Photocatalytic Lab Report - 826 Words

Introduction: Recently semiconductor based photo-catalysis as a sort of green technology which has attracted notable attraction among the researchers. This field has emerged as one of the most promising ways for photo conversion-related technologies by harvesting sun light in environment and energy fields. In general photocatalytic oxidation has been applied broadly in the process of removal of organic pollutants in water and air as a cost-effective and environmentally friendly technology, which could decompose organic compounds into CO2 and H2O under lenitive conditions. The optimal photocatalytic material should be non-toxic, absorb light in the visible range, be easy to fabricate, remain stable in contact with water, and have high†¦show more content†¦The existence of metal-like electronic conductivity of molybdenum (IV) oxide has formulated them as promising materials in energy related applications [8–10]. Graphene, which is the most recent material of the carbongroup, is considered as one of the greatest smart materials ofthe 21st century.[1] Graphene and graphene-based composites show numerous potential applications owing to their distinctivetwo-dimensional assembly and related band structure. Graphene has gained attention of many scientists since its innovation due to its exceptional large surface area (2630 m2g_1),[2] high electrical conductivity at room temperature[3,4](106 s cm-1), good mechanical properties[5] (~1.1 TPa), fracturestrength[5] (125 GPa), breaking strength[6] (42 N m-1), excellentmobility as charge carriers[7] (~20 m2 V_1 s_1), superior thermalconductivity (~5000 W m K_1),[6] high carrier density (~1012 cm_2),[8] good optical transmittance (~97.7%),[9] specific magnetism,and chemical stability.[1] Graphene and its compositesare widely used in sensors, transistors, electronics, composite materials, photonics, bioengineering, energy production, andstorage.[10] Pure g raphene is hydrophobic in nature and cannotbe dispersed in aqueous solutions [11] therefore this factor limitsits application in water purification. Chemically converted graphene, namely graphene oxide and reduced graphene oxide,can be easily synthesized[12] and have shown numerous potentialapplications in waterShow MoreRelatedPhotocatalytic Lab Report865 Words   |  4 Pagesphoto conversion-related technologies by harvesting sun light in environment and energy fields. In general photocatalytic oxidation has been applied broadly in the process of removal of organic pollutants in water and air as a cost-effective and environmentally friendly technology, which could decompose organic compounds into CO2 and H2O under lenitive conditions. The optimal photocatalytic material should be non-toxic, absorb light in the visible range, be easy to fabricate, remain stable in contactRead MoreThe Effect Of Light On The Human Ear786 Words   |  4 Pagesmolecules moves to the coolest area of it s system and cool water molecules move to the hottest area of its system. This forms a movement within water called convection. There has been many research reports on the interaction of light with water and how it affect objects within the water. In a lab research by the CLOUD 8-9 campaign in CERN facility to discrimination of water ice and aerosol by light polarization facility found that single particle polarisation could be used to discrimination waterRead MoreDegradation Of A Wide Range Of Model Pollutants3049 Words   |  13 PagesABSTRACT Heterogeneous photocatalysis, has been reported to be effective for the degradation of a wide range of model pollutants in suspension. The use of nanostructured materials is one approach to improving photocatalytic efficiency. Therefore, this work is based on the use of nanomaterials such as titania and silver-zinc oxide photocatalysts to degrade amoxicillin trihydrate (a model antibiotic pollutant) in suspension under UV-C irradiation and compares the efficiencies of the photocatalystsRead MoreEssay on Photovoltaic Cells as Sources of Clean Energy2257 Words   |  10 Pagesattached to any external voltage source, but do require an external load for power consumption. CHEMICAL SOLAR ENERGY CONVERSION – This utilize the solar energy in industrial processes; photo aided industrial reactions, environmental remediations, photocatalytic water splitting, charging secondary batteries e.g. vanadium redox flow battery. II. DIFFERENT GENERATION OF SOLAR CELLS 1) First Generation Single crystal silicon wafers (c-Si) - First generation photovoltaic cells are the dominant technologyRead MoreElectronic State Transition From Bulk Metal / Semiconductor3686 Words   |  15 Pagesunderstanding the optical properties and applications of nanomaterials. The absorption will determine not only the color of the materials but also other important optical properties such as photoluminescence, lasing, electroluminescence, photovoltaic,photocatalytic, and photoelectrochemical properties. 3. Photoluminescence 3.1 Operating principle At the fundamental level, the principle underlying photoluminescence (PL) spectroscopy is very similar to that of electronic absorption spectroscopy. They bothRead MoreMarketing Management130471 Words   |  522 Pagessatisfaction Customer relationship management Marketing of services Rural marketing Types of marketing research Process of marketing research Tools and Techniques of marketing research Applications of marketing research Preparation of marketing research report Online marketing E-commerce Trends in marketing Page No. Marketing management – an introduction Unit structure: 1. Introduction 2. Learning Objectives 3. Marketing Management 3.1. Evolution of marketing management 3.2. The Role of Marketing

