cared for by the pastors. On one occasion she took Climbie to the Universal Church of the Kingdom of God where the pastor suspected Climbie being a victim of physical abuse. Kouao had told him that the injuries the Climbie had suffered were due to the fact that she was possessed. The pastor took no action in reporting the injuries though, as he believed that a person could be possessed. During her short time in England, Climbie was known to four local authorities, two child protection police teams, two hospitals, an NSPCC centre and a few churches, yet she was allowed to go unprotected from the hands of two people who routinely and systematically abused her. Climbie’s death has lead to changes in child protection laws in England including the introduction of the Child Protection Act 2004. 3. Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse All health care services will have their own policies relating to safeguarding. These policies provide information and advice on what you should do if an issue of safeguarding arises. At Harrogate District Foundation Trust these can be found on the intranet and also via e-learning services. There are various child protection policies found on the intranet . Colleagues are a vital source of information, support and advice. Colleagues may also have experience of safeguarding issues and can help with the understanding of policies, procedures and ward based training needs. Training is another valuable source for advice and support. Safeguarding training like the Level 3 Safeguarding Children course is mandatory for all staff who work with children and all other staff in the hospital must be trained in Level 2 Safeguarding Children. Agencies like Social Services and the police offer support and information on their practices and how they carry out investigations. When the need arises, they will also share information between themselves and the local health authority and will attend safe guarding conferences. Outcome 4 Understand ways to reduce the likelihood of abuse 4. 1 Explain how the likelihood of abuse may be reduced by: * Working with person centred values – which can include individuality, rights, choices and dignity. It’s important that a patient has a say in the care they receive and how they receive it. If you treat a patient as an active member of their care then you pay greater attention to the care you give. This should reduce the risk of allegations of abuse and neglect. * Encouraging active participation – if you involve the patient in their care plan and talk with them instead of about them they will feel like they still have control over their care. If a patient feels involved in all aspects of their life and feel they are listened to and able to voice opinions they are more likely to speak out if they are being abused or treated unfairly. * Promoting choice and rights – this means people can see they are being listened to and are being taken seriously. Having confidence in patients and the choices they make encourages openness and they will voice any concerns they may have. 4. 2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse A patient who raises a complaint may have needed a lot of courage to say anything in the first place, even if there is good, open communication between staff and patients. Complaints need to be taken seriously and actions need to be set in motion as soon as possible. There may not be an easy, speedy resolution to a compliant but the patient must be kept fully informed at all stages of the complaints procedure. This, whilst not completely allying their fears, will at least let them know that their complaint has not been forgotten. The first step to take when dealing with a complaint would be to talk to the nurse in charge, ward sister or ward manager as soon as possible. However, if a complaint is against a member of staff on the ward or a doctor, they may not feel comfortable talking to another nurse on the ward. In this instance the patient can be referred to the Patient Experience Team (PET) within Harrogate District Hospital. PET can explore options available to the complainant, ask them what they hope to achieve and work with them to achieve their goals. PET can also provide information about Advocacy services which can offer support to the complainant. Support is a very important thing to offer to anyone making a complaint. This will hopefully make sure that, as long as the complaint is genuine, the person will not drop the complaint at any time. Any complaints need to be carried through to a satisfying outcome so that the same mistakes aren’t made again in the future. Having supportive, easy complaints procedures in place for staff, patients, relatives and carers makes it harder for abuse to go unnoticed. Outcome 5 Know how to recognise and report unsafe practices 5. 1 Describe unsafe practices that may affect the well-being of individuals Poor work practices can cause unnecessary pain and suffering to patient and put staff and patients at risk. They can include: * Not moving a patient properly e. g. only one member of staff helping a patient out of bed when two staff members may be needed. Not helping a patient take medication which could be vital or help a patient ease their discomfort * Not disposing of waste properly – if a sharps bin is overflowing, a needle could fall out unnoticed and harm someone who will then need blood tests and potentially any medication to counteract any side effects. Bins should not be left to fill with rubbish and overflow. Any waste, especially that from patients with infections can easily spread the infectio ns throughout the hospital * Lack of resources which includes lack of training/lack of knowledge, lack of time, understaffing and lack of/poorly maintained equipment. Staff should be trained how to use equipment properly and how to maintain it, they should also receive training on moving and handling patients safely and how to recognise the signs of abuse. Understaffing could mean patients don’t receive the full care and attention they need. 5. 2 Explain the action to take if unsafe practices have been identified 5. 3 Explain what to do if nothing has been done in response If I have identified problems with unsafe practices then I would firstly report my concerns to the nurse in charge or my line manager. I would make a written record of any compliant that I have made via the Datex forms found on the Harrogate District Foundation Trust intranet. There may be ways that I could stop any unsafe practices myself, for instance reporting any broken equipment or replacing hand gel in dispenses. There could be unsafe practises that I could not stop myself but by escalating these issues I would expect the problems to be rectified and problems made safe. But, if nothing was done about issues then I would escalate to my matron or chief nurse and I could use the whistleblowing policy or report any failings to a governing body like the CQC.

