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How has the development of the Internet affected media regulation - Free Essay Example

Media regulation is defined as the guidance or control of mass media by watchdogs and government via procedures, rules and laws in order to protect the public interest (Feintuck Varney, 2006). It is commonly associated with print and broadcast news sources but the parameters of regulation have been continuously tested in recent years as a direct result of the development and exponential growth of the Internet and the new media that has emerged from it. Traditionally regulation of the media has occurred within a framework that incorporates models of self-regulation and government policy whilst maintaining the idea that freedom of expression is a fundamental human right that should be respected and even nurtured by the media in democratic nations (Fourie, 2010). However, the development of the Internet has raised questions of this particular framework, such as its relevance to new media and its ability to govern an international rather than domestic entity, by adding another highly modern element to a diverse and increasingly colourful media. This essay will examine how the development of the Internet has affected media regulation by examining the theory concerning media regulation, the practical regulation and policy in place and how adequate it is for the Internet, and finally the arguments in favour of further development of regulation because of the development of the Internet and new media. This will be done with a view to concluding that the Internet has affected media regulation in that it has created a need for change in existing regulation, which has actually changed very little in terms of its practical application and is simply not sufficient enough to meet the challenges that the global and open nature of the Internet poses. M edia theory incorporates ideas concerning policy, regulation and accountability and is vital in facilitating the identification of points at which the development of the Internet fits into or challenges the current regulatory framework. For example, although his work was published prior to the advent of the Internet, Habermass (1992) theory of discourse principle assumes that procedure may be linked with context so that all individuals can participate in a free and rational discourse that is legitimate and formative in terms of creating a consensus. Although relatively general in nature, this particular element of theory identifies the need for freedom for the media to provide disparate expressions and enduring debate on specific issues. This theory is applicable to the Internet as well as the media in general and this suggests that its remit fits into the applicable democratic media regulatory framework. Furthermore, Kogut (2004) places the development of the Internet firmly in the economic sphere and suggests that its rapid growth was a direct result of the globalisation of finance, trade and corporate governance. This implies that its role as a media platform was a secondary outcome of its development and therefore offers some explanation as to why a regulatory framework was not established from the outset. Both of these theoretical perspectives, or the application of the theory in the case of Habermas, acknowledge that the growth of the Internet was not anticipated and has not impacted upon ideas of what media regulation should be. The theory also explains a lack of immediate regulation to accommodate the changing nature of communication. However, it is necessary to look at the regulation and ideas in place in order to assess these points further. Some critics and academics draw parallels with media regulation and Internet regulation, thus suggesting that the development of the latter has not impacted upon regulation to any great degree but instead has provoked slight changes to accommodate the new medium. For example, Price and Verhulst (2004) acknowledge that there was a negotiation between self-regulatory bodies and government in the early years of the Internet, which suggests that the patterns of media regulation have changed very little if at all. They go on to note that the Internet does actively limit the ability of self-regulation and government to be effective and so it is necessary for the application of both to be pursued to ensure that the new global form of communication adheres to the issue of public interest to the greatest possible extent (Price Verhulst, 2004). Tambini et al (2008) concur, noting that the application of the classic model of self-regulation works in much the same way as it does in other sectors of the media with the same debates over accountability, responsibility and liberty. Although they go on to argue that the continued development of the Internet does incorporate significant public interest a nd policy issues that necessitate closer control than would be possible with slight tweaks in existing government policy and self-regulation (Tambini et al, 2008). These perspectives are based upon the idea that self-regulation is adequate despite the fact that electronic media is so different to traditional media platforms. The fact that these arguments so extensively discuss self-regulation demonstrates that media regulation as a whole has actually changed very little, with only slight shifts occurring between the balance of self-regulation and government policy to cover matters of public interest. However, despite the fact that there are extensive debates as to the extent that self-regulation should be operational within the new media sphere, Mitra (2001, p. 415) has noted that the development of the Internet has had a tangible impact on media regulation: the regulatory landscape in which the Internet will develop is vastly different from the one that nurtured broadcast and cable television. Instead of providing a check on economic forces, regulations will largely open the door to them. This is because the rationales used by the Supreme Court in upholding electronic media regulations are largely inapplicable in the context of the Internet. The inadequacy of the media policy and regulation in place has also given rise to arguments in favour of enhancement of the regulatory framework of the media. For example, prior to the development of the Internet, policy and regulation was based upon certain issues that provided concern to the media and its impact upon society as a whole. These fell into two distinct categories à ¢Ã¢â€š ¬Ã¢â‚¬Å" public and private. Issues of public concern include the maintenance of public order and the promotion of the public interest