Is the Internet Bad for Us Free Essays

ENG 120 I03FY February 23, 2010 Is the internet bad for us ? In the old days, a paper research used to take up to several days, when only libraries and encyclopedias had the right and trustful information. A visit to the Metropolitan Museum of Art involved finding the address first, and that took as well quite some time. In our days all this information is just a click away. We will write a custom essay sample on Is the Internet Bad for Us? or any similar topic only for you Order Now The Internet, with the help of web pages, such as Google Search and Google Maps, are the solution to every question one may ask. The long days of search have ended, but it doesn’t mean it is a favorable or beneficial thing for each person. Scientists and professors of well known universities have discovered that this trouble free, straightforward and rapid method has determined not only the brains to delay the thinking process, but also changed people’s behavior in their lives in a negative way. One neuroscientist, Dr. Gary Small conducted a study where he examined the impact of the Internet on a young persons brain. This study consisted of reading a MRI while the person was surfing on the Internet, and another one while it was reading a book. Then, the results where very surprising: the MRI showed more brain activity in the frontal part, the decision part of the brain, when the person was surfing the Internet. The study reached lots of newspapers, and every person believed that Google is making them smarter. However, after a short period of time, Dr. Small reviewed the results and stated: â€Å"On a brain scan big doesn’t mean it is better†¦It’s exactly as in a golf game, you want to keep your score lower†. One can easily see that this brain activity is without doubt detrimental to all of us and surfing the Internet only decreases our process of thinking, instead of increasing it. Surfing on the Internet has become a daily routine, by checking the e-mail, researching on some interesting subjects and that takes probably an hour per day, which is ordinary in our days. Still, there are millions of young students that stay an average of fifty hours a week on the Internet and that just doesn’t seem something normal. All this time spent on the Internet has affected their thinking development. A pathologist of the University of Michigan Medical School states that: â€Å" I can’t read â€Å"War and Peace â€Å" anymore, I’ve lost the ability to do that. Even a blog post on more than three or four paragraphs is too much to absorb. I skim it. This is actually a frightening reality that applies to myself as well. Not only I can’t focus on my daily readings for my biology class, but also if I start reading a book, after only twenty minutes I loose my concentration. This inability to make â€Å"rich mental connections† and just to thin k, has transformed our real intelligence into an artificial intelligence, thus the Internet has a direct participation towards our brain development. One can say that the Internet has changed our lives for the better, since World Wide Web possesses information about almost everything. However, not all the information on the Internet is accurate. There are several web sites where the information is not meticulously verified, therefore one can obtain data and facts that are untrue, even misleading. The best example is Wikipedia, a website where anyone can put any information on this page without any previous examination. Countless students use this web site to research for projects, without knowing the danger of misleading information. Communication in our lives is a tremendous vital thing. Indeed, human beings are born to communicate with each other no matter what kind of lives they decide to live. Communicating with other people allows us to learn about ourselves as human creatures. It helps us to understand our way of behaving, of thinking in different situations/places. However, the Internet has a considerable effect on our daily communication with out friends, family and even loved ones. The casual coffee in a modern cafe is replaced by staying on Yahoo Messenger talking for hours in front of the computer, and a discussion face to face has become a thing of the past, â€Å"thanks† to Second Life, a program where you could meet virtually at a restaurant, cafe or even in a park. The increased access and heavy reliance onto computer games and the Internet for many people today have led to many social problems. Obsessive computer use leads to addiction, which can lead to financial problems, broken relationships, physical and emotional problems. An example of such addiction affected a Korean family. Their son was sent in a camp for he was playing all the time computer games. This camp helped him to stay away from a computer for two weeks, so that he could concentrate on regular activities. The Internet has extended its power at the point that Google and Microsoft are in