Cyp Core 3.4: Support Children & Young People’s Health & Safety.

Understand how to plan & provide environments & services that support children & young people’s health & safety. 1. 1Describe the factors to take into account when planning healthy & safe indoor & outdoor environments & services. There are a number of important principles to think about when you are planning for healthy and safe environments or activities with children. Most of these are common sense but you need to remember that everyone is an individual and may have different needs.There are several points to take into consideration when planning safety:  · Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities.  ·Some children have specific needs such as sensory impairments.  ·The different needs of families and careers must be considered.  ·Always be clear about why you are using the environment in question, the activities a child encounters and what sorts of services are o ffered.  ·The duty of care of a setting to children, parents and careers is a legal obligation.You should always have the child’s safety and welfare in the front of your mind when planning.  ·The desired outcomes for the children are the starting point. Most activities with children should have clear aims and objectives that are based around the required outcomes linked to their age.  ·Lines of responsibility and accountability are down to everyone that is employed in a setting, responsibility for the health and safety of children and staff are down to all employers and there should be clear reporting responsibilities.When I plan I ensure that the location/setting of what I plan to do with the Children is the right environment for the activity. I ensure that I account for all possibilities. If I were using bikes or scooters I would check that the bikes or scooters were in good working condition and safe. I would ensure the equipment (bikes or scooters) are used in the p roper manner and with all the safety accessories (helmets/elbow & knee pads) with plenty of space, so it would be impractical to use them indoors due to the lack of space, they would be used outdoors.I would check that all the entrances and exits to the outdoor area are secure (closed/locked) I would ensure that I had the correct staff ratio to support with the activity. I would ensure that the planned outdoor space for the activity was safe, that there were no rubbish, or plant threats, that there was no dog or cat mess around and that the ground was suitable for riding bikes or scooters. In my risk assessment’s I make sure that I take into account that Children and Young people are individuals, each with different needs.A varied environment supports Children and Young people’s learning and development, it gives them confidence to explore and learn in safe and secure yet challenging indoors or outdoor space. Risk assessments are carried out to ensure the safety of the activity and for all taking part in the activity. Risk assessments should be carried out for all activities and regular checks should be carried out around the setting daily. 1. Explain how health & safety is monitored & maintained & how people in the work setting are made aware of risks & hazards & encouraged to work safely. Health and safety is monitored and maintained in a verity of ways within the setting. Under the Health and safety at work act 1974 all employees have a responsibility for the health and safety of everyone else. There is a poster displayed in the setting outlining responsibilities, we have a Healthy and Safety policy, which is shared with all staff and available to parents, outlining the main areas and objectives.These objectives are implemented into the everyday running of the setting – all staff are aware of health and safety and are constantly assessing the area that they are working in or the activity they are carrying out, there are also other polic ies in place covering – food and drink, arrival and departure, non collection of children, changing if accidents happen, outings, administrating medicines, missing children, safeguarding and fire procedure. These policies give a clear outline to what procedures are in place and how they are followed.They also work alongside the EYFS framework, which considers all aspects of children’s welfare including safeguarding, suitable persons, suitable premises and equipment. Staff training is kept up to date. Risk assessments are carried out regularly including a daily check of the environment, which is being used; a full risk assessment of tools, equipment and the environment is carried out each term, and if there are any issues that need addressing they are looked at and rectified.It may be possible for some issues to be rectified there and then, such as a broken toy, which needs to be thrown away, or a cleaning material, which has been left out. Other issues may need an acti on plan which sets out what needs to be rectified, how long this may take and by whom it should be carried out. The action plans are then reviewed within a manageable time frame to ensure the action has been completed. A risk assessment is only valid at the time it is carried out. It is important to monitor risks identified and to change anything that needs updating.The setting manager is ultimately responsible for health and safety and any risks identified are directed to her, she would then decide the best process to rectify them. Regular staff meetings are held where any issues can be raised. Children, parents, staff and visitors are made aware of any issues concerning health and safety to help minimise any risks and to ensure children are able to thrive in a healthy environment. With all members of staff being aware of the policies and procedures in place we are working together to create a safe, happy secure environment for the children. 1. Identify sources of current guidance for planning healthy & safe environments & services. There are a number of agencies that you could refer to for guidance for planning healthy & safe environments & services:  ·Health & safety executive – is the national independent watchdog for work-related health, safety and illness. They are an independent regulator and act in the public interest to reduce work-related death and serious injury across Great Britain’s workplaces  ·Child accident prevention trust – they are committed to reducing the number of children and young people killed, disabled or seriously injured in accidents. Department for schools & families – is committed to creating a world-class state education system. They will work to improve the opportunities and experiences available to children and the education workforce by focusing on the following priorities: Giving greater autonomy to schools Improving parental choice Offering more support for the poorest Whole system improvement Great quality provision for children EYFS – sets standards and frameworks to follow to ensure the safety of children & young people  ·The government web-site – (directgov) is a great source of information and guidance  ·Workplace policies & procedures – health safety in work place, risk assessment, care-plans, healthy choices food, adhere to codes of practice promote a caring safe environment, meet the child's needs and requirements, keep confidentiality, communicate with multi agencies, record all accurate information and everything documented, safeguarding policies, pass on information to relevant people, promote well-being, keep updated on training to develop your skills and improve your knowledge, raise any concerns to relevant people . 