...3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion Heronsbridge School has a motto that declares ‘together we can’. Each member of staff and pupil must trust in this motto to promote well-being. The school obeys numerous legislations set out by the local authority who also work with the school to certify the policies are relevant to the school setting and to the pupils it accommodates. By creating policies around the needs of the pupils and not just creating generic ones allows the school to ensure equality, diversity, inclusion, and discrimination is the primary concern. School policies are updated regularly to ensure the continuation of fair practice. Policies are available to all staff members. Policies that have effect on the promotion of equality, and inclusion are; These policies all have relevance to the promotion of equality and inclusion and contribute to supporting discrimination and exclusion. *Child Protection Policy states; To safeguard children and young people the school will adhere to the All Wales Child Protection Procedures in force at the time. These procedures have a legal backing in law and have been endorsed locally by the Western Bay Safeguarding Children’s Board and the Local Authority. **Religious Education Policy allows each pupil to practice their chosen religion without judgement. Pupils and parents have the right to refuse from partaking in religious activities. Teachers also...
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...1.2 Identify 3 types of local businesses 1.3 Describe what each business identified in 1.2 is about, showing: • What it does • How it is owned • The type of people it employs and the skills needed to work there • The types of customer it has Business 1 I chose this business because it is close to my school, and is an establishment that is well liked by residents and workers in the area. I have also visited the store with my friends, and I have enjoyed the many products that are sold here. Name of the business: Greggs, Ponders End Local address: 110 South Street, Enfield, EN3 4QA Description of what the business does: Greggs is a bakery that sells savoury goods such as freshly baked bread and pastries. They also sell sweet items, such as doughnuts, and a selection of sandwiches and drinks. Type of business ownership: Greggs plc is a public limited company that is listed on the London Stock Exchange e.g. MFS Investment Management. Type of people employed by this business and the skills they need to work here: Shop Manager To manage the store, by taking charge of the general tasks of a store and ensuring that it runs smoothly, and be part of a team. They take direction from the supervisors at the head office. Skills: • Lead a team to perform highly. • Aim to constantly drive sales to the store. • Contribute to increasing the profit of your store. • Good communication skills • Basic computer and literacy skills • Ability to be hands on when necessary (which may involve...
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...1.Know the structure of education from early years to post compulsory education. 1a) Summarise entitlement and provision for early years. Early year’s education is for children aged 3-5 years of age. It is used in nurseries and reception classes. Children aged 3 and 4 in England get 15 hours a week free education that the government funds to local authorities to make sure every child receives this before reaching school age. Early years provision is supporting young children. Learning through play is the key element and is used more in early years than a formal education. This is because play shows to be more helpful in a child’s early development. 1b) Explain the characteristics of the different types of school in relation to educational stages and governance. There are 4 types of mainstream state school community, foundation and trust, voluntary and specialist. These 4 types follow the national curriculum. Other types include Independent/Free schools and academies; these don’t have to follow the curriculum and are governed in different ways. Community schools Run and owned by local authorities and not by their governing body. The local authority will usually determine the admissions policy and support the school in looking at ways to develop links within the local community. They also provide support services to the school. Some community schools, local groups use school facilities to hold classes of their own. Foundation and trust schools Foundation schools are run...
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...What are tantrums? Temper tantrums range from whining and crying to screaming, kicking, hitting, and breath holding. They're equally common in boys and girls and usually happen between the ages of 1 to 3. They are a normal part of a child’s personal, social and emotional development. Why do children have tantrums? Tantrums are a child’s way of showing they're upset or frustrated. They can occur when children are tired, hungry, or uncomfortable; or because they can’t get something (for example, an object or an adult to meet their needs). Learning to deal with frustration is a skill that children gain over time. How should you react to a tantrum? Understanding how to deal with the first few tantrums is key. It is also important to recognise the signs of a tantrum as prevention is better than cure! Realise that tantrums are an expression of acute frustration. They deserve a minimum amount of attention (children should not feel that they get more of your attention by having a tantrum). The more attention you give to a tantrum, the more the child learns that they can get a reaction from Mum and Dad. You can reassure your child. Tell them that everything is fine, etc. However if you start to react in either a concerned or perhaps angry way, there is a possibility that the tantrums will both escalate and increase in frequency. Tantrum Tactics and Tips There are many different tactics you may have heard and it’s difficult to know which ones work best or which ones to follow. Below...