the process of creating an online international library, extinguishing books. This idea would only cause the lost of our culture and history, because books are an important factor in the achievement of today’s knowledge. The vinegar that was used in the old days to sanitize the scrolls from the deadly diseases, was a crucial tool towards finding the location from where they were sent. Studying their chemical components scientists discovered even details of their way of living. In conclusion, technology in all of its forms – social networks, the Web, online gaming – is a net loss for today’s young people. As Grafton states: The narrow path still leads, as it must, to crowded public rooms where the sunlight gleams on varnished tables, and knowledge is embodied in millions of dusty, crumbling, smelly, irreplaceable documents and books. † Scientists proofed that the Internet is a direct cause of our mental regress, consequently each one of us must take this seriously, before we turn up into a chaotic, unwise and mentally challenge d world. Works Cited â€Å"Digital Nation. † Frontline. PBS. WNET, New York. 2 Feb. 2010. Television. Grafton, Anthony. â€Å"Future Reading: Digitization and Its Discontents. † Fields of Reading. Boston: Bedford/St. Martins, 2010 How to cite Is the Internet Bad for Us?, Papers

Sino Australia Oil and Gas Ltd Case Study Free Sample

Question: Discuss about the Sino Australia Oil and Gas Ltd. Answer: Introduction: Sino Australia Oil and Gas Ltd (Sino) was a holding company of the companies operated in china. Sino basically provide services related to drilling to the companies which are engaged in the oil and gas industry. On 12th December 2013, Sino listed on Australian stock exchange after raising the Initial Public Offer (IPO) of $ 13.6 million approx (ASIC, 2016; ASIC, 2016). Zhaodong HuaYing Oil Drilling Service Company Limited (HuaYing) was a subsidiary of Sino Australia Oil and Gas Ltd. In March 2014, investigation was commenced by the ASIC to investigate whether Sino has contravened the provisions of corporation act by providing misstatements in the prospectus. At the same time, ASIC also obtained injunction from the Federal Court of Australia to freeze the bank account of company in Australia because Mr. Shao was trying to transfer the amount of $ 7.5 million which was received from initial public offer made by the company to the bank account of china. The purpose of transfer such amount was not disclosed in the prospectus of Sino (ASIC, 2014; HWL EBSWORTHS LAWYERS, 2016). In november 2015, ASIC start proceedings against the chairman Mr Tianpeng Shao, and also impose financial penalties against Mr. Shao and order for disqualification of director also and on 21 may 2015 court of Australia on the application of ASIC pass order for the appointment of Mr McCluskey as a provisional liquidator of the company. ASIC made application for the liquidation of the company because of the misstatements made by the company in the prospectus. In 2015, board of directors of sino asking for the advice from their lawyers to protect the interest of their shareholders. Lawyers of the company give advice to the management to appoint provisional liquidators in the company (ASIC, 2015). Main issues in the case are: Misconduct and mismanagement of the affairs of the company. Whether or not Mr. Shao was involved in the contraventions committed by Sino. Misstatement and presentation of wrong facts in the statement of the company by the directors of the company. shao try to transfer the funds of $7.5 million from the bank account of Australia to the bank account of china. The purpose of transferring those funds is not disclosed in the prospectus of Sino. Board of directors of the company does not have complete information to take the sound decision. References: ASIC, (2014). 14-045MR ASIC obtains urgent injunction freezing bank accounts of Sino Australia Oil and Gas Ltd. Retrieved On 22nd September 2016 From: https://www.asic.gov.au/about-asic/media-centre/find-a-media-release/2014-releases/14-045mr-asic-obtains-urgent-injunction-freezing-bank-accounts-of-sino-australia-oil-and-gas-ltd/. ASIC, (2015). 15-124MR Provisional liquidator appointed to Sino Australia Oil and Gas Ltd upon ASIC application. Retrieved On 22nd September 2016 From: https://asic.gov.au/about-asic/media-centre/find-a-media-release/2015-releases/15-124mr-provisional-liquidator-appointed-to-sino-australia-oil-and-gas-ltd-upon-asic-application/. ASIC, (2016). 16-062MR Court orders the wind up of Sino Australia Oil and Gas Limited. Retrieved On 22nd September 2016 From: https://asic.gov.au/about-asic/media-centre/find-a-media-release/2016-releases/16-062mr-court-orders-the-wind-up-of-sino-australia-oil-and-gas-limited/. ASIC, (2016). 16-255MR Court finds against Sino Australia Oil and Gas Limited and its former chairman Tianpeng Shao. Retrieved On 22nd September 2016 From: https://asic.gov.au/about-asic/media-centre/find-a-media-release/2016-releases/16-255mr-court-finds-against-sino-australia-oil-and-gas-limited-and-its-former-chairman-tianpeng-shao/. HWL EBSWORTHS LAWYERS, (2016). Is your appointment valid? ASIC v Sino Australia Oil Gas Ltd. Retrieved On 22nd September 2016 From: https://www.hwlebsworth.com.au/component/k2/item/1990-is-your-appointment-valid?-asic-v-sino-australia-oil-gas-ltd.html.