How to Choose a Sample SAT Essay Response

How to Choose a Sample SAT Essay ResponseWhen choosing the best sample SAT essay response for your college application, keep in mind what you want to achieve with your essay. Not every essay is created equal. Knowing which response style is best for your essay writing will help you find a high quality response.If you're a typical essay response, this type of response would probably not be something you would choose. Most people choose to write a response that comes across as written by a high school student. In fact, most people with a lot of experience writing essays prefer to write answers in this manner. The reason they do this is because it's an easy style to write. It also tends to reflect well on them.If you're an experienced essay writer and want to appear more confident, but still have the skill to craft a coherent and polished essay, one of the best samples to try is one that has been fully researched and utilizes research strategies. This one is even better when used by a w riter who also wants to be thought of as intelligent.The first thing you should think about when you're choosing a sample SAT essay response is how important the subject is. You need to make sure that the essay you choose is going to answer the most important question on the test. Most of the time, this is the point where you get a lot of problems. If you don't have the subject matter right, there is no way to get around it.There are a few things you need to keep in mind before you go off looking for samples. First, the essay must have enough information to reach the student who is reading it. Because the SAT is a multiple choice test, you need to make sure that the essay will fit your skill level.You also need to make sure that the essay will have a good chance of getting accepted. If the essay doesn't have enough information to reach the student who is reading it, it won't get a second look. If you're not careful, it could also mean that it won't get any acceptance at all.If you'r e in the market for a sample SAT essay response, keep these things in mind. Not all responses are created equal. Being aware of this and choosing the one that fits your skill level and subject matter will help you give yourself a better chance of getting into your dream school.

Customer Power, Strategic Investment, and the Failure of Leading Firms

The Halayeb Triangle

The Halayeb Triangle The Halayeb Triangle (map), also sometimes called the Hala’ib Triangle is an area of disputed land located on the border between Egypt and Sudan. The land covers an area of 7,945 square miles (20,580 square kilometers) and is named for the town of Hala’ib which is located there. The presence of the Halayeb Triangle is caused by the different locations of the Egypt-Sudan border. There is a political boundary that was set in 1899 that runs along the 22nd parallel and an administrative boundary that was set by the British in 1902. The Halayeb Triangle is located in the difference between the two and since the mid-1990s Egypt has had de facto control of the area. History of the Halayeb Triangle The first border between Egypt and Sudan  was set in 1899 when the United Kingdom  had control over the area. At that time the Anglo-Egyptian Agreement for Sudan set a political boundary between the two at 22nd parallel or along the line of 22ÌŠ N latitude. Later, in 1902 the British drew a new administrative boundary between Egypt and Sudan which gave control of the Ababda territory that was south of the 22nd parallel to Egypt. The new administrative boundary gave Sudan control of land that was north of the 22nd parallel. At that time, Sudan controlled about 18,000 square miles (46,620 sq km) of land and the villages of Hala’ib and Abu Ramad. In 1956, Sudan became independent and the disagreement over the control of the Halayeb Triangle between Sudan and Egypt began. Egypt  considered the border between the two as the 1899 political boundary, while Sudan claimed that the border was the 1902 administrative boundary. This led to both Egypt and Sudan claiming sovereignty over the region. In addition, a small area south of the 22nd parallel called Bir Tawil that was formerly administered by Egypt was claimed by neither Egypt nor Sudan at this time. As a result of this border disagreement, there