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...TDA 3.2 Schools as organisations. 1. Know the structure of education from early years to post-compulsory education. 1.1 Summarise entitlement and provisions for early year’s education. All three and four years old children are entitled to 15 hours of free early education a week, for 38 weeks of the year. Funds from the government to the local authorities ensure that up to two years of free education is provided for each child before they start school. The Early year’s provisions are about supporting very young children in schools and nurseries. The early year’s education is based on learning through play following the EYFS (Early Years Foundation Stage) framework. Children can get the free early education at: • Ofsted registered nurseries • Nurseries on school sites •...
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...The general welfare requirements in work settings that have a legal duty to comply with children’s health, safety and well-being which must be met by practitioners. It is important that practitioner gets a copy of the standards or welfare requirements that apply in the setting such as day care or pre-school. The welfare requirements are compulsory in settings as it’s important for practitioner’s to read them as their setting may have a legal duty to comply with them. The general welfare requirements: •Safeguarding and promoting children’s welfare •Suitable people •Organisation •Documentations •Suitable premises environments and equipment Safeguarding and promoting children’s welfare- The welfare requirements cover the day to day activities such as foods and drinks, behaviour management and medicines. Therefore the practitioner should spend some time going through the specific requirements and statutory guidance to ensure that their practice is complying. Suitable people – The suitability of people to work with children means the vetting processes as well as the suitable person may have to be trained and fit for work (nursery or school). It may also cover staff ratios as the manger must give the staff opportunities for training, additional support and team work which would help the practitioners to understand the children’s development plus improve their personal understanding. Suitable people also mean the right qualification levels and experience (skills) to work with children...
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...The Big-Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives Oliver P. John and Sanjay Srivastava University of California at Berkeley Running head: Big Five Trait Taxonomy Final draft: March 5, 1999 Author's Address: Oliver P. John Department of Psychology University of California, MC 1650 Berkeley, CA 94720-1650 W: (510) 642-2178; H: 540-7159; Fax: 643-9334 Email: ojohn@socrates.berkeley.edu; sanjays@socrates.berkeley.edu To appear in L. Pervin and O.P. John (Eds.), Handbook of personality: Theory and research (2nd ed.). New York: Guilford (in press). 2 Taxonomy is always a contentious issue because the world does not come to us in neat little packages (S. J. Gould, 1981, p. 158). Personality has been conceptualized from a variety of theoretical perspectives, and at various levels of abstraction or breadth (John, Hampson, & Goldberg, 1991; McAdams, 1995). Each of these levels has made unique contributions to our understanding of individual differences in behavior and experience. However, the number of personality traits, and scales designed to measure them, escalated without an end in sight (Goldberg, 1971). Researchers, as well as practitioners in the field of personality assessment, were faced with a bewildering array of personality scales from which to choose, with little guidance and no overall rationale at hand. What made matters worse was that scales with the same name often measure concepts that are not the same, and scales with different...
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...| |[Year] | | |Grizli777 | | | | | |SOHEL | |[Type the document title] | |[Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the | |document here. The abstract is typically a short summary of the contents of the document.] | ACKHOWLEDGEMENT It is my great pleasure to convey my deep respect and indebtedness to my teacher Dr. Md Azam Khan, Chairmen, Department of Economics, Jagannath University for cordial guidance, pragmatic suggestions and continuous encouragement and inspirations of my term paper work, which enabled me to complete my dissertation work successfully. I would also like to offer my heartfelt thanks, gratitude, deep respect and indebtedness to Soma Bhattacharjee, Lecturer of Economics, Jagannath University for his continuous guidance, thoughtful suggestion and inspirations during the entire time of my term paper. I am indebted to the respondents of the study area who provided data and suggestions to complete the work. Contents ...