4Explain how current health & safety legislation, policies & procedures are implemented in own work setting or service. The most important legislation in the UK is the Statutory Framework for the Early Years Foundation S tage. Since 2008 this sits alongside health and safety legislation and covers every aspect of the welfare of children which includes – †¢ Safeguarding †¢ Suitable people †¢ Suitable premises and equipment †¢ Organisation †¢ Documentation Health & Safety is very important. The Health & Safety Act is up on the wall for all of us to refer to if needed. My manager ensures that we all are trained and up to date with any new policies.We have fire drills (Fire Safety Order 2005), so all staff and children know what to do and where to assemble. We carry out Fire risk assessments each term. We are all trained or in the process of training in first aid, (the First Aid at Work Regulations 1981) and have adequate, appropriate equipment and facilities for providing first aid in our setting. We know how to record any first aid incidents or accidents and a bump note is always sent home with the child, when it’s a member of staff who is hurt for example I cut my finger, so I had to fill in an accident form detailing how and what first aid I was given and sign it. We ensure the setting provides a clean and safe environment for the staff and the children to work in.If any staff member is required to clean any spillages or clean any bodily fluids up we know where the products are kept and how to dispose of it safely and also what protective clothing to wear. All cleaning products and chemicals are kept in a locked cupboard. Children are taught to wash hands before eating and after using the toilet and also to throw away any tissues and wash their hands. If any child is ill which may spread to others their parents are informed and asked to collect the child as soon as possible and they are asked to keep the child off school for the appropriate length of time required so as to prevent it spreading to others. We are all responsible for good house keeping; new employees are informed of all relevant health and safety information as part of the i nduction process.All equipment has the correct safety markings in place, and electrical equipment is PAT tested yearly. The setting manager is responsible for the purchasing and maintenance of equipment and materials ensuring that it all complies with current health and safety standards. Risk assessments are carried out and reviewed on a regular basis (the Management of Health and Safety at Work Regulations 1999). Educational visits and journeys are all risk assessed. We also refer to and follow the legal framework:  ·Health and Safety at Work Act (1974)  ·Management of Health and Safety at Work Regulations 1992  ·Electricity at Work Regulations 1989  ·Control of Substances Hazardous to Health Regulations (COSHH) (2002)  ·Food Hygiene 2006  ·The Care standards Act Childcare Act 2006 – this sets out the statutory framework for assessment of settings, including health and safety in EYFS in force from Sept 2008  ·Manual Handling Operations Regulations 1992 (as amen ded)  ·Health and Safety (Display Screen Equipment) Regulations 1992  ·EYFS framework  ·Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995  ·Smoking Ban – UK wide in indoor public places from 1st July 2007 (EYFS includes a legal requirement to ensure children are always in a smoke-free environment)  ·Motor Vehicles (Wearing of Seat Belts)(Amendment) Regulations 2006 2Be able to recognise & manage risks to health, safety & security in a work setting or off site visits Assessed in the real work environment 2. 1/2. 2/2. 3 2. 4Explain how health & safety risk assessments are monitored & reviewedAny setting or activity carries a level of risk, by identifying and reducing risks in advance, the children in our care can make full use of the setting or activity to maximise the value and enjoyment. There are several different risks that you need to consider- †¢ Physical risks †¢ Security risks †¢ Fire risks †¢ Food safety r isks †¢ Emotional risks †¢ Personal safety risks Effective management of risk should become automatic as we become more experienced. For every activity we plan, we think about the hazards, the likelihood of the hazard occurring and the control measures. If I see a hazard in my day-to-day work, I deal with it straight away; it can be as simple as mopping up spilt water or moving toys of the floor.Risk assessment forms are used to assess hazards and identify control measures for all activities and outings. We carry out daily risk assessments throughout the setting and outside the setting. Our manager is responsible for the risk assessments that are carried out yearly (electrical/fire equipment/building) and for reviewing the risk assessments once or twice a term. A good risk assessment is only valid at the time it is carried out. Although the setting, outing or activity may be one you have used many times, one very important factor will change: The children taking part. Effe ctive risk assessments must take account of each child taking part and the number of children.Once we have started the activity that we have risk assessed it is important that we monitor the risks we identified and if anything changes we should review and change the risk assessment immediately. 3Understand how to support children & young people to assess & manage risk for themselves. 3. 1Explain why it is important to take a balanced approach to risk management We consider Managing Risks in Play Provision to be an important document that will contribute to the debate on the provision of children's play. It articulates the balance between the benefit and the need for children to play against the duty of play providers to provide safe play.We must not lose sight of the important developmental role of play for children in the pursuit of the unachievable goal of absolute safety. It makes clear that the safety must be considered at all stages of play provision but that, inevitably, there will be risk of injury when children play, as there is risk of injury in life generally. The important message is though that there must be freedom from unacceptable risk of life-threatening or permanently disabling injury in play. † Any activity a child does involves some risk. If the activity is well planned and organised with thought given to possible risks the likelihood of an accident or injury should be minimal. The secret is to balance the risks of an activity against the benefit to and safety of the child.Risk and challenge are important to a child’s development. Avoiding all risks and challenges would result in a very timid adult lacking in many everyday skills and abilities. It would be very easy to respond to all the risks to which children are exposed by not allowing them to explore or experiment. Children need to explore their environment, it is one of the ways in which they learn, but it needs to be a â€Å"safe† environment where adults control th e risk. Children need some freedom in order to develop their skills. Understanding the stage of development a child is at and their individual needs can help to provide the right amount of risk in activities. 3. Explain the dilemma between the rights & choices of children & young people & health & safety requirements. 3. 3Give example from own practice of supporting children or young people to assess & manage risk. Children learn by trying out new experiences and making choices. But they do not always have the skills and judgement to make safe choices. We as careers have the responsibility to identify potential hazards in any situation and to judge when it is safe to allow a child to undertake an activity or make a choice. Some children need this freedom to explore risk more than others. In a well-controlled setting the child can be encouraged to explore and try out new skills.At the start of the year our reception children were encouraged to explore the outdoor play activity. A few of the children were too scared to try and go round the activity, we supported them by holding their hand and walking around the activity with them, after a few times we would walk round with them but not hold their hand, instead we would praise them (wow look how far you have come; nearly there well done). Within a few weeks they were all able to go round the activity on their own. Some of the older children are allowed to climb the trees at the setting, if one of the younger children wanted to climb a tree and I felt that it was not suitable for their age and stage of development, I would suggest a different activity for them to do.Understanding the stage of development a child is at and their individual needs can help us to provide the right amount of risk in activities, for example children under the age of 8 cannot safely judge the speed or distance of a car on the road, so a child under the age of 8 should never be allowed to cross the road alone. Children are usually very go od at deciding what is safe or not. Using large play equipment is a good example of how children assess and manage risk. Without adult or another child’s interference most children will not stretch themselves beyond their capabilities. 4. Understand appropriate responses to accidents, incidents emergencies & illness in work setting & off site visits. 4. 