have been several periods of hostility in the Halayeb Triangle since the 1950s. For example in 1958, Sudan planned to hold elections in the region and Egypt sent troops into the area. Despite these hostilities, however, both countries exercised joint control of the Halayeb Triangle until 1992 when Egypt objected to Sudan allowing exploration of the region’s coastal areas by a Canadian oil company. This led to further hostilities and an unsuccessful assassination attempt on Egypt’s then-president Hosni Mubarak. As a result, Egypt strengthened control of the Halayeb Triangle and forced all Sudanese officials out. By 1998 Egypt and Sudan  agreed to begin working on a compromise as to which country would control the Halayeb Triangle. In January 2000, Sudan withdrew all forces from the Halayeb Triangle and ceded control of the region to Egypt. Since Sudan’s withdrawal from the Halayeb Triangle in 2000, there are often still conflicts between Egypt and Sudan over control of the region. In addition, the Eastern Front, a coalition of Sudanese rebels, states that it claims the Halayeb Triangle as Sudanese because the people there are more ethnically related to Sudan. In 2010 the Sudanese President Omer Hassan Al-Bashir said, â€Å"Halayeb is Sudanese and will stay Sudanese† (Sudan Tribune, 2010). In April 2013 there were rumors that Egypt’s President Mohamed Morsi and Sudan’s President Al-Bashir had met to discuss a compromise of control over the Halayeb Triangle and the possibility of giving control of the region back to Sudan (Sanchez, 2013). Egypt denied those rumors however and claimed that the meeting was simply to strengthen cooperation between the two nations. Thus, the Halayeb Triangle still remains in Egypt’s control while Sudan claims territorial rights over the region. Geography, Climate, and Ecology of the Halayeb Triangle The Halayeb Triangle is located on the southern border of Egypt and the northern border of Sudan. It covers an area of 7,945 square miles (20,580 square kilometers) and has coastlines on the Red Sea. The area is called the Halayeb Triangle because Hala’ib is a large city within the region and the area is shaped roughly like a triangle. The southern border, about 180 miles (290 km) follows the 22nd parallel. In addition to the main, disputed portion of the Halayeb Triangle there is a small area of land called Bir Tawil that is located south of the 22nd parallel at the triangle’s westernmost tip. Bir Tawil has an area of 795 square miles (2,060 sq km) and is not claimed by Egypt or Sudan. The climate of the Halayeb Triangle is similar to that of northern Sudan. It is normally very hot and receives little precipitation outside of a rainy season. Near the Red Sea, the climate is milder and there is more precipitation. The Halayeb Triangle has a varied topography. The highest peak in the region is Mount Shendib at 6,270 feet (1,911 m). In addition, the Gebel Elba mountain area is a nature reserve that is home to Elba Mountain. This peak has an elevation of 4,708 feet (1,435 m) and is unique because its summit is considered a mist oasis because of intense dew, mist and high levels of precipitation (Wikipedia.org). This mist oasis creates a unique ecosystem in the region and also makes it a biodiversity hotspot with over 458 plant species. Settlements and People of the Halayeb Triangle The two major towns within the Halayeb Triangle are Hala’ib and Abu Ramad. Both of these towns are located on the Red Sea coast and Abu Ramad is the last stop for buses bound for Cairo and other Egyptian cities. Osief is the closest Sudanese town to the Halayeb Triangle (Wikipedia.org).Because of its lack of development, most of the people living within the Halayeb Triangle are nomads and the region has little economic activity. The Halayeb Triangle is however said to be rich in manganese. This is an element that is significant in the production of iron and steel but it is also used as an additive for gasoline and is used in alkaline batteries (Abu-Fadil, 2010). Egypt has currently been working to export ferromanganese bars to produce steel (Abu-Fadil, 2010). Due to the ongoing conflict between Egypt and Sudan over control of the Halayeb Triangle it is clear that this is an important world region and it will be interesting to observe whether it will remain in Egyptian control.