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...TDA 2.1: Child and young person development. 1 1.1 0 – 3 Years Physical Development New born babies are very limited to the movement and have very little control over their bodies. They rely on movement through reflexes but as they begin to get older they begin to develop crawling, sitting, grabbing, pointing, running rolling, hopping and jumping. As children begin to reach 2years there movement should become more controlled as they hit the age of 3 children should be able to develop some motor skills that will include activities such as painting, colouring and drawings. They should be able to figure out they can hold things and do things on their own. Communication and intellectual development Babies will begin to hear different sounds, languages and phrases used around them, as time goes by children will begin to make sounds of their own and by 12months some children will begin to say words which may not be fully clear. By the ages of 1 and 2 children will begin to pick up on words as their vocabulary will expand their they will start and try to string sentences together, by the age of 3 children will be able to speak clearly but will need help with their speech when speaking as common mistakes will be noticed in most children. Social, emotional and behavioural development Children will begin to find out their identify and who they are, many children will become attached to their parents at this stage as they begin to do things independently children can...
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...Capital Structure Decisions: Which Factors Are Reliably Important? Murray Z. Frank and Vidhan K. Goyal∗ This paper examines the relative importance of many factors in the capital structure decisions of publicly traded American firms from 1950 to 2003. The most reliable factors for explaining market leverage are: median industry leverage (+ effect on leverage), market-to-book assets ratio (−), tangibility (+), profits (−), log of assets (+), and expected inflation (+). In addition, we find that dividend-paying firms tend to have lower leverage. When considering book leverage, somewhat similar effects are found. However, for book leverage, the impact of firm size, the market-to-book ratio, and the effect of inflation are not reliable. The empirical evidence seems reasonably consistent with some versions of the trade-off theory of capital structure. When corporations decide on the use of debt finance, they are reallocating some expected future cash flows away from equity claimants in exchange for cash up front. The factors that drive this decision remain elusive despite a vast theoretical literature and decades of empirical tests. This stems in part from the fact that many of the empirical studies are aimed at providing support for a particular theory. The amount of evidence is large, and so it is often all too easy to provide some empirical support for almost any idea. This is fine for a given paper but more problematic for the overall development of our understanding of capital...
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...(091) 286908 helpdesk-pew@smeda.org.pk REGIONAL OFFICE PUNJAB REGIONAL OFFICE BALOCHISTAN Bungalow No. 15-A Chaman Housing Scheme Airport Road, Quetta. Tel: (081) 831623, 831702 Fax: (081) 831922 helpdesk-qta@smeda.org.pk 8 th Floor, LDA Plaza, Lahore, Tel: (042) 111-111-456 Fax: (042)6304926-7 helpdesk@smeda.org.pk October, 2008 Pre-Feasibility Study Dairy Farm (25 Animals) 1 INTRODUCTION TO SMEDA..........................................................................................................4 2 PURPOSE OF THE DOCUMENT.....................................................................................................4 3 CRUCIAL FACTORS & STEPS IN DECISION MAKING FOR INVESTMENT ..........................5 3.1 3.2 3.3 3.4 STRENGTHS ................................................................................................................................5 WEAKNESSES..............................................................................................................................5 OPPORTUNITIES ..........................................................................................................................5 THREATS ....................................................................................................................................5 4 PROJECT PROFILE...
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...(091) 286908 helpdesk-pew@smeda.org.pk REGIONAL OFFICE PUNJAB REGIONAL OFFICE BALOCHISTAN Bungalow No. 15-A Chaman Housing Scheme Airport Road, Quetta. Tel: (081) 831623, 831702 Fax: (081) 831922 helpdesk-qta@smeda.org.pk 8 th Floor, LDA Plaza, Lahore, Tel: (042) 111-111-456 Fax: (042)6304926-7 helpdesk@smeda.org.pk October, 2008 Pre-Feasibility Study Dairy Farm (25 Animals) 1 INTRODUCTION TO SMEDA..........................................................................................................4 2 PURPOSE OF THE DOCUMENT.....................................................................................................4 3 CRUCIAL FACTORS & STEPS IN DECISION MAKING FOR INVESTMENT ..........................5 3.1 3.2 3.3 3.4 4.1. 4.2. 4.3. 4.4. 4.5. 4.6. 4.7. 5.1 5.2 6.1 6.2 6.3 STRENGTHS ................................................................................................................................5 WEAKNESSES..............................................................................................................................5 OPPORTUNITIES ..........................................................................................................................5 THREATS ....................................................................................................................................5...