Roosevelt Essays (917 words) - Livingston Family, Delano Family

Roosevelt On January 30, 1882 in Hyde Park, New York Franklin Delano Roosevelt was born. James Roosevelt, Franklin's father, was a prosperous railroad official and landowner (Lawson 25). Hispredecessors, when they came from the Netherlands, were succes Roosevelt learned from private tutors, not going to school until the age of fourteen. He had already studied German, Latin and French by the time he had started school(Freidel 6). Sailing, bird hunting and stamp collecting were among his hobbies. On his In 1896, at the age of fourteen his parents sent him away to Groton, Massachusetts, to a private, boys only, boarding school. He was not very popular among the students, but was respected by his peers and was never the object of pranks pulled by the ol From there, Roosevelt went on to enter Harvard in 1900. There too Roosevelt remained an average student, making it through with a C average most of the time(Hacker 19). At Harvard, his social activities took preference over his academic pursuit and the In 1903 Roosevelt graduated from Harvard and entered the Columbia Law School. He dropped out in his third year after passing the New York bar examination(Hacker 24). Soon after, Roosevelt started practicing law with a New York law firm. While still in law school, Roosevelt met Anna Eleanor Roosevelt a distant cousin, only a few years younger than him(Alsop 28). They were married on St. Patrick's day, March 17th, 1905(Freidel 13). He was twenty-three and she was twenty-one. Her fathe A few years later in 1910, Roosevelt accepted the Democratic nomination for the New York State Senate(Freidel 17). He won the elections, and in the following January he entered the Senate at the young age of twenty-eight(Freidel 18). Later in 1912 he ra In July of 1921, while vacationing at Campobello Island, he went sailing with his children. One day, they saw, what appeared to be a forest fire, on a nearby island they quickly sailed to shore to help put out the fire. It took a couple of hours and w was able to walk in the pool unaided. His disease, poliomyelitis, had affected him on land but in the water he was as quick as anyone. In 1926 he bought Warm Springs for $200,000(Hacker 40). In 1927 he contributed two-thirds of his wealth(Freidel 47) a His physical disabilities didn't hinder his climb of the political ladder. In 1928 Roosevelt ran for governor of New York and won the election with a large margin. One of his main goals was that the state should own the electric companies and other util In October of 1929, when Roosevelt was still Governor, the stock market suddenly collapsed. This caused nation-wide panic. Grain and cotton prices dropped tremendously due to an overabundant supply, and many farmers were out of jobs. Rapidly, people w Roosevelt did not run for the presidency in 1928 because that year, most of the country was in favor of a Republican candidate for president. Four years later in 1932, a week before his fiftieth birthday, Roosevelt announced his candidacy for president Through his campaign speeches he preached of a 'New Deal' for the American people, one that would lift them out of the depression. Now he was going to fulfill his promise. Roosevelt did not sit back and watch the country take itself out of a depression. Guests would be permitted to reopen and those that could not, wouldn't. Banks that couldn't meet withdrawals requests would, together with federal aid, meet the withdrawal demands(Lawson 48). Of the nineteen thousand banks, only about twenty-four hundred Like he said in campaign speeches, "If I were elected President, my first step would be to mobilize the country for war on unemployment"(Woolf). This is exactly what he started to do. Another main bill passed in the hundred days was the Civilian Conserv He also signed into law one of the most important laws that today helps back up our bank system. Until that time there was no insurance to cover for banks that went bankrupt or collapsed. The Banking Act of 1933 changed all of this. The government put a He also accomplished many things, which greatly boosted the economy. He reduced the 1934 federal budget by 13%. Although he often spoke that the American Navy and Marines should be the best in the world, he was not hesitant in cutting the 1934 defense bud On August 14, 1935 he signed into law the Social Security Act. This act offered protection to the needy and old through pensions and public aid, and promoted unemployment insurance. He ran

ENG4U0 Essays - Fiction, Education, Literature, Characters In Hamlet