Accountants' Ethics in Shaping the Companys Financial Reality Assignment

Accountants' Ethics in Shaping the Companys Financial Reality - Assignment Example An accountant working for a public company must also abide by the standards set forth by the Sarbanes Oxley Act (SOX) of 2002 and all other Securities and Exchange Commission (SEC) regulations. There specific ethical challenges accountants may face that can change the revenues of a company. For instance, if a company switches from LIFO to FIFO depreciation, it can overestimate or underestimate the revenues of the firm.   Whenever a change occurs in depreciation method accountants are supposed to reveal the change in the notes to the financial statements. The accounting profession requires people that have high moral and ethical standards in order to properly serve the best interest of a corporation.The financial services industry has been under heavy scrutiny in the United States ever since the government gave the banks a bailout package worth over $700 billion. There are ethical challenges the industry faces in multiple segments of the industry. Prior to 2008, the banking industry acted unethically in many of its decisions because it gave out home loans to people that did not qualify for loans under normal credit criteria. The risky loans created the housing bubble. The housing bubble was one of the main factors that led to the global recession. The supply for housing exceeded demand. The realtors acted as brokers instead of facilitators and they sold homes to people based on speculative price appreciations. Full compliance with the Sarbanes Oxley Act can help accountants comply with the highest ethical standards possible since SOX covers accountability, internal controls, and prevention of fraud issues. The top executive management teams are subject to prison terms of up to 25 years if the financial statements of public companies have material error or fraud. Overall financial risk can be mitigated in the financial industry by using sound diversification strategies.

Employment law Essay Example | Topics and Well Written Essays - 2750 words

Employment law - Essay Example The main legal pointers to analyse include whether Tina qualified for protection as an employee and whether the dismissal was fair or not as well as the question of whether she experienced discrimination or not. Principles According to Section 1 (2) of the Employment Rights Act (ERA) (1996), a person categorised as an employee has rights and the termination of his appointment must come with some degree of sensitivity. Dismissals can only be carried out in cases where the employee is at fault in relation to some key legal indicators (Kelly, 1997). In a case where the employee's appointment is to be terminated because his or her contribution is not required, that situation must be categorised as a 'redundancy' (ERA 1996). Terminations require at least 1 week notice (Section 134 ERA, 1996). The basis for the termination must be reasonable (86, ERA, 1996). In the case of a redundancy, there must be some redundancy payments made to the affected employee (Section 135, ERA, 1996). The payme nt is required for people who have worked for at least 1 years for the same employer (Section 155, ERA, 1996). The formula for calculating redundancy payment varies for different people. For persons under the age of 21, redundancy payments should be half-a-week's wages for each year spent as an employee. For persons between 21 and 40 years it is a week's wage for each year spent as an employee with the company and for persons above age 40, it is one and a half week's wages for each year. The ceiling for this calculation is the minimum wage, which currently stands at ?430. The Prevention of Less Favourable Treatment Act (PLFT) of 2000 maintains the need for fair treatment for part time workers. Application In Ready Mixed Concrete V MSS it was identified that there is a distinction between 'contract of service' and 'contract for service'. The former suggests an individual is an employee whilst the latter implies the individuals is rendering his service as a self-employed individual or independent contractor. In doing this, the court ascertains whether an individual was in business on his own accord or not (Market Investigations V MSS 1969). Other pointers include the contractual provisions (BSM 1257 V Secretary of State), the degree of control exercised by the employer, the obligation of the employer to provide work, the obligation of the 'employee' to work and the opportunity for 'employee' to work for other employers. Also, the mutuality of the obligation between the two parties is vital. Tina has been a worker for Silkweave for the past 3 years. Although there is no formal employment contract between her and Silkweave, the company seem to have some degree of control over her activities (Global Plant Ltd V Secretary of State for Health & Social Security). The company seem to provide work for her and when she is unable to do it, she arranges for her sister to take over. This means that in practice, Silkweave has a contract of employment with her since she has b een solely responsible for the cleaning of Silkweave's premises. It is not likely that Tina provides the cleaning equipment and materials for the cleaning by herself. According to Carmichael V National Power PLC where the employee provides her own materials for the work, she is likely to be self-employed or an independent contractor. However in the case, of Tina, it seems she gets inputs from Silkweave and that makes her more of an employee than an independent co