1Explain the policies & procedures of the setting or service in response to accidents, incidents, emergencies & illness. 4. 2Identify the correct procedures for recording & reporting accidents, incidents, injuries, signs of illness & other emergenciesDuring our induction we go through the procedures to ensure that if an accident, incident, emergency or illness occurs we will know what to do and are able to carry out the required actions calmly and confidently. They are keep in a file that is easily accessible for careers to look at if requested, and so that we may refer to them if needed. Accident/First Aid: We have a qualifie d first aider in the setting or on an outing at any one time. It is our settings policy that all staff has a valid first aid qualification, so training in first aid is offered to all staff members. If a child has an accident at the setting and requires first aid then the relevant qualified person will use the settings first aid kit, which is easily accessible and regularly checked.When an accident occurs we fill out or accident book which details; where, when, how and what treatment was administered. The parents/carer is then informed and asked to sign it at the end of the session. If the injury is more severe and requires further medical attention then the parent/carer is contacted and informed or following signed consent on the settings registration form the child can be taken to the nearest Accident and Emergency unit. We have a duty to inform Ofsted and the Health and Safety Executive of any injury that requires treatment by a medical professional or in the event of the death. O ur manager reviews the accident book at the end of each term. This allows us to identify any potential or actual hazards. Medication:Before any medication can be given parents/carer have to complete and sign a consent form. The form states the child’s name; the name of the medication; the dose & frequency; how the medication should be given (before food/with food). All medication is stored appropriately in the kitchen out of the reach of the children in the setting. For the safety of the staff and children, all medication that is given to children is witnessed and checked by another member of staff. Incidents: When an incident occurs at the setting we record it in our Incident book, which is kept in the filing cabinet. An incident could be a break in or theft, vandalism, dangerous occurrence, injury or fatality.In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it – or if it was reported to the p olice, and if so a crime number. Any follow up, or insurance claim made, should also be recorded. We comply with current HSE Regulations and report to the Health and Safety executive. Emergencies: These procedures state what to do in the event of a fire and/or evacuation. Our manager is responsible for the procedures ensuring they are up-to-date and in place. We carry out regular fire drills so that the children and staff know what to expect and also to identify any issues with our procedure. The dates and time taken to carry out fire drills are recorded. Sickness and illness:The settings policy for the exclusion of sick or infectious children is given to parents/carer in the settings information pack; these include the period of time we require a child to stay home following a bout of sickness or diarrhoea or other infectious illness such a chicken pox. When infectious illness is discovered, such as head lice, letters are given out to notify parents. If a child, following consultat ion with a qualified medical professional has an infectious disease, which is on the notifiable diseases list, then Ofsted are informed. If a child becomes ill whilst at the setting the parent/carer are called, if they are not available we have a list of authorised emergency contacts in the child’s file we can call to collect the child, until such time the child is cared for in an appropriate area of the setting.If a child becomes unwell and is a cause for serious concern then an ambulance would be called. We have procedures and specific cleaning kit for use on spilled bodily fluids. Recognising illness difficulty breathing – high temperature/fever – blueness around the lips – cold extremities – pale or clammy skin – floppy, unresponsive or unconscious Situations to be familiar with: Bites and stings – bleeding – burns and scalds – choking – electric shock – extreme effects of heat and cold – eye inj uries – poisoning – suspected fractures – meningitis – anaphylactic shock – febrile convulsions (www. nhs. co. uk) foreign bodies – caring for the unconscious person.All children have an emergency contact number in their files, it may not be the child’s parents, because of work commitments may make it difficult for them to be contacted, it may be the grandparents or auntie that is the emergency contact instead. The manager or key worker will get in touch with the emergency contact as soon as possible and inform the relevant person of the incident, and where the child has been taken if the accident was serious. The key worker or someone the child knows well will go to the hospital with them until there parents or other careers arrive, this will help reassure the child and be a point of contact when the parents arrive.

Child labour Essay

Abstract It has been observed over decades that, poverty forces poor families to send their children to work, which results in a serious problem the world is facing nowadays. Child labour can leave many severe consequences on children and their families. When children work, it does not mean as a standard, they support their families economically, neither all of them get paid for their work since many of them work as bonded labour or as slaves. In addition to that, they face many problems which may cause permanent damage to their childhood. Children usually work to contribute and provide financial support to their families. Their health is often ignored by their parents or they may not be aware about their children’s health. This paper illustrates how both India and Nigeria have adopted laws and regulations to eliminate child labour. However despite all the efforts, child labour and the factors that  influence the incidence of child labour continues to be prevalent. The results from this study explain the reasons which forces children to work, poverty. This paper also draws conclusion that governments, societies, and communities should cooperate in a better way with each other to decrease child labour. Possible and innovate solutions and suggestions are arose at the end of this paper. Keywords: child labour, poverty, education, India, Nigeria, governments, International labour organizations 1 Introduction For many years, child labour has been one of the biggest obstacles to social development. It is a challenge and long-term goal in many countries to abolish all forms of child labour. Especially in developing countries, it is considered as a serious issue these days. Child labour refers to children who miss their childhood and are not able to have the basic amenities which a child should have. Recently the International Labour Organization (ILO,2013) estimated there are around 215 million children between the ages five to fourteen who works worldwide. They are often mistreated and work for prolonged hours, in very bad conditions. This can affect their health physically, mentally and emotionally. These children do not have the basic rights like access to school or health care. According to ILO (2013) the largest numbers of child labourers are working in hazardous work and the total number of child workers is increasing, even though it is forbidden by law. These children are vulnerable to diseases and they struggle with long-term physical and psychological pain. The main cause that induces children to work is poverty. These children work for their survival and their families. (Mapaure, 2009).Some studies like Dessy and Pallage (2003) argue not all the work that children do is harmful or brutal.  Some work may provide successful learning opportunities, such as babysitting or newspaper delivery jobs, but not if the work exposes them to psychological stress, like human trafficking, prostitution and pornographic activities. The international organizations have made great efforts to eliminate child labour across the world. Many countries have adopted legislation to prohibit child labour; nonetheless child labour is widespread throughout the world. It is not easy task for low income countries to achieve banning child labour. Several studies and international organizations considered that education is the key strategy in addressing child labour, and it can help children to stay away from work. However not every family can afford to send their children to school or, even if they enrolled, afford to keep them attending the school. 