ENG4U0 Essays - Fiction, Education, Literature, Characters In Hamlet ENG4U0 Teacher's name Date Student's name Rachel comes of age at her own expense and little influence from other characters in the play, however,in the film Rachel comes of age due to a heavy impact and influence from other on her. Rachel's maturing and tolerance developed for other ideologies is shown very well through Rachel's attitude toward Evolution and Cates deeds by the end of the play, her sense of fear which she tries to free herself and break through, and similarities to Gertrude's approach toward Claudius' actions in the play Hamlet . Rachel's journey to critical thinking and maturing mentally begins when the trial challenges her to reconsider her ideology. The trial of Brett Cates challenges Rachel to step out of her comfort zone, think critically, and analyze different possibilities and beliefs. Consequently, Rachel begins to change her perspective of other people's opinions. After the trial, Rachel is talking to Bert and Henry Drummond; She shares her new abstract of thinking and viewing different situations. "This is your book, Bert. I've read it. All the way through. I don't understand it. What I do understand, I don't like. I don't want to think that men came from apes and monkeys. But I think that's beside the point" (Play 124). Rachel do admit that she doesn't understand On the Origin of Species , but it is clear that now she has a sense of tolerance for other perspectives and ideologies. This solid tolerance gained after a confusion-like state is very well explained by Erik Erikson's theory of psychosocial developments. Erikson's theory states that there is a time in our lifetime which we go though a sense of self search, personal identity, and personal value evaluation. "The fifth stage is identity vs. role confusion, and it occurs during adolescence, from about 12-18 years. During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs and goals." Erikson's theory explains why and how Rachel became self aware, reconsidered, and reevaluated her belief system and ideology which she was forced to believe by her father and the teaching system of 1950s. Rachel goes through a role confusion and tries to decide between identities that she can pursue. Ultimately, Rachel as a result of her mental experiments and the situation she is in, chooses to become an independent thinker, and leaves her father, one of the main contributors to her fundamentalistic ideology she had before. "I'll help you!" (Play 129), Rachel says to Cates, who taught his students to be critical thinkers and examine both thought-systems, evolution and religion critically. Likewise, Rachel approaches her new system of thinking by the help of the fear she has; specifically, a sense of fear from her father. "... I wanted to run to my father, and have him tell me I was safe, that everything was alright. But I was always more frightened of him than I was of falling. It's the same way now." (Play 55). Fear can both be good and bad for a person. Sometimes it can be a motivator, though sometimes it can be a reason for not processing forward into the better. The sense of the fear Rachel has, eventually pushes her into breaking the imaginary bonds that are holding her back from being a critical thinker of situations and matters. She talks about her sense of fear in various parts of the play. This fear is seen in Rachel is like a tide of wave in an ocean that pushes the person back. Rachel fights with this sense of fear, tries to solve it within herself. Gradually, she frees herself, admitting her fear was holding her back "...I was always afraid of wh at I might think - so it seemed safer not to think at all. " (Play 124). Furthermore, Rachel's coming of age is very similar, in both the context and the way it happened to Gertrude in the play Hamlet . In Shakespeare's play, Hamlet, Gertrude is unaware of who Claudius really is. She even at points stand against her own son, calling him mad not knowing she has mistaken the guilty person. Alas, how is 't with you, That

Behaviour Management

This policy is supplemented by KIDS physical constraints and restraint policy and procedures. 2. General Positive behaviour management Policy 2. Philosophy KIDS believes that children flourish best when their personal, social and emotional needs are met and where there are clear developmentally appropriate expectation for their behaviour. KIDs aims to promote positive behaviour throughout its settings and to help the children understand and respect the needs and rights of others. 2. 2 Aims and guidelines These guidelines concern both the physical and emotional care of the child(ren) looked after. 1. All children have certain physical and emotional needs. The most obvious ones are warmth, comfort, adequate food and sleeping arrangements, cleanliness, exercise and rest as necessary. Some children with a disability may have additional physical needs, such as extra warmth, physical supports and equipment, special exercises or physiotherapy and medical requirements. 2. The emotional needs of all children include security, affection, consistent responses from those around them, a recognisable routine (e. g. at bedtime and mealtimes), exceptions which are appropriate for their stage of development, and opportunities for playing and having fun and approval. 3. We expect our staff to be aware of these physical and emotional needs and, with the help of parents and KIDS staff to meet them for every child s/he cares for. . All children need to have limits set when their behaviour is not acceptable. If children feel secure and understood, the incidents of disruptive behaviour are greatly reduced. Children rarely demonstrate inappropriate behaviour without good reason. It is the task of the worker to try and understand why a child is behaving in a particular way. 2. 