whilst private concerns include protecting individual and property rights as well as avoiding personal harm (Iosifidis, 2013). Building upon this, there are voluntary codes of conduct that journal ists adhere to in terms of their work in print and that placed online but Lambert (2005, p. 170) stresses that these codes are not adopted by all bloggers online: Standard journalistic practice, for example, requires facts to be double checked and gives people who are criticised by a story a right to reply. Blogs have no such standards. Indeed, there is very little policy to govern conduct in advance; there is only legal recourse should an individual, company or collective feel slighted after the event. In essence, media regulation has not evolved to adequately cover the public interest and private protection of individual rights by compelling all publishers of news content, or other content that falls within the media sphere, to adhere to ethical ideals to the extent that journalists affiliated with publications or media outlets have to. As the existing regulation does not provide sufficient coverage there is a deficit that has yet to be addressed domestically and internationally. As the components of the media are perceived as national institutions rather than global entities, which is a major principle that the development of the Internet challenges as a result of the expanding reach of online media sources, there is a distinct absence of international systems of control (Weber, 2010; Drezner, 2008). In fact, there are no international laws or established bodies that oversee global governance of the media as a whole. Instead, there are multiple bodies, like the World Trade Organisation, the World Intellectual Property Organisation and the European Commission, that have authority in specific mediums, geographical contexts or as an extension of an economic interest but can do little to regulate the global exchange of information that the Internet facilitates (Siochru, Girard Mahan, 2002). In this respect, the impact of the Internet on media regulation in a global context has been incredibly limited and it appears that this may remain the case in immediate future. There are disparities between media regulations in various countries that pose a major problem in encouraging international law to tackle the global nature of the Internet and the content posted on it. For example, in China there has been the vigorous pursuit of Internet regulation via extensive blocking and censorship in order to limit democratic freedoms and enhance the power of the authoritarian regime (Tai, 2013). In the United States, on the other hand, the First Amendment of the Constitution ensures freedom of speech and so little has been done to regulate online communications either via policy or via legal challenge through the Supreme Court (Fetzer Yoo, 2013). These two nations occupy opposing ends of the domestic regulatory spectrum and so the likelihood of mediating the two positions in an international context is low. As such, despite the need for international regulation, the development of the Internet has not encouraged comprehensive international media regu lation. In conclusion, the analysis of the impact that the development of the Internet has had on media regulation raises two clear points. The first is that there has been very little in terms of practical regulatory changes aside from recommendations to enhance regulation on a domestic and an international level. Many of the policies that deal with regulation of the media are domestic in nature and so do not have the reach to address pages that appear on the Internet from different countries. There are also voluntary codes of conduct that journalists in other mediums abide by but are ignored by individuals online. Despite this, there have been very few new measures implemented to regulate the media despite the development of the Internet. The second point is that there is a definite need for regulation given the challenges that the nature of the Internet poses to the existing framework. Although theories that suggest self-regulation is sufficient may be effective in some sectio ns of the media, the need to provide oversight in a global environment with few restrictions is extensive and beyond current parameters. Self-regulation may work with the ethical code accepted by journalists and professionals who work within the media industry, with some notable exceptions in recent years, but it is not sufficient to constrain individuals who have access to the Internet and the ability to post content at will. In this respect, the Internet has undoubtedly created a need for a fundamental change within the existing regulatory framework as that is simply not able to meet the challenges that the global and open nature of the Internet poses. There is a need to tackle the regulation of new media and this may need to be done via international law or policy. However, there is absolutely no doubt that the development of the Internet has affected media regulation to a great extent. Bibliography Drezner, D., (2008). All Politics is Global: Explaining International Regulatory Regimes. Princeton: Princeton University Press. Feintuck, M. Varney, M., (2006). Media Regulation, Public Interest and the Law. Edinburgh: Edinburgh University Press. Fetzer, T. Yoo, C., (2013). New Technologies and Constitutional Law. In M. Tushnet, T. Fleiner C. Saunders eds. Routledge Handbook of Constitutional Law. London: Routledge, pp. 485-494. Fourie, P., (2010). Media Studies: Policy, Management and Media Representation. Cape Town: Juta. Green, L., (2010). The Internet: An Introduction to New Media. New York: Berg. Habermas, J., (1992). Between Facts and Norms. Boston: MIT Press. Iosifidis, P., (2013). Global Media and Communication Policy: An International Perspective. Basingstoke: Palgrave Macmillan. Kogut, B., (2004). The Global Internet Economy. Boston: MIT Press. Lambert, L., (2005). The Internet. London: ABC-CLIO. Mitra, S., (2001). The Death of Media Regulat ion in the Age of the Internet. Legislation and Public Policy, 4:415, pp. 415-438. Price, M. Verhulst, S., (2004). Self-Regulation and the Internet. The Hague: Kluwer Law International. Siochru, S., Girard, B. Mahan, A., (2002). Global Media Governance. Lanham: Rowman Littlefield. Tai, Z., (2013). The Internet in China: Cyberspace and Civil Society. London: Routledge. Tambini, D., Leonardi, D. Marsden, C., (2008). Codifying Cyberspace: Communications Self-regulation in the Age of Internet Convergence. Abingdon: Routledge. Weber, R., (2010). Shaping Internet Governance: Regulatory Challenges. Dordrecht: Springer.