1.2 Research purpose and questions Child labour is a serious problem and a challenge for many developing countries. Many countries have enacted various laws and have taken serious initiatives to eradicate child labour, but still the problem is very widespread throughout the world. This paper critically examined child labour in India and Nigeria and how both governments undertake various programs to eradicate child labour through different organizations and agencies. In addition to understanding and investigating different reasons behind the plague of child labour that has engulfed throughout the world and a brief review on how child labour has so far been studied .Further, this paper states how to contribute to in raising the government’s awareness about the importance of issues related to child labour, education and their living condition. This research work addresses a question: What are the current patterns in child labour in India and Nigeria now? What kind of policies are adopted to address child labour in India and Nigeria? How does policies adopted relate to previously identified causes? 1.3 Methodology This study it has been based on a comparative case study between two countries. The comparative method is going to give the researchers practical tools for analysis and research. This approach allows the researcher to understand when two or more cases are set against one another(Bryman 2008, p.58). In order to answer research question secondary data is collected through literature material researched from academic books, articles, and news and research reports on child labour, poverty education and public health of child labour. The literature review is mostly based on research papers of different scholars and reports provided by UNICEF, ILO and World Bank in terms of international labour standards and human rights conventions. Secondary data were also extracted from international organisations like the ILO, the UN and the World Bank. This paper attempts to provide with realistic overview of the child labour situation. Peer reviewed online resources and academic articles written by d ifferent scholars, were used in this paper to determine the existing child labour policies. 1.4 Delimitation Since child labour is an extremely complex phenomenon, this study is limited to examining the nature and extent of child labour aged between five and fourteen years old. The largest number of working children between the ages of five and fourteen involved in economic activities worldwide. The study focuses on the fight against child labour, and the importance of legislation for working children. This study looks at the two countries India and Nigeria and to describe   what policies have already been implemented to tackle child labour. India and Nigeria have been chosen for the study because today, Asia has more child labour in the world, for example India has the largest number of world’s working children with almost every third child being a child labour  and every fourth child between the age group of five to fifteen is engaged in some economic activities. While, Nigeria has the highest the incidence of child labourers in Africa. Both countries have been experiencing th e burden of the phenomenon and difficulties to eradicate it(Bhat& Rather, 2009; Owolabi, 2012). 1.5 Outline This study is divided into four chapters. Chapter One provides the background of the problem, the purpose of the research question, methodology, delimitations and outline. Chapter Two explores the situation of child labour in India and Nigeria and then explains the problems of enforcing child labour regulations. Chapter Three gives an overview and definition of child labour- , rural and urban, the differences between boys and girls engaged in economic activity, the link between child labour and poverty, various factors involved in child labour. After a description of the International Legal frameworks of ILO and UNICEF and also describes some of the major international and regional organizations, governments and the work they have done to fight against child labour. Chapter Four presents the theoretical framework which gives outline of the causes behind child labour,the child labour problems in relation to primary schooling and the reasons which makes children drop out of school or not go to school. Chapter Five, the results of the study is reported. In Chapter six presents the conclusion. 2 Background The incidence of child labour is most prevalent in sub-Saharan Africa followed by Asia and the Pacific. The prevalence of child labour is very high in sub-Saharan Africa especially in Nigeria. About 48 million child laborers across sub-Saharan Africa, including 15 million in Nigeria engaged in child labour (Ajakaye,2013) In Asia and the Pacific is the region with the largest number of child labour, India has the largest number of children in the world (ILO,2012)Child labour is an old phenomenon in both India and Nigeria According to Vaknin(2009), it is traditional in both countries to  send a child to work children participated in agricultural and household work. Parents consider that the work help children learn new skills, however these children are exposed to hazards and to physical factors. Both countries were colonized by British. Nigeria became a British colony in 1800 but acquired its independence in 1960. Since independence the country experienced a very violent history. Nigeria is the most populous country in Africa with more than 170 million people. The country has the largest oil and gas reserves in sub-Saharan Africa. Despite its oil wealth, however, Nigeria remains highly underdeveloped. Poor governance and corruption have limited infrastructure development and social service delivery and slowing economic growth keeping much of the population suffers from extreme poverty (Ploch,2013) In 1612 India became British colony and independent in 1947. India is world’s second most populous country with 1.2 billion people. Indian economy is among the fastest in the world, however the level of poverty in India is still high with high rate illiteracy rates, disease, and malnutrition and largest awareness of poor people in the world(Krishna , 2012) In this chapter I look into the child labour situation in India and Nigeria and how government supporting to eliminate child labour. 2.1 Child labour in India The use of child labour is very prevalence in India and the cause is deep rooted with poverty. UNICEF India has estimated 28 million children aged five to fourteen involved in work (UNICEF,2011) Child labour is not a new phenomenon in India where children has always worked. During the industrial revolution child labour increased, due to the shift of labour movements to colonial countries. Children can be found in every sector of the informal economy (Molanka,2008).The incidence of working children in India are engaged in hazardous occupations such as factories manufacturing diamonds, fireworks, silk and carpets, glass and bricks(Waghamode& Kalyan,2013). There are several factors that force children to work such as inadequate economic growth, poverty, unemployment over population and lack of education and health care (Ahmad,2012). On school attendance in India a large number of children between ten to fourteen years of age are not enrolled in school because of household economic condition. Attendance in school or dropout differs for male and female while boys are more likely to provide financial income for the family, girls are more involved in household chores (Kakoli & Sayeed ,2013).High illiteracy and dropout rates are high in India due to inadequacy of the educational system. Even through many poor families don’t see education as a benefit to society, they consider that work develops skills that can be used to earn income (Ahmed, 2012) 2.2 The legal framework and policies to control child labour in India The India government has established various proactive policies towards elimination of child labour. India has not yet ratified ILO Conventions 138 and 182 on banning child labour and eliminating the worst forms of exploitation. However the government of India implemented a child labour law in 1986(The Child