3 Appro priate use of sanctions Any sanction used must be related to the child’s age and level of understanding, realistic and sensitive; enforceable, and applied consistently. It is preferable, if possible, that there is continuity in the setting of limits and how behaviour is managed between all those involved in the care of a child. 3. Positive behaviour management procedures †¢ Reasonable steps must be taken at all times to ensure a healthy and safe environment. Staff provide a role model for children, and the development of consistent attitudes to safety and good practice by staff should have a beneficial effect upon the children. †¢ Basic playground rules – drawn up in consultation with the children -help ensure the service operates smoothly. There should be a friendly, welcoming atmosphere that promotes respect between all children and Playworkers. †¢ There should be a wide range of culturally appropriate activities and images available to all the children. †¢ The team must be consistent in the methods they use, back each other up and support each other. Experiences should be shared and discussed at team meetings. †¢ S taff should challenge discriminatory comments (see KIDs anti bullying policy) and take positive action to overcome unacceptable behaviour. Strategies for dealing with this should be discussed with staff and, where appropriate, parents/carers. Staff should talk to children about their behaviour and consequences of negative behaviour. 4. Dealing with conflict 4. 1 Dealing with conflict: principles All playgrounds aim to develop a safe environment in which children are encouraged to express themselves freely, and which fosters the social and emotional development of the children who come to the site. Conflicts do arise at times, and incidents need to be handled sensitively and consistently. Conflicts can occur for various resons, including frustration, disruptive/uncooperative behaviour, lack of space, competition over equipment, bullying and teasing, and misunderstandings When conflicts do arise it is essential that: †¢ Actions are taken to calm the children down, and to allow them to express how they are feeling in a way that is safe to other children. †¢ A positive, calm approach is maintained, both physically and verbally. †¢ Negative behaviour is not rewarded. †¢ The response to a situation should take account of the child’s level of understanding/ability. Blame is not attributed to individuals in situations involving more than one child. The focus should always be on dealing with unacceptable behaviour, the children should never feel it is they who are unacceptable. 4. 2 Effective and appropriate sanctions The principles of effective sanctions are generally that they should: Be as informal as possible, and not escalate. Be as balanced by rewards Be as near in time as possible to the offence, be relevant and understood, and be seen to be just. Follow from clear rules and explanations from the worker as to what is expected of the child. The following are examples of what sanctions may be used: Reasonable defence of oneself from, or restraint of, a child who is lashing out. â€Å"Holding† firmly, but carefully, can be helpful to a younger child. If in the situation of any of these are likely to lead to injury, it is sensible not to use them, and to know what or may not be safe in relation to the child’s disability. Shouting or clapping your hands, for example, as a distraction to a toddler in a dangerous situation. Withdrawal of sweets or special food/ drink treats, or TV, for a limited period – the younger the child, the shorter the length of time this should continue. Sending a child to another room for a short period (but checking on them regularly whilst they are alone is sensible and shows you are still caring). Imposing closer supervision – keeping the child with you. Keep balancing the sanctions with rewards (especially praise) for good behaviour, so that the negative cycle does not take over. Keep a record of problems and sanctions so that you can refer to it to keep an account of the child’s progress and also for reasons of accountability is a complaint is made. It is sometimes necessary to physically retrain a child who is about to harm him/herself, others or property. For conditions and procedures applicable to physical restraint, please refer to KIDS Physical contact and restraint policy. All uses of physical restraint must be recorded. 4. 3 Examples of unacceptable sanctions The list below is intended as general guidance of sanctions that are unacceptable and is not inclusive. The omission of any particular practice does not imply that is it acceptable. Staff will have the opportunity to raise issues arising from their work, for discussion and clarification within supervision. Use corporal punishment e. g. lapping, hitting a child with an implement (for example, a belt or slipper), throwing a missile, shaking, rough handling, squeezing, pushing and punching/ Impose a punishment which ridicules a child e. g. clothes which draw attention to them inappropriately, clothes which are too small or too large, pyjamas during the day, humiliating a child deliberately in front of others. Deny a child food or drink, or the normal ranges/he expects. Coerce a child to eat what you know s/he does not like and is not normally expected to eat. Deliberately frighten, intimidate, threaten or belittle a child, or lock her/ him in e. . a cupboard, bedroom, or send them to bed unreasonably early. Restrict or withhold medication, which could be dangerous. Deprive a child of sleep. Involve the child in any physical contact, which is inappropriate in view of their history, which s/he might see as threatening or uncomfortable, or which exposes the worker or child to the arousal of sexual feelings. Review This policy will be reviewed annually and if necessary adjusted to: – incorporate any changes to legislation; – include any improvements that may have been identified. Most recent review: May 2008 Behaviour Management This policy is supplemented by KIDS physical constraints and restraint policy and procedures. 