The Effects of Divorce on Children Essay - 768 Words

Two out of five children will experience the divorce of their parents before they reach age eighteen (D. Matthews). Research suggests that divorce creates harm to children and affects development of children in a variety of ways. Research also suggests that divorce also has both short-term and long term effects on children. This paper will focus on the history of divorce in our society and current statistics, how divorce affects the level of trust in familial and social relationships, and how divorce creates an unhealthy state of confusion in children/adolescents. The statistics of divorce are only growing. The 1970’s was a time when divorce rates were high. Information gathered in a study of long term effects on divorce on children state†¦show more content†¦The pressure a child experiences from a divorce compromises the ability to trust others. The inconsistency of parenting strategies can create a bad influence on children. If the parents are not working together and make the children first versus their own feelings of anger, loss or frustration, then this anger and frustration can be passed down to the children. Involvement is key to sustain a relationship with someone. The less involvement in the childs life creates distance and distance can only break trust. When parents would abandon a childs life it would be hard to trust their parent that left (D. Matthews). This abandonment can create confusion in children that lead to questions about themselves, and children may create personal reasons why the divorce happened. Most commonly the outcome of a divorce is one parent being absent from the child’s life. Depending on how quickly the divorce occurs and what kind and level of communication occurs in the family, a child going from two parents to just one become vulnerable to feeling abandoned, unloved, or may even believe that there is something â€Å"wrong with them† that made the other parent go away (Cameron). The adjustment in the daily life after divorce causes confusion. Children may experience anxiety asking questions such as, why? Other confusing questions may be â€Å"If my parents can lose each other then they could lose me?† (Pickardt) If children are asking theseShow MoreRelatedEffects Of Divorce On Children And Divorce1460 Words   |  6 Pagestoday’s world, most people accept divorce or separation a s a way of life. Parents are unaware or do not understand the damage it can have on their children. However, in some instances, it is better to get out of an abusive relationship because that can be as toxic as divorce. On average, 50% of children who are born with married parents, will experience divorce before the age of 18 (Children and Divorce Baucom, 2010-2017). Along with divorce statistics, 40% of children in America are raised withoutRead MoreDivorce Effect On Children : Divorce1825 Words   |  8 PagesApril, 2016 Divorce Effect on Children Divorce seems to become more and more common nowadays. Divorce can be a simple or complicated process depending if children are involved. This process can have negative and positive effects in a child s life. A divorce is the legal process of a marriage coming apart. A divorce with children involve cost more and takes about eleven months for the marriage to end. The majority of the divorces happening in the United States involve children. Divorce has differentRead MoreThe Effects Of Divorce On Children And Children1255 Words   |  6 Pages The effects of divorce on children Throughout time, people from all over the world have chosen to live together, or â€Å"get married†. Marriage is a beautiful thing, but there are some couples who are unable to maintain their relationship, because they choose divorce as a solution to cope with the problems between husband and wife. Although divorce can be solution to cope with problem between the husband and wife, it still has dangerous effects especially on their children. Children with divorced parentsRead MoreEffect Of Divorce On Children1068 Words   |  5 PagesEffects of Divorce on Children While divorce may reduce strain on a failing marriage, it may cause damaging effects on the children. Often times parents are too concerned on the marriage to notice the effects on children. From the way parents react in front of the children to new marriages all can directly affect the daily lives, and behavior of children. Though, there are ways to mitigate some of the issues that can come with divorce, possibly avoiding some of the effects all together. UnfortunatelyRead MoreDivorce : The Effect On Children1084 Words   |  5 PagesNicole Halterman Professor Tausch CTI 102 D Written Communication 4 October 2014 Divorce: the Effect on Children In today’s society, divorce has become a normal occurrence. Married couples today are getting divorces due to many different reasons; conflicts in the marriage, a loss of romantic feelings, perhaps a spouse is having an affair, or other types of problems. Most divorces have children that are really young and due to their age, they do not have any idea how to deal with this type of situationRead MoreDivorce And Its Effects On Children1296 Words   |  6 Pages50% of all the children born to married parents today, will experience the divorce of their parents’ before they are eighteen years old. Divorce in and of itself doesn’t necessarily harm a child, but the conflict between parents does. A child’s behavior correlates directly with the effects of their parents’ separation. Deep emotional wounds are created before, during, and after divorce and separation. It is rare that you find a child that actually wants their parents to separate, unless the ma rriageRead MoreDivorce And Its Effects On Children1343 Words   |  6 Pagesknow that the divorce rate in the United States hovers around fifty percent, including forty percent under the age of 21. In that fifty percent one