Labour Prohibition and Regulation Act) the legislation sets a minimum age for employment of children at fourteen years and forbid child labour in dangerous sectors. The Government prohibits forced and bonded child labour but is not able to enforce this prohibition. The Child Labour Prohibition and Regulation Act does not forbid child labour but consider about regulating it.But indeed the law does not eliminate all forms of child labour specially when the vast majority of children under the age of fourteen are working in family farms or doing households (Venkatarangaiya Foundation;2005). India has a number of child labour projects which have been implemented to help children from hazardous occupations and provide them an education. Including the National Child Labour Policy (NCLP) started in 1987. The aim of NCLP is to help children in hazardous activities and provide non-formal education, vocational training, supplementary nutrition etc. The ILO IPEC (International Programme on the Elimination of Child Labour) is also another progarmme which eliminate child labour, the programme sponsors 175 projects in India(Padmanabhan,2010 ) Furthermore, several NGOs like Care India, Child Rights and You, Global March against Child Labour, etc. have taken up the task to get the children back to school and also volunteers along with villagers. The MV Foundation is  non-governmental organisation (NGO) whose mission is to tackle child labour through promoting elementary education, even approaching parents to send their children to school. In spite of various laws regarding child labour and much efforts done by the non-governmental organizations, nonetheless children continue to work on a massive scale in most parts of the country. This is a problem because most child labour laws in India do not cover all types of work such as agriculture, wholesale trade, restaurants and domestic works. Usually these children are the most vulnerable child labourers (Venkatarangaiya Foundation;2005). Despite these efforts, child labour legislation to protect children has been unsuccessful, this is because of the majority of Indian population lives in rural areas with lack of infrastructure and is difficult to enforcement of laws and policies in rural areas. Many of the policies and legislative tools in India are rooted deeply in defection, allowing for illegal behaviours to take advantage of flaws. Many people believe that the cause of these behaviours is something technical, it will be shown that there is a relative heavy percentage of human omitting factor involved, often arising from the mentioned attitudes towards children’s work(Murphy, 2005). 2.3 Child labor in Nigeria Child labour is prevalent in urban centers in Nigeria. This is because a large number of people move from the rural areas to urban area. Over the years there has been a rapid growth in Nigeria’s population because of massive rural-urban migration. For instance Uyo is the capital of Akwa Ibom State, the city has experienced rapid urbanization and many poor rural families struggle for a better life in urban areas. This pushes families to force their children to work in order to supplement family incomes (Okafor,2010; Nseabasi & Abiodun 2010). The number of child labour is increasing in Nigeria, in 1995, the number of child labour was twelve million while by 2006 the number of child labour under the age fourteen has risen to fifteen million (Adegun,2013). The International Labor Organization estimates that about 25 percent of Nigeria’s 80 million children under the age of fourteen are involved in child labour. Children works in different  sectors such as farms, domestic help, in fishing, mining, armed conflict, street hawking, and child trafficking. The number of child labour involved in street hawking is a very common form of child labour in Nigerian cities, these children working from morning to evening and as a result of this, they do not have the time to enroll in schools or most of them drop out of school. Awosusi& Adebo (2012) assumes that many child labourers in Nigeria are abused physically, mentally, sexually and psychologically. They work long hours under dangerous and hazardous conditions with little or no pay benefits. Education in Nigeria is compulsory for a child that till nine years old. Nigerian government makes primary education free and compulsory for all children However, many children do not attend school, about six million children in Nigeria, both boys and girl, are estimated to be working .The dropout rates for primary school are high for both boys and girls because of several factors such as poverty and early marriage teenage pregnancy poor school, or cultural and religious issues (Awosusi& Adebo,2012; Elijah & Okoruwa,2006) 2.4 The legal framework and policies to control child labour in Nigeria Several policies and legislations have been adopted by the Federal Government of Nigeria for improving the welfare of children by eradicating child labour. However, ILO (2000) states some of the legislation and policies have deteriorated, and are not being imposed. Although, there is no direct labour policy in the country, there are several policies and social programmes which aims at improving education, health, population, social development, and child welfare if enforced would help to reduce child labour (ILO,2000) The Federal Labor Act Government have set the minimum age for the employment of children at twelve years and is in force in all the 36 states of Nigeria. The Nigeria’s Labor Act permits children at any age to perform light work in domestic service or work with family member in agriculture. However, the Child Rights Act prohibits the worst forms of child labour, including the forced labour of children and use of children in prostitution or in armed conflict. The Labor Act sets different ages for various hazardous occupations. For instance, a child aged fifteen or older can work in  industries. The law forbids children under age of sixteen to work underground or to work with machines but clearly allow children aged between sixteen to eighteen to do these hazardous occupations. However, the same law prohibits employment of child under the age of 11  eighteen to work in harmful environment. The law does not remove children from domestic service, this can increased incentives for parents to send their children to work (United States Department of Labor, 2011). In 2002 Nigeria ratified Convention No. 138, the Minimum Age Convention and Convention No. 182, the Worst Forms of Child Labour. Nigeria also adopted the United Nations Convention on the Rights of the Child, and the African Charter on the Rights and Welfare of the Child, which appeared to have laid rest to the argument that children have no clearly definable rights in Nigeria. Both the Convention on the Rights of the Child and the Convention on the Elimination of all Forms of Discrimination against Women (CEDAW) were adopted in 1991 and 1985 respectively. However both the CRC and CEDAW have now been â€Å"domesticated† in Nigeria. The African Charter has also been domesticated by Nigeria. However, the National Assembly should seriously look into these and other international laws, especially human rights issues that adversely affect the rights and fundamental freedoms of the citizenry. Thus, the problem now is how effectively to enforce and monitor the implementation of these provisions as they affect children’s and women’s rights in Nigeria. This also presupposes that all social rights should be made justifiable in Nigeria so as to empower the less privileged in the society (Onyemachi, 2010). The Nigerian government has provided an enabling environment and support for these civil society organizations (CSOs) to thrive and has drawn from their work formulate policies, programmes and interventions for child victims of abuse and violence (Ekpenyong& Sibirii, 2011). On 2000, the Nigerian Government established a national program to eliminate the worst forms of child labour in Nigeria (Elijah& Okoruwa, 2006). Despite all these children are still abused. Ekpenyong and Sibirii (2011) states the reason child labour is prevalent is due to the economic situation where many families  live below poverty and can barely earn enough to feed themselves and their children. Furthermore mainly child laborers are engaged at the household level or street hawking Togunde and Arielle (2008) argues that regulations regarding street hawking have been difficult to control by the government.