2. General Positive behaviour management Policy 2. Philosophy KIDS believes that children flourish best when their personal, social and emotional needs are met and where there are clear developmentally appropriate expectation for their behaviour. KIDs aims to promote positive behaviour throughout its settings and to help the children understand and respect the needs and rights of others. 2. 2 Aims and guidelines These guidelines concern both the physical and emotional care of the child(ren) looked after. 1. All children have certain physical and emotional needs. The most obvious ones are warmth, comfort, adequate food and sleeping arrangements, cleanliness, exercise and rest as necessary. Some children with a disability may have additional physical needs, such as extra warmth, physical supports and equipment, special exercises or physiotherapy and medical requirements. 2. The emotional needs of all children include security, affection, consistent responses from those around them, a recognisable routine (e. g. at bedtime and mealtimes), exceptions which are appropriate for their stage of development, and opportunities for playing and having fun and approval. 3. We expect our staff to be aware of these physical and emotional needs and, with the help of parents and KIDS staff to meet them for every child s/he cares for. . All children need to have limits set when their behaviour is not acceptable. If children feel secure and understood, the incidents of disruptive behaviour are greatly reduced. Children rarely demonstrate inappropriate behaviour without good reason. It is the task of the worker to try and understand why a child is behaving in a particular way. 2. 3 Appro priate use of sanctions Any sanction used must be related to the child’s age and level of understanding, realistic and sensitive; enforceable, and applied consistently. It is preferable, if possible, that there is continuity in the setting of limits and how behaviour is managed between all those involved in the care of a child. 3. Positive behaviour management procedures †¢ Reasonable steps must be taken at all times to ensure a healthy and safe environment. Staff provide a role model for children, and the development of consistent attitudes to safety and good practice by staff should have a beneficial effect upon the children. †¢ Basic playground rules – drawn up in consultation with the children -help ensure the service operates smoothly. There should be a friendly, welcoming atmosphere that promotes respect between all children and Playworkers. †¢ There should be a wide range of culturally appropriate activities and images available to all the children. †¢ The team must be consistent in the methods they use, back each other up and support each other. Experiences should be shared and discussed at team meetings. †¢ S taff should challenge discriminatory comments (see KIDs anti bullying policy) and take positive action to overcome unacceptable behaviour. Strategies for dealing with this should be discussed with staff and, where appropriate, parents/carers. Staff should talk to children about their behaviour and consequences of negative behaviour. 4. Dealing with conflict 4. 1 Dealing with conflict: principles All playgrounds aim to develop a safe environment in which children are encouraged to express themselves freely, and which fosters the social and emotional development of the children who come to the site. Conflicts do arise at times, and incidents need to be handled sensitively and consistently. Conflicts can occur for various resons, including frustration, disruptive/uncooperative behaviour, lack of space, competition over equipment, bullying and teasing, and misunderstandings When conflicts do arise it is essential that: †¢ Actions are taken to calm the children down, and to allow them to express how they are feeling in a way that is safe to other children. †¢ A positive, calm approach is maintained, both physically and verbally. †¢ Negative behaviour is not rewarded. †¢ The response to a situation should take account of the child’s level of understanding/ability. Blame is not attributed to individuals in situations involving more than one child. The focus should always be on dealing with unacceptable behaviour, the children should never feel it is they who are unacceptable. 4. 