of every six adults is likely to go through a divorce twice. Not only does divorce affect the adults involved, but forty percent of children in the United States will experience parental divorce (Portnoy, 2008). Children with divorced parents struggle with negative consequences emotionally, mentally, and academically compared to those children from intactRead MoreDivorce And Its Effect On Children998 Words   |  4 PagesDivorce has become very popular in the United States. According to the U.S. Census Bureau, on average 50% of marriages result in a failed marriage. This percentage has been at it’s all time high. Not many couples have sustained a successful marriage in present days. Divorces have been around for a long time, and unfortunately kids have a lways been affected the most according to their age. As a result of divorce, there are many children that have to go through this situation at a very young ageRead MoreThe Effect Of Divorce On Children847 Words   |  4 Pagesbecome more unmanageable. According to Sirvanli-Ozen, recent studies confirm that the impacts of divorce on children are not restricted to the childhood period but are manifest during adolescence and adulthood as well. Many studies on the subject show that children who have experienced parent divorce have a lower degree of psychological accord and lower socioeconomic status in their adulthood (Amato Keith, 1991b; Biblarz Raftrey, 1993; Ross Mirowsky, 1999; Amato, 1996) and have more problemsRead MoreEffect Of Divorce On Children1207 Words   |  5 Pagesmarriages that end in divorce has been steadily increasing. When a marriage ends children are impacted and it’s not only emotional and devastating the couples but this also has a huge effect on the children of all ages involved. Many parents go thro ugh a divorce disaster with little knowledge of the effects that the children may go through. Some of the most common impacts that divorce has on children include the fact that children tend to start to blame themselves for the divorce, adjusting in areas

TV Censorship Essay - 1523 Words

â€Å"Can They Say That On Television? Yes, they can, and increasingly they do. The days of television being highly regulated, pure and decent may be over. It looks as if the ever-shifting rules governing whats okay to say on television are made to be broken. The amount of violence, vulgarity, and sexual content that can be found this year on television is unprecedented in the history of broadcasting. Many people wonder how television could have sunk to such a low level of glorifying violence, embracing vulgar language, and expanding sexual content in current programming. Most viewers are troubled more by violence on TV than by profanity or sexual content. Vulgar language is being embraced faster than we think. There are dirty†¦show more content†¦Writers want to depict current true-to-life pictures of what they believe are fairly common lifestyles. Secondly, since young viewers are being targeted, more is done to attract that audience. High levels of action, violence, foul language and sexuality are accepted and expected by teenagers. (Lowry, 1999). Third, writers are attempting to keep shockproof viewers entertained. Viewers who access internet pornography and R-rated movies on cable TV are more difficult to impact than in the past. (Levin, 1999). The standards regarding what is considered permissible on television corresponds closely with our overall increased cultural permissiveness. In order for advertisers to decide to spend hundreds of thousands of dollars to buy time on show that has profanity, heavy sexual content, and shocking violence, they must be fairly certain that the content is not far from what society accepts(Lowry, 1999). We are a long way from the early days when TV had strict network standards requiring married couples to sleep in twin beds. Other than occasional uproars about taboos, our society shows by TV ratings that have accepted all changes as realistic life-portrayal. Such shows as ‘Ellen’ portrays a lesbian fa mily as a realistic and accepted lifestyle. In the early 80s, limits were pushed with dramas such as Hill Street Blues and St. Elsewhere, which offered frank sex talk, brief nudity, and scatological humor. All along, the showsShow MoreRelated Television and Media - Censorship of TV Violence Not Necessary877 Words   |  4 PagesCensorship of TV Violence Not Necessary    Censorship of televised media often begins as a result of the concern many adults show over what their children watch. Children begin watching television at an early age, and they are usually lifetime viewers by the time they are two to three years old. There is usually a steady increase in the amount of television watched during a persons childhood. This is followed by a decline during adolescence. 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If we have the accessibility to these outlets, which most of us do, we can learn about the result of the presidential election in Peru or we can learn about theRead More Censorship in the United States Essay1275 Words   |  6 PagesCensorship on Television Censorship on television in the United States has been an issue ever since the television was invented. The public holds a variety of stances on the topic, and no matter what law is ever passed regarding censorship, it will never suit the needs of everyone. Some believe that censorship violates individual rights in the law, and others believe that censorship should be available through members in the family, not the government. On the other hand, some people striveRead MoreEssay about Television Censorship1601 Words   |  7 Pages Television Censorship WHAT IS CENSORSHIP? quot;Censorship is the supervision and control of the information and ideas that are circulated among the people within a society. In modern times, censorship refers to the examination of books, periodicals, plays, films, television and radio programs, news reports, and other communication media for the purpose of altering or suppressing parts thought to be objectionable or offensive. The objectionable material may be considered immoral or obscene, hereticalRead More Media Censorship Essay examples662 Words   |  3 PagesMedia Censorship Today there is much controversy over whether there should or shouldn’t be censorship of the media. Censorship should not be imposed on citizens by the government or other agencies; adults have a right to view or listen to what they choose. Additionally, if children’s media is censored, parents are the ones who should monitor and regulate it. Parents should be the ones to monitor children’s viewing of television and also what they hear on the radio, CD’s, and tapes. 