What You Can Learn From the FHLC

What You Can Learn From the FHLC The Family History Library Catalog, the gem of the Family History Library, describes over 2 million rolls of microfilm and hundreds of thousands of books and maps. It does not contain the actual records, however, only descriptions of them - but is an important step in the digital genealogy process for learning about what records might be available for your area of interest. The records described in the Family History Library Catalog (FHLC) come from throughout the world. This catalog is also available on CD and microfiche at the Family History Library and at local Family History Centers, but to have it available for searching online is of amazing benefit. You can do much of your research from home at whatever time is convenient and, therefore, maximize your research time at your local Family History Center (FHC). To access the online version of the Family History Library Catalog go to the Familysearch homepage (www.familysearch.org) and select Library Catalog from the Library navigation tab at the top of the page. Here you are presented with the following options: Place Search - Use this option to find catalog entries about a place or for records from a place.Surname Search - Use this option to find catalog entries about records that include a specific surname, such as written family histories.Keyword Search - Use this option to find catalog entries about records that contain a certain word or phrase. You can use this to search for keywords in titles, authors, places, series, and subjects.Title Search - Use this option to find catalog entries about records that contain a certain word or combination of words in the title.Film/Fiche Search - Use a Film/Fiche Search to find the titles of items on a specific microfilm or microfiche in the Family History Library Catalog.Author Search - Use an Author Search to find the Author Details record for a person, church, society, government agency, and so forth identified as an author of a specific reference. The Author Details record lists titles linked to the author and may include notes and references.Cal l Number Search - Use a Call Number Search to find an item by its call number (the number used to locate items on the shelves in the Family History Library or the FamilySearch Center). Lets start with the place search, as this is the one that we find the most useful. The place search screen contains two boxes: PlacePart of (optional) In the first box, type the place you want to find entries for. We  would suggest that you start your search with a very specific place name, such as a city, town or county. The Family History Library contains a huge amount of information and if you search on something broad (such as a country) you will end up with too many results to wade through. The second field is optional. Since many places have the same names, you can limit your search by adding a jurisdiction (a larger geographic area that includes your search location) of the place you want to find. For example, you can add the state name in the second box after entering a county name in the first box. If you do not know the name of the jurisdiction, then just search on the location name itself. The catalog will return a list of all jurisdictions which contain that particular place name and you can then select the one which best meets your expectations. Place Search Tips Keep in mind while searching, that the names of the countries in the FHL catalog are in English, but the names of the states, provinces, regions, cities, towns and other jurisdictions are in the language of the country in which they are located. Place Search will only find the information if it is part of the place-name. For example, if we  searched for North Carolina in the above example, our results list would show places named North Carolina (there is only one - the U.S. State of N.C.), but it would not list places in North Carolina. To see places that are part of North Carolina, select View Related Places. The next screen would display all counties in North Carolina. To see the towns in one of the counties, you would click on the county, then click View Related Places again. The more specific you make your search, the shorter your lists of results will be. If you have trouble finding a specific location, dont just conclude that the catalog does not have records for that place. There are many reasons why you may be having difficulties. Before you give up your search, be sure to try the following strategies: Be sure you typed the place-name correctly.If you qualified your search with another jurisdiction, try the search again without this qualification.Search for records using a larger jurisdiction. For example, if you cannot find records for a town, search for county records. Once you locate the place for which you are looking, you will be presented with a list of places. If you qualified your search with another jurisdiction, the list should be short. If you did not qualify your search, the list may be long. If the list shows the place you want, click on the place-name to see the Place Details record. This records usually contain the following items: View Related Places  - Clicking on this button will give you a list of other places you might be interested in.Notes  - A few historical facts and details about the placeTopics  - A list of topics for which records are available that relate to the place that you are looking for. This list might include such topics as: biographies, cemeteries, census records, church records, guardianship records, history, land and property records, maps, military history, tax records, vital records, voting records, etc. To best explain what is available in the Family History Library Catalog, it is easiest to take you step-by-step through a search. Begin by doing a  place search  for Edgecombe. The only result will be for Edgecombe County, North Carolina - so next select this option. From the list of available topics for Edgecombe County, North Carolina, we are  first going to select Bible Records, as this is the first source which the Catalog Helper suggested for information on our great, great grandmothers maiden name. The next screen which comes up lists the titles and authors available for the topic which we selected. In our case, there is only one Bible Record entry listed. Topic: North Carolina, Edgecombe - Bible recordsTitles:  Bible records of early Edgecombe Williams, Ruth Smith Click on one of your result titles to learn more information. Now you are given the complete catalog entry of the title you selected. [blockquote shadeyes]Title:  Bible records of early EdgecombeStmnt.Resp.:  by Ruth Smith Williams and Margarette Glenn GriffinAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Notes:  Includes index.Subjects:  North Carolina, Edgecombe - Vital records North Carolina, Edgecombe - Bible recordsFormat:  Books/Monographs (On Fiche)Language:  EnglishPublication:  Salt Lake City: Filmed by the Genealogical Society of Utah, 1992Physical:  5 microfiche reels; 11 x 15 cm. If this title has been microfilmed, the View Film Notes button appears. Click on it to see a description of the microfilm(s) or microfiche and to obtain microfilm or microfiche numbers for ordering the film through your local Family History Center. Most items can be ordered for viewing at your local Family History Center, though a few cannot due to licensing regulations. Before ordering microfilms or microfiche, please check the Notes field for your title. Any restrictions on the use of the item will be mentioned there. [blockquote shadeyes]  Title:  Bible records of early EdgecombeAuthors:  Williams, Ruth Smith (Main Author) Griffin, Margarette Glenn (Added Author)Note:  Bible records of early EdgecombeLocation:  Film FHL US/CAN Fiche 6100369 Congratulations! Youve found it. The FHL US/CAN Fiche number in the lower right-hand corner is the number which you will need to order this film from your local family history center. Place search is probably the most useful search for the FHLC, as the librarys collection is primarily organized by location. There are several other search options open to you, however. Each of these searches has a specific purpose for which it is very useful. The searches do not allow wildcard characters (*), but do allow you to type in only part of a search term (i.e. Cri for Crisp): Surname Search A surname search is primarily used to find published family histories. It will not find surnames listed in individual microfilm records such as census records. A surname search will provide you with a list of titles of catalog entries tied to surnames that match your search and the main author for each title. Some of the published family histories are only available in book form and have not been microfilmed. Books listed in the Family History Library Catalog cannot be sent to Family History Centers. You can request that a book is microfilmed, however (ask a staff member at your FHC for help), but this may take several months if the library has to obtain copyright permission to do so. It may be faster to try to obtain the book elsewhere, such as a public library or from the publisher. Author Search This search is primarily used to find catalog entries by or about a certain person, organization, church, etc. The author search finds records which include the name you typed as the author or the subject, so it is especially useful for finding biographies and autobiographies. If you are looking for a person, type the surname in the Surname or Corporate Name box. Unless you have a very rare surname, we would also type all or part of the first name in the First Name box to help limit your search. If you are looking for an organization, type all or part of the name into the Surname or Corporate box. Film/Fiche Search Use this search to find the titles of items on a specific microfilm or microfiche. It is a very exact search and will only return the titles on the particular microfilm or microfiche number that you input. The results will include an item summary and the author for each item on the microfilm. The Film Notes may contain a more detailed description of what is on the microfilm or microfiche. To view this additional information, select the title and then click on View Film Notes. Film/Fiche search is especially useful for finding the records available on a film/fiche which is listed as a reference in Ancestral File or the IGI. We also use the film/fiche search to look for additional background on any film we plan to order because sometimes the film/fiche search will include references to other relevant microfilm numbers. Call Number Search Use this search if you know the call number of a book or other printed source (maps, periodicals, etc.) and want to learn more about what records it contains. On a book’s label, call numbers are usually printed on two or more lines. To include both lines of the call number in your search, type in the information from the top line, then a space, and then the information from the bottom line. Unlike other searches, this one is case-sensitive, so be sure to type in upper and lower case letters where appropriate. Call number search is probably the least used of all of the searches, but can still be very useful in cases where people list an item and its call number as a reference source without any indication to the information which it contains. The online Family History Library Catalog is a window to the two million plus records (print and microfilm) which the Family History Library maintains in its collection. For those of us around the world who cant easily make it to Salt Lake City, UT, it is absolutely invaluable both as an avenue for research and as a learning tool. Practice using the different searches and play around with different techniques and you may find yourself amazed at the things you find.

THE MARKET essays

THE MARKET essays DISCUSS THE MERITS AND DEMERITS OF THE MARKET AS AN INSTITUTION OF EXCHANGE The global economy is categorized into two broad economies i.e. the command economy that is directed by a centralized government and a market economy which is based on private enterprise. Market economy is gaining global popularity as an economic ideology that has been tested and proved to provide fair level playing ground where the fairest of them all gain from the consumer purchasing power. ... command economy model has failed to sustain economic growth to achieve a measure of prosperity, or even to provide economic security for its citizens... the market economy is not an ideology but a set of tested practices and institutions about how individual and societies can live and prosper economically. It is therefore evident that market economy is the most preferred system due to its many avenues and comfort of and variety of choice. The market economy is believed to be fairer because of its decentralized system and Adams Smiths principle of the invisible hand. Market is defined simply as buying and selling of goods and services in exchange of money. The market concept operates under two hypotheses that: firstly the market emerged as a result of need of the economic exchange and secondly, the market only arises as a result of external factors. From the above theories we can therefore deduce that the market operates under the principle of price mechanism i.e. anything that has a price also has a market. However, it should be noted that demand and supply as the rhythm of the market determines the price depending on the presupposed value. This paper is divided into three parts and it seeks to first define the concept of the market, second to define the role of the State as a guarantor of free fair and stable economy through provision of necessary market infrastructure and lastly the papers will seek to identify the meri...