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...more shelf space to their own fruit juices and how important it is for business to follow customer trends as they hold the purchasing power. The report also compares and contrasts Boost Juice Bars and Spring Valley Juice marketing strategies, recommending that Boost Juice Bars continue on with their strong marketing mix and Spring Valley focus on their customer trends and target market. The report also recommends the industry swap to BPA free plastic bottles to better enhance their brand and health and safety of their consumers. Table of Contents 1. Introduction …………………………………………………………………………………3 2. Fruit Juice Industry Overview …………………………………………………………3 3. Environmental Analysis 3.1 Fruit Juice Industry Warned …………………………………………………4 3.2 Private-label Brands to Take Over …………………………………………5 3.3 Consumer Trends …………………………………………………………6 4. Marketing Analysis 4.1 Defining the Target Markets …………………………………………………6 4.2 Product Offering …………………………………………………………………7 4.3 Target Consumers with Promotion …………………………………………7...
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...Jonathan Heath Lo que indican los indicadores Cómo utilizar la información estadística para entender la realidad económica de México Prólogo de Eduardo Sojo Garza-Aldape Jonathan Heath Lo que indican los indicadores Cómo utilizar la información estadística para entender la realidad económica de México 332.972 Heath, Jonathan. Lo que indican los indicadores : cómo utilizar la información estadística para entender la realidad económica de México / Jonathan Heath ; pról. Eduardo Sojo Garza-Aldape . -- México : INEGI, c2012. xx, 419 p. : il. ISBN 978-607-494-288-0 1 . Desarrollo económico - México. 2. México - Condiciones económicas. I. Garza-Aldape, Eduardo Sojo. DR © 2012, Instituto Nacional de Estadística y Geografía Edificio Sede Av. Héroe de Nacozari Sur Núm. 2301 Fracc. Jardines del Parque, CP 20276 Aguascalientes, Ags. www.inegi.org.mx atencion.usuarios@inegi.org.mx Lo que indican los indicadores Cómo utilizar la información estadística para entender la realidad económica de México Impreso en México ISBN 978-607-494-288-0 Advertencia El análisis, puntos de vista, comentarios y opiniones vertidas en este libro son de carácter estrictamente personal y no reflejan, en ningún momento, la posición oficial del Instituto Nacional de Estadística y Geografía (INEGI). Lo que indican los indicadores Contenido INEGI. Lo que indican los indicadores. Cómo utilizar la información estadística para entender la realidad...
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...1 POLICY REFORMS AND TRADE LIBERALIZATION IN BANGLADESH I. MAIN FEATURES OF BANGLADESH ECONOMY GDP and its composition. During the fiscal year 2002-2003, the GDP of Bangladesh stood at around $52 billion. The growth rate of GDP has picked up in recent years. Thus, during 1980-90, it grew annually at 3.7 per cent on average, barely above the population growth rate. On the other hand, it approached an average annual rate of 5 per cent during 1991-2002. The relative shares of consumption and savings in the GDP witnessed modest changes during this period. In 1991, consumption accounted for over 86 per cent of the GDP, while in 2002 it fell to nearly 82 per cent. Correspondingly, the shares of savings in GDP rose by a quarter over this period. During the same period, the investment/GDP ratio increased from 17 per cent to 23 per cent. Within this, the ration of public investment to GDP remained stagnant around 7 per cent, while that of private investment increased from 10 per cent to 17 per cent of GDP. Changing sectoral distribution. As indicated by changes in the sectoral distribution of the GDP, the economy of Bangladesh underwent important structural transformations over the last three decades. At independence in 1971, agriculture was the dominant sectors accounting for over 55 per cent of the total GDP. The industrial sector was small, contributing less than 10 per cent of the GDP. The services including transportation and power accounted for the rest of the GDP. The...
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