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Unfortunately, not many governments view censorship in this light. In the current digital age, it is extremely hard to completely block the distribution of any book. In fact, censorship oft en raises the curiosity of the public, leading to an even

Comm. Studies Ia free essay sample

The Oxford School Dictionary describes music as A pattern of pleasant or Interesting sound made by Instruments or by the voice and this Is the theme of my Communication Studies Internal portfolio Music: How it Impacts the Lives of Male Teenagers. In the expository section, I presented a 10 minute speech to my teacher where I discussed the impact of music on Jamaican teenagers and teenagers in general. In this presentation I brought up points having to do with what music is, the benefits having to do with music, some drawbacks having to do with music, the overallInfluence It can have on teenagers and the advantages of doing music (learning how to play an Instrument and writing sheet music and songs). In my reflective piece, I chose to show in dialogue genre titled, Damon, Musical Genius how deeply music can influence teenagers. This dialogue is accompanied by a rationale that shows my Inspiration, purpose and Intended audience and the context In which this piece may be used. I have chosen to analyze the dialogue In terms or language registers and dialectal variations found herein. I am Interested In this theme because I wanted to discover psychological reasons why music Is such a great influence on the behavior of teenagers. As a former musician, I realized that this knowledge would help me to understand how music has influenced my decisions in the past and how it has shaped my future. Expository Background The focus of my expository our local music industry which has always been a major matter internationally. Reggae music is one of the most iconic genres thanks to the likes of Jamaican men such as Bob Marble, Barrington Levy, Beers Hammond, etc ND their music still inspires young Jamaican men up to this date. Danceable in a way as now taken over the role of reggae in the lives of these young men. One of the most influential danceable personalities at this time is Web Karate. Some may say that the message in Jamaican music has changed for the worse, but this is not the case. The message of the music can now be accessed easily as opposed to 20-50 years ago. If a positive message is added to the lyrical content, music can make a huge difference in the behavioral patterns of young Jamaican men.Music and male teenagers Males in their teenage years attempt to discover who they are as a person and what their purpose is. Music has the ability to convey inner emotions that the teenager does not have the ability to express. Learning how to play an instrument and produce/make music is a good outlet for the emotions of these teenagers. It gives them the ability to tell everyone what theyre about and what their purpose is. What influences music choices among male teenagers? Radios, Television programs and the Internet are some of the things that affect what type of music a teenager listens to.These factors determine what type of music is normal to the teenager. In Jamaica, Reggae, Danceable, Rap and Hip-Hop are noninsured normal while the Country or Rock genre would be considered as White people music. They are known as mass media which influence what the young men listen to. Friend and family can also determine what the teenager listens to. For someone to be a friend in the first place, there must me common interests, so if a friend was to introduce a new genre or song to the teenager, he is more likely to go and listen to it that if a stranger did.In the case of family, if they recognize that some of the lyrical content in certain genres are inappropriate for the teenager, they may prohibit them room listening to those genres and giving him more appropriate music, like Gospel. Is there a difference in behavior of teenagers among the social classes in Jamaica owing to their musical preference? Consider the music the input, the teenager processes it, and the action(s) of the teenager afterwards or the after effect of the music is the output could explain the how music impacts them.Listening to music with negative messages, in the likes of Heavy Metal which is considered to be demonic would produce a negative output from the teenager. On the other hand if the teenager listens to positive music in the ekes of Reggae or Go spel music, that the output would be positive as well. Music is a social statement. It is an outward means of expression. Through observation of the Jamaican youth, the lower class teenagers tend to gravitate to Danceable music, while the middle class youth gravitate towards Rap/Hip-Hop, and the wealthy youth prefers Rock music.These preferences in music denote the social class to which the teenager belongs therefore making a distinction in socially accepted behavior. Therefore, one could conclude that music influences behavior. An example of his is when Web Karate made a song about the shoe brand, Clacks