10 Mental Disorders You Can Get in College

10 Mental Disorders You Can Get in College If you’re not careful college will drive you nuts! Campus is a wild ravenous battlefield where futures are decided, lifelong friendships are fumbled and students make a lot of really stupid decisions. In this post we’re going to skinny-dip in the raw truth. Let’s check out 10 mental disorders you could easily develop before you walk the proverbial plank (graduate). 1) Depression Depression is one of the most common psychological issues in America today. According to the experts, almost every single student you see walking around on your first day as a freshmen is suffering from it to some degree. If you’re not careful it’ll rub off on you before the end of first semester English. The good news is that there are a few options which can easily cure this. Don’t major in anything that starts with P or S. Don’t make college an ego trip. Don’t shower in your bare feet. Don’t sleep around. 2) Social Anxiety Social pressure coming from every angle. Get good grades. Be awesome. Be reckless! Get laid. Get invited to parties. Be a college rock star†¦it’s unsustainable. You can’t be cosmically cool for long. And, for those that have no hope of being in the lime light (at least not yet), social anxiety can be a real bummer. Only compete with yourself. Your college experience is yours, not theirs. Take a breath, relax and sip your beer please. Unless you plan on being a professor, college is temporary. 3) Agoraphobia There’s freaking people everywhere all the time. The dorm’s as packed as the lectures, gyms, chow halls and bathrooms. College is seeping with humans! After a while it can wear on you. The world starts getting too crowded and begins to close in around you. Once you can no longer take a step outside without wearing a hoodie, you’ve got agoraphobia. Workout super early in the morning. Live off campus. Take night classes. Major in geography or astronomy. 4) Porn Addiction Oops, sorry. Our mistake. Everyone knows that college students don’t have time to watch porn. We’re too busy engaging in full stadium-sized orgies in the afternoons. 5) Insomnia Right, so who has the time to sleep? Honestly, could the tech-department nerds please hurry up and allow us to become bionic quasi-mechanical humanoids that no longer need to? College is 50% more expensive. Student needs to get it done in half the time with 100% better GPAs. There’s parties to attend. Games to riot after†¦ Don’t major in computer science. If you’re worried about grades, remember sleep is as important as studying. Ideally 8 hours before tests, but power napping has its merits. Lose the energy drinks. Remember to flex other muscles besides your brain. 6) Hook-up Syndrome Once you get sucked into the hook-up culture where a text conversation is courting and monogamy is unheard of, it’s hard to escape it. It’s super-hard to fall in love in college these days, both for men and women. Don’t sleep around. Don’t make sex a priority. Don’t substitute technology for traditional courtship. Don’t make the mistake of imagining porn is anything like real life. 7) Personality Disorder Because of how much people change throughout college, it’s easy to lose sight of your core self. That thing you were before the world started to mold your personality. That consciousness who peered out through newborn eyes and began taking in information. That’s who you are. Remember that. Avoid defining yourself based on trendy/popular nonsense. Don’t resist personal evolution, roll with it. Remember that everything you do and say is branding you. The key to peace of mind is self-acceptance. 8) Eating Problems Bulimia, overeating and anorexia are increasingly common in college. Guys think they need to look like Hugh Jackman in the latest Wolverine and the girls are trying to look like some Pop Princess. The entertainment industry has taken things a bit too far. Don’t feed into this nonsense. Don’t become reliant on cafeteria food. Don’t settle for cheap carbs that have almost no nutrition. Organic fruits and veggies are as important to your grades as sleep or studying. Don’t kill yourself to please a bunch of superficial idiots. 9) Chronic Substance Abuse No way! There’s no such thing as substance abuse in college! Seriously though, college isn’t the place to become an alcoholic. That’s for later†¦ Take it easy, college is 4-6 years long for most people so there’s no reason to go absolutely insane freshmen or sophomore year. Use your grades as an addiction barometer. If they don’t go down or slip, no foul. If they do, you need to ease off a bit and prioritize. Exercise is just as satisfying from the neurochemical perspective as getting high. Drugs and alcohol are simply too expensive! 10) Wait†¦Math? If math isn’t your thing don’t fight it. Just take advantage of tutors and get as far as you need to go early on so it’s done and over with. So, how about it all you mentally ill college students out there, what are you dealing with and how are you coping. Share your story and let us know how you stay somewhat sane.

The Communication Revolution, Entertainment , and the Arts Essay

The Communication Revolution, Entertainment , and the Arts - Essay Example The issue of surveillance has not eluded the American public and mix reactions pertaining to the matter continue to bombard the political system. Proposed bills such as Total Information Awareness would have granted the government access to the most promiscuous details in the life of any American they deem a threat to democracy. The setup of the internet creates questions of whether or not those who use it are really protected. The cookies that websites place in the computer systems can be vehicles in meddling with personal privacy. Alongside this, the internet can also serve the purpose of hacking credit card information and emails that has been recorded to incite cases such as identity theft. The availability of these technologies has introduced a number of different social phenomena that are almost incomprehensible years ago. Things like googling yourself has surfaced and has even become a colloquially accepted verb. All the other networking websites like MySpace, Friendster, Multiply, Facebook, etc. compels people to communicate with acquaintances and strangers. In 2003 the American congress prevented the Pentagon in its planned project designed to allow surveillance of any American through accessing their e-mail and other databases that contain information regarding finances, health and travel. Had the project been allowed, it would have allowed Army intelligence to use any of the information they have gathered against anyone. Luckily, both Houses agreed that this is a direct threat to personal privacy and the Total Information Awareness project was put into question (Clymer, 2003). The Pentagon concept would have given analysts who are highly trained in Intelligence to accumulate and perceive information linking any citizen to any group, enabling alerts and allowing shared data among individual computers to be viewed. They would have had

Human resource planning and recruitment strategies Research Paper

Human resource planning and recruitment strategies - Research Paper Example Also, the flexibility changes that have been made have also been discussed. Lastly, the recruitment decisions and the changes that are made have also been included. An attempt to provide examples for each of these situations has also been made to gain a better perspective of the situation and to understand how recession has impacted the companies. Human resource planning is the process of ensuring that the right person is at the right job at the right time. According to Vetter, 1967, ‘the process by which management determines how the organization should move from its current manpower position to its desired position. Through planning, management strives to have the right number and the right kinds of people, at the right places, at the right time, doing things which result in both the organization and the individual receiving maximum long-run benefits’ (Jackson & Schuler, 1990). There have been several businesses in the current economic environment who have made several changes in the human resources being used within the company to ensure that there is no wastage of resources and better levels of cost cutting as well. In the current economic condition with the level of recession increasing steadily, there are two main view points, a) viewpoint of the employees, and their salaries, and b) viewpoint of the employers and ‘loaded’ labour costs. Two of the companies that have used the recession as a basis for lay off include, Citigroup, which has laid off a total of 52,175 people, and General Motors which lay off a total of 75,658 people (Kneale & Turchioe, 2009). The companies did so due to the increasing expenses and need for cost cutting. However in the long term the companies do not consider how much of these lay offs could cost them. In the hustle bustle of reducing the costs, the companies, i.e. Citigroup and General Motors have also laid off several good employees who bring the company a high level of profit. In the long run this could prove to