2 Effective and appropriate sanctions The principles of effective sanctions are generally that they should: Be as informal as possible, and not escalate. Be as balanced by rewards Be as near in time as possible to the offence, be relevant and understood, and be seen to be just. Follow from clear rules and explanations from the worker as to what is expected of the child. The following are examples of what sanctions may be used: Reasonable defence of oneself from, or restraint of, a child who is lashing out. â€Å"Holding† firmly, but carefully, can be helpful to a younger child. If in the situation of any of these are likely to lead to injury, it is sensible not to use them, and to know what or may not be safe in relation to the child’s disability. Shouting or clapping your hands, for example, as a distraction to a toddler in a dangerous situation. Withdrawal of sweets or special food/ drink treats, or TV, for a limited period – the younger the child, the shorter the length of time this should continue. Sending a child to another room for a short period (but checking on them regularly whilst they are alone is sensible and shows you are still caring). Imposing closer supervision – keeping the child with you. Keep balancing the sanctions with rewards (especially praise) for good behaviour, so that the negative cycle does not take over. Keep a record of problems and sanctions so that you can refer to it to keep an account of the child’s progress and also for reasons of accountability is a complaint is made. It is sometimes necessary to physically retrain a child who is about to harm him/herself, others or property. For conditions and procedures applicable to physical restraint, please refer to KIDS Physical contact and restraint policy. All uses of physical restraint must be recorded. 4. 3 Examples of unacceptable sanctions The list below is intended as general guidance of sanctions that are unacceptable and is not inclusive. The omission of any particular practice does not imply that is it acceptable. Staff will have the opportunity to raise issues arising from their work, for discussion and clarification within supervision. Use corporal punishment e. g. lapping, hitting a child with an implement (for example, a belt or slipper), throwing a missile, shaking, rough handling, squeezing, pushing and punching/ Impose a punishment which ridicules a child e. g. clothes which draw attention to them inappropriately, clothes which are too small or too large, pyjamas during the day, humiliating a child deliberately in front of others. Deny a child food or drink, or the normal ranges/he expects. Coerce a child to eat what you know s/he does not like and is not normally expected to eat. Deliberately frighten, intimidate, threaten or belittle a child, or lock her/ him in e. . a cupboard, bedroom, or send them to bed unreasonably early. Restrict or withhold medication, which could be dangerous. Deprive a child of sleep. Involve the child in any physical contact, which is inappropriate in view of their history, which s/he might see as threatening or uncomfortable, or which exposes the worker or child to the arousal of sexual feelings. Review This policy will be reviewed annually and if necessary adjusted to: – incorporate any changes to legislation; – include any improvements that may have been identified. Most recent review: May 2008

Asia pacific business Essay Example | Topics and Well Written Essays - 2000 words

Asia pacific business - Essay Example Asian countries had faced a critical financial crisis in 1997, which was attributable to a high level of liquidity and volatility in foreign markets. The financial crisis brought down many economies such as Thailand, Korea, Japan, and Indonesia. More specifically, Thailand and Korea are two of the Asian countries affected by the 1997 financial crisis that managed to recover in a shorter time than expected. Therefore, when the global financial crisis of 2008 emerged, these countries had the opportunity to use the strategies developed in 1997 to recover easily from the crisis. This paper will seek to evaluate the responses of both Korea and Thailand during the global financial crisis and whether they reflect important lessons learned in 1997. On July 1997, Asian countries woke up to the reality of a salient economic crisis that threatened many economies in the region. Although it was assumed to become a global financial crisis in the end, it only remained a sectional financial crisis. Countries that were affected by the horrible crisis included, South Korea, Thailand, Malaysia, Indonesia, Singapore and Philippines (Tosompark 2014, p. 63). A close analysis of the history surrounding the Asian financial crisis reveals that it began in Thailand. This was after the Thailand currency, the Baht, registered a high level of devaluation. Initially, the Thailand government hoped that the Baht would recover its previous status without much intervention. Unfortunately, it only continued to register a declining value. The government was compelled to rely on the foreign currency market to fix the standing of the Baht. Notably, the loss of value by the Baht was accompanied by an immense foreign debt huge enough to declare the country b ankrupt (Durham 2007, p. 58). Worth noting is the fact that the accumulated foreign debt happened before the collapsing of the Thai currency. These circumstances contributed to the emergence of a financial crisis. The crisis was not limited to