and many individuals from the inner city, as well as middle class individuals began to purchase this brand and it became a social status symbol. When does music become a problem? Music in Jamaica is considered by many as problematic.This is true in cases where music is used to influence teenagers to take part in negative activities, for example: violence. Modern Danceable music tends to convey widespread violence, badness and unruly behavior. There are many Danceable songs that have positive assuages, but teenagers tend to gravitate towards what their elders tell them is wrong or restricted. The influence of these negative messages convinces the teens that these actions are appropriate if the person(s) they respect and look up to partake(s) in these activities.It is not only the inner city individuals that are influenced by music, some middle class individuals have also become more violent due to Danceable as well as becoming more materialistic due to Rap and Hip-Hop music. Some upper class individuals have also become materialistic due to this type of music. Music is timeless and invokes different emotions in different individuals. The music we listen to says a lot about who we are and out social standings. Music is important to young Jamaican men because it is seen as an outlet for emotion. Music has evolved over the years along with society.The influence mass media has on teenagers is not always appropriate and the negative behavior has become a way of life for some teens. On the other hand, positive behavior has become a way of life for other teens. Overall, the music industry and its undoubtedly influence on Jamaican teenagers comes down to personal choice and preference. Challenges experienced in exploring selected topic In my research for information on my selected topic Music: How it Impacts the Lives of Male Teenagers my major obstacle was organization of thoughts and time management.Jottings were made months prior to the typing up of the IA but never put into a presentable form. Also, more time consuming assignments were to be done were of greater priority than this one. Evaluation of the effect of source, context and medium on the reliability and validity of information gathered The information gathered in the putting together of this expository was collected ever the World Wide Web. Additional information was also attained through a secondary source, my mother, who has experience in the field of teenage sociology.While these sources may not be considered the most reliable, I considered the information I gathered though them very reliable and valid for this topic, as music is all over the internet. I consider my personal additions reliable as well as I have personal experience in the music field locally. Being a teenage male, I have experienced a lot of what is contained in this expository which further increases the reliability of the information I presented. I end with a quote by Ladles Huxley, an English writer. After silence, that which comes nearest to expressing the inexpressible is music. (See page 10 for Bibliography) For my reflective piece, I wrote a dialogue entitled Damon, Musical Genius. I have chosen this genre because it highlights the conflicts and struggles young teenage boys, like Damon face with peer pressure. The purpose of the piece is to highlight the value of a strong family and its roll in instilling values such as self-esteem and determination through the character of Damon. By using a Slice of Life literary quinine, it demonstrates how teenagers overcome temptations and can resolve emotional turmoil and make the right decisions.My intended audience is primarily teenage/adolescent boys aged 14-19 and secondly the gifted teenagers who have excelled in different areas of the arts, sports or sciences. This piece could be used as a role play in guidance class or could be traumatized during general assembly and then discussed afterwards. Reflective: Damon, Musical Genius Majestic green vegetation, cool mountain air, the awesome roar of the nearby river, these are a few words that can describe sixteen-year-old Damon Hours roundings. Damon lives with his parents in a rural area in Jamaica. He attended journey and took public transportation for the rest.He had to leave home by 5:1 Sam. Im leaving now! Damon shouted while making his way out the door. Okay darling! Dont idle out did day! Damsons mother replied. l wont mommy. Damon replied, reassuring his mother. Damon went to school following his regular routine. He was a music prodigy and often times would stay in the music room and practice with Mr.. Thompson, the schools music teacher. Damon enjoyed classical music and was determined to become a composer. One morning, while Damon was heading to the music room he was suddenly stopped by three other students, Billy, Hugh and Kevin.Wee yeah ugh? Billy asked. Nun see she him ah nerd adage? Him a go to him violin. Kevin said facetiously. Billy, Hugh and Kevin all laughed. If ah nerd, you stupid ENUM, skulking class FL music. Way music ague do FL huh? Hugh asked. Damon Just shook his head and walked away. He entered the music room where he sat down in silence. Boy, if your face was any longer wed have to start calling you Damon Horse {Damon Hours}. Whats the matter? Teased Mr.. Thompson. Nothing sir. Damon replied. Eve been around long enough to know what that means. Huh girlfriend Burk up wide you? Inquired Mr.. Thompson.Damon laughed, No sir, well, mum, a few students have been picking on me because I play the violin. Damon replied. You sure? Mr.. Thompson asked. Yes! To them its stupid but its my passion. Damon said with more energy. Well as long as you love what youre doing it shouldnt matter. Mr.. Thompson replied. Damon reflected as Mr.. Thompson left. Meanwhile, on the other side of school, the bullies were, making a plan to stop Damsons musical career. We have to stop the nerd. Kevin