Evaluation of Mathematics Curriculum

Evaluation of Mathematics Curriculum The question, ‘Why Teach Mathematics?’ as put forward by Ernest (2000), is one without a straightforward answer. Ernest (2000) outlines many difficulties which must be overcome if mathematics is to be taught effectively, namely the wide-ranging and complex aims of school mathematics (Ernest 2000, 7). The debate continues to rage in the columns of the broadsheets, as to whether the mathematics teaching in this country is effective and indeed whether or not it meets the needs of an increasingly complex society. Furthermore, as propounded by Ernest (2000), should the learners themselves be allowed to opt in or out of mathematics learning by choice? The first issue to be discussed is the mathematics curriculum itself. Ernest (2000) recognises four main aims for school mathematics and, therefore, the curriculum: ‘1 To reproduce mathematical skill and knowledge-based capability; 2 To develop creative capabilities in mathematics; 3 To develop empowering mathematical capabilities and a critical appreciation of  the social applications and uses of mathematics; 4 To develop an inner appreciation of mathematics – its big ideas and nature’ (Ernest 2000, 7) These four aims represent the need for a demanding and comprehensive curriculum. The mathematics curriculum has undergone radical changes in recent years, most notably with the introduction of the National Numeracy Strategy in 1998 (DfES 1998). This was followed in 2006 by the renewed Primary Framework for Mathematics (DfES 2006), its aim ‘to support and increase all children’s access to excellent teaching, leading to exciting and successful learning,’ (DfES 2006, 1). Throughout the new framework there seems to be an increased emphasis on problem solving (using and applying) and calculating skills, seemingly in accord with Ernest’s views on the matter, particularly in terms of developing creative abilities in mathematics. The renewed framework for mathematics places increasing importance on developing practical skills and, ‘providing real experiences, context and meaning,’ (DfES 2006, 13), seemingly in line with Ernest’s views. Consequently, it would seem that the current mathematics curriculum is headed in the ‘right’ direction. Indeed current classroom practise is a far cry from the traditional mathematics lessons of the past. Teachers are encouraged to think of the needs of all their learners through using a variety of different interactive teaching strategies. Children are challenged and supported to make progress at a differentiated level. Indeed classroom practitioners are expected to include sophisticated differentiation into their short term planning. This should surely mean that the standard of mathematics within schools is improving. This would also seemingly be at odds with the suggestion put forward by Ernest when he asks, ‘should the same curriculum be followed by all?’ (Ernest 2000, 8). This would imply that if the same curriculum is followed by every pupil, the needs of every pupil are not being met. However, this is not the way that mathematics should be dealt with in the classroom, as summarised by Wain: ‘The degree to which the teacher retains control of what the learners  do each lesson and the extent to which the learners can choose the next task  vary†¦but typical of all is that learning is individualized to a very great extent,  although often within a group setting. Whole-class teaching is, in general,  not used, or used sparingly, and each pupil is engaged in a learning process  that is unique to him or her.’ (Wain 1994, 136) The view that modern teaching methods have improved the standard of mathematics learning in this country is not, however, the opinion commonly put forward by many of today’s journalists. Chris Woodhead of the Sunday Times (August 26th 2007) recently reported that an insufficient number of pupils are obtaining A*-C grades at GCSE level, despite the fact that pass rates are higher than ever: ‘Last year 45.8% of students achieved five A*-C grades including English  and mathematics in the GCSE examination: 54.2% did not. This annual  statistic is one that the government was long reluctant to release. In that  English and maths are of such crucial importance, it is the only statistic  that matters.’ (Woodhead 2007) These figures would seem to suggest that the teaching of maths in this country, and perhaps the maths curriculum itself is in someway failing the young people who sit their GCSE mathematics examination every summer. However, A*-C are not the only pass grades, and this figures could, therefore, be construed as misleading. Institutes of further and higher education do seem to place emphasis on successful candidates having the required A*-C grade in mathematics, however, is this the most useful way of assessing how successful an individual will be at higher levels of study, particularly when that individual may not be continuing their mathematics education beyond GCSE level? Indeed Ernest puts forward the idea that, ‘mathematical attainment is mistakenly identified with intelligence and mental power and used to grade and select persons for various forms of work, including professional occupations, as well as in terms of suitability for higher education,’ (Ernest 2000, 8). Consequently it would seem that too much emphasis is placed on achieving desired grades in mathematics at GCSE level. However, the view of employers and those of higher education institutes is unlikely to change until public opinion is revised, after all, ‘Yes 98% of candidates are awarded some sort of grade, but everyone knows that any grade below a C is worthless in the real world,’ (Woodhead 2007). This argument would seem to lead into another suggestion by Ernest (2000, 8), concerning the viability of the current arrangements for teaching mathematics to five to sixteen year olds in a modern environment, ‘Requiring learners to study mathematics from the age of five to 16 years is less easy to justify if mathematics is not as useful as is often assumed,’ (Ernest 2000, 8). This could be taken to mean, is mathematics as necessary as we think in order to survive and progress in today’s society? It could be proposed that any number of professions, or avenues of employment, do not require the individual to have mathematical knowledge in order for them to execute their duties successfully. Consequently, it could be argued that individuals should be allowed to, ‘opt out altogether,’ (Ernest 2000, 8), if their chosen career path permits it. The difficulty with this route would be deciding at what point in their education the individual should be allowed to opt out of their mathematical instruction. On the other hand Orton (1994, 14) expounds at length on the importance of mathematics in the world today: ‘The indisputable fact is that mathematics is vital to the maintenance of satisfactory living standards. It is mathematics which underpins the science  and technology that support modern society. It would seem to be a  legitimate aim for educators to wish that pupils will come to an understanding  of how society works, and this implies an understanding of how mathematics provides support’ (Orton 1994, 14). Consequently, it could be said that regardless of whether or not we need mathematics for our employment, it is essential for survival in the modern world. At its simplest level individuals needs a knowledge of money and monetary systems to survive in today’s world, something that is addressed by mathematics teaching. At a more advanced level, as technology advances apace, the individual needs to be equipped to operate it in a variety of different occupations. However, is the mathematics curriculum preparing the individual for this adequately? Another question to be considered as part of this debate is, ‘where does mathematics teaching end, and information and communication technology (ICT) teaching start?’ There is surely considerable overlap, and when considering Orton’s (1994, 14) point above, this must be taken into account, indeed the teaching of mathematics must have considerable overlap with a number of different subject areas if it is to be effective. This is a view put forward by the renewed mathematics framework, which places emphasis on the importance of, ‘making links between curriculum subjects and areas of learning,’ (DfES 2006, 13). Making meaningful links between other subject areas and mathematics could make what is learned more valuable as it becomes ‘real’ for the learner. Ernest puts forward the idea that, ‘it is an unhappy learning experience for almost half of the population,’ (Ernest 2000, 8), referring to the experience of learning mathematics which five to sixteen year olds undergo. This would seem to be supported by current research, which indicates that students are reluctant to carry on their study of mathematics beyond GCSE level. Doctor Richard Pike of The Royal Society of Chemistry said in an interview with BBC News: ‘Schools and students are reluctant to consider A-level mathematics to age  18, because the subject is regarded as difficult, and with league tables and  university entrance governed by A-level points, easier subjects are taken.’ (Doctor Richard Pike, BBC news 2007) This would seem to suggest that mathematics at A-level is considered too difficult and insufficiently interesting to tempt students to continue their studies after GCSE level. It also implies that schools and further education institutes are foregoing this more traditional subject in favour of more popular subjects. Doctor Pike also claims that because of this drop in the number of students taking A-Level mathematics, there has been a knock on effect for students wishing to study science at university: ‘Increasingly, universities are having to mount remedial sessions for incoming science undergraduates because their maths skills are so limited, with many having stopped formal lessons in mathematics two years earlier at GCSE level.’ (Doctor Richard Pike, BBC news 2007) If the fact that students are no longer choosing to take their mathematical studies forward into A-level can have such a knock-on effect on their university studies, surely it could be argued that giving students the opportunity to ‘drop’ maths earlier in their education could have even greater implications. Pupils need to be fully aware of all implications before making choices about their A-Level studies. It would seem that thought should also be given to making the prospect of studying A-Level mathematics more attractive to both students, and educational establishments. The concept of making mathematics more ‘attractive’ to the potential A-Level student, takes us back to the discussion we started about the curriculum. It also links into Ernest’s thoughts on appreciating mathematics for its own sake. He discussed appreciating the social role mathematics plays, and has played in the past, (Ernest 2000, 7). Perhaps by incorporating the history of mathematics into pupils’ education it may give them an increased appreciation of the subject itself: ‘The appreciation of mathematics as making a unique contribution to  human culture with special concepts and a powerful aesthetic of its own,  is an aim for school mathematics often neglected by mathematicians and  users of mathematics alike.’ (Ernest 2000, 7) This would suggest that this aspect of mathematical education would be a valuable addition to the mathematics curriculum. Ernest also says that it would be a mistake to confuse an appreciation of maths with ability, as the two don’t necessarily go hand in hand. It is quite possible to develop an appreciation of maths without having an innate ability in the subject (Ernest 2000, 7). Indeed developing an appreciation for mathematics itself, may lead to an increased interest in the subject, consequently this may lead to an improvement in mathematical ability, as interest can be a key factor in children making academic progress. In conclusion Ernest (2000) makes a number of interesting points in attempting to answer the question, ‘Why Teach Mathematics?’ Despite the improvements made to the mathematics curriculum, and the teaching of mathematics, in recent years, there does not seem to have been a sufficient improvement in the number of pupils achieving A*-C grades at GCSE level. There has also been a knock-on effect on the number of pupils taking mathematics at A-Level and beyond, perhaps due to lack of interest, or perhaps due to the difficulty of the subject. Institutes of further education also seem reluctant for their pupils to study mathematics at A-Level. Ernest also puts forward the suggestion that pupils should be permitted to choose to what point they continue their mathematics education, however, this could also have multiple implications. It has been argued that a sound mathematical knowledge is essential for living and working in the world today, despite the fact that many occupatio ns do not necessarily require the individual to have any formal mathematical qualifications. Ultimately a mathematical education would seem to be a necessity for pupils in full time education, however, the way in which it is taught should be constantly reviewed in order for pupils to gain the full benefit of what they have learned. It is the responsibility of educators nationwide to ensure that pupils have a rich and varied mathematical experience, and that they themselves see the importance of teaching mathematics. Bibliography BBC News (2007) www.news.bbc.co.uk/2/hi/uk_news/education/6588695.stm, date accessed 27.08.07 DfES (2006) Primary Framework for literacy and mathematics. London: Department for Education and Skills. DfES (1998) The National Numeracy Strategy. London: Department for Education and Skills. Ernest, Paul (2000) Why Teach Mathematics? in Bramall, S and White, J (Eds) Why Learn Maths? Bedford Way Papers London: Institute of Education Orton, Anthony (1994) Aims of Teaching Mathematics in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London: Cassell. Wain, Geoffrey (1994) Learning Styles and Teaching Mathematics: Towards Open Learning in Orton, Anthony and Wain, Geoffrey (eds) Issues in Teaching Mathematics. London: Cassell. Woodhead, Chris. (2007) The GCSE’s Failure www.timesonline.co.uk/tol/news/uk/education/article2326707.ece, date accessed 27.08.07