said. Him Jus fool fool, wasteland. Billy stated. Me have a plan, we can get a girl FL trick him. said Hugh. Who?Billy asked. Tracey. Hugh replied. The boys then began to search for Tracey. Shes a very pretty and devious brown girl. Tracey also had a crush on Hugh and would do anything for him. Ill talk to her guys. Hugh said. The other two left. l need a favor from you. Hugh said seriously. Anything for you. Tracey said blushingly. l need you to pretend to have a crush on Damon then make him stop playing music. Hugh said commandingly. E. W. that nerd boy? Why? Tracey asked. Just please, okay? Hugh said. Okay Tracey replied. Hugh walked away, Not even a thank you. Tracey muttered. The following day Damon came to school to a big surprise. Tracey was all over him. What? Damon asked. Long time me like you ENUM. We should link up after school under the big tree at the back of the school. Tracey replied. Definitely. said Damon. Damon made his way to the music room with a big smile on his face, he was ecstatic. Now you look like you could star Inman Batman movie as Joker, a way sweet you such? Mr.. Thompson asked Jokingly Tracey Jus ask me out. Damon replied. Way? Go Dee yet. Well more good news, based on your music exam, you have been Thompson informed Damon.Damon was elated, but this Joy would be short-lived. The school day finished and Damon kept his date with Tracey. l heard something about you today. said Tracey. What? Damon asked. You play the violin. .. replied Tracey. Yeah So. .? Damon said. l hate the violin You should stop.. . replied Tracey. Why? Music is the only thing I have really Apart from my parents and my health. Music is my friend its my passion, you might not like it but dont bash it. Damon said assassinate while a tear ran down his cheek. You wouldnt understand. Damon said.Tracey placed her hand on Damsons shoulder, l do understand though. I have no parents. I live in a foster home. Guys only like me for my looks and use me and I snob people to feel special. Tracey said. You are special though I like y- Damon didnt complete the statement as, Tracey kissed him. Billy, Hugh and Kevin were watching and rushed out. What? Thats not what I told you to do! Hugh exclaimed. Well I dont need you Hugh, I have Damon. Tracey replied. The bullies Just walked away. l have a performance at the Jamaica 50 elaboration and Im inviting you. Damon said. Of course I will. Tracey replied. Damon used the money he now makes to sponsor music programmer all over Jamaica to help youth follow their dreams in music. Analysis I have chosen to analyses my reflective piece Damon, Musical Genius in terms of language registers and dialectal variation. Language registers refer to a variety of a language used for a particular purpose or in a particular social setting, in can be either a Frozen, Formal, Consultative, Casual or Intimate register. The choice of register is usually determined by the social setting.In this dialogue, there are spoke to his mother, he did so in a formal manner, Im leaving now! showing respect, his mother responded in a casual manner, Okay darling! Dont idle out did day! which suggests that the two have a close relationship. The consultative register was used between Damon and Mr.. Thompson because it is a student teacher relationship, an example of this was when Damon was explaining to Mr.. Thompson about the bullies and their misunderstanding of his musical passion, No sir, well, mum, a few students have been picking on me because I play the violin. and Mr..Thompson response Well as long as you love what youre doing it shouldnt matter was of a consultative nature. The intimate register was brought up when Damon and Tracey were conversing and Damon explained his passion for music and the violin, Why? Music is the only thing I have really. .. Apart from my parents and my health. Music is my friend its my passion, you might not like it but dont bash it and Tracey explained how shes always been used, l do understand though. I have no parents. I live in a foster home. Guys only like me for my looks and use me and I snob people to feel special. Dialectal Variation refers to changes in language due to various influences. These include: social, geographic, individual and group factors, in this case it can be any variation of Creole, Standard English or Slang. When the bullies (Billy, Hugh and Kevin) were mocking Damon, Nun see she him ah nerd adage? Him a go to him violin, If ah nerd, you stupid ENUM, skulking class FL music. Way music ague do FL huh? they used Creole because of their social background, and their attitude towards the dialect, teenagers tend to want to use the dialect more. Damon used mostly used Standard English throughout the piece.This suggests that he has respect towards the individuals he talks to by keeping formality. Slang were used among the bullies, two in particular are: Wasteland, Him Jus fool fool, wasteland which in Jamaica means he wastes a lot of time idling, and skull, If ah nerd, you stupid ENUM, skulking class FL music. .. Which in Jamaica has another meaning, to skip class, or is this case skulking which would mean in the process of skipping class. There are many elements for effective analysis and in this piece, Language Registers and Dialectal Variation were used to analyses the dialogue, this should vastly improve my portfolio.Conclusion In my portfolio: Music: How it Impacts the Lives of Male Teenagers, I have discussed the various issues that come up with this topic including: the benefits of music, the drawbacks of music, the overall influence music has on teenagers and the advantages of doing music. Through my research I have included in my oral Throughout each section I have shown how music influences the decisions teenagers make in their day to day lives. In the making of this portfolio, Eve discovered more psychological reasons why music is one of the powerful means of influence.

STA2014 Statistics - OL1SUT15 Essays - Blood Pressure, Hypertension

STA2014: Statistics - OL1SUT15 City College Assignment Week 1 1 Jaime Mesia STA2014: Statistics - OL1SUT15 City College Assignment Week 1 1 Jaime Mesia Part 1: Write an introductory paragraph introducing the reader to the statistical study you conducted this term. Part 2: Write a summary of what statistics you calculated for the independent variable (exercise) and the dependent variable (systolic blood pressure) and a summary of your findings for Week 4. Part 3: Write a summary of what statistics you calculated for the independent variable (exercise) and the dependent variable (systolic blood pressure) and a summary of your findings for Week 8. Part 4: Write a summary of what statistics you calculated for the independent variable (educational level) and the dependent variable (smoking status) as well as the independent variable (educational level) and the dependent variable (exercise) and a summary of your findings for Week 10. Statistical procedures can be divided into two major categories: descriptive statistics and inferential statistics. Before discussing the differences between descriptive and inferential statistics, we must first be familiar with two important concepts in social science statistics: population and sample. A population is the total set of individuals, groups, objects, or events that the researcher is studying. For example, if we were studying employment patterns of recent U.S. college graduates, our population would likely be defined as every college student who graduated within the past one year from any college across the United States. A sample is a relatively small subset of people, objects, groups, or events, which is selected from the population. Instead of surveying every recent college graduate in the United States, which would cost a great deal of time and money, we could instead select a sample of recent graduates, which would then be used to generalize the findings to the larger population. Descriptive Statistics Descriptive statistics includes statistical procedures that we use to describe the population we are studying. The data could be collected from either a sample or a population, but the results help us organize and describe data. Descriptive statistics can only be used to describe the group that is being studying. That is, the results cannot be generalized to any larger group. Descriptive statistics are useful and serviceable if you do not need to extend your results to any larger group. However, much of social sciences tend to include studies that give us "universal" truths about segments of the population, such as all parents, all women, all victims, etc. Frequency distributions, measures of central tendency (mean, median, and mode), and graphs like pie charts and bar charts that describe the data are all examples of descriptive statistics. Inferential Statistics .- Inferential statistics is concerned with making predictions or inferences about a population from observations and analyses of a sample. That is, we can take the results of an analysis using a sample and can generalize it to the larger population that the sample represents. In order to do this, however, it is imperative that the sample is representative of the group to which it is being generalized. To address this issue of generalization, we have tests of significance. A Chi-square or T-test, for example, can tell us the probability that the results of our analysis on the sample are representative of the population that the sample represents. In other words, these tests of significance tell us the probability that the results of the analysis could have occurred by chance when there is no relationship at all between the variables we studied in the population we studied. High blood pressure, or hypertension is a major health problem affecting 43 million Americans, which is approximately 24% of the national population (Kelley Kelly, 2000). It is defined as resting systolic and/or diastolic blood pressure greater than 140/90 mmHg. There are two million new cases of hypertension each year, and it is estimated that two-thirds of American will have high blood pressure some time in old age (Neiman 1998). This article will examine the impact of aerobic exercise and hypertension and review recent research on the effect of progressive resistance exercise on resting systolic and diastolic blood pressure in adults. In the above example of data on age and systolic blood

Astronomy 101 - Early History of Astronomy

Astronomy 101 - Early History of Astronomy Astronomy is humanitys oldest science. People have been looking up, trying to explain what they see in the sky probably since the first human-like cave dwellers existed. Theres a famous scene in the movie 2001: A Space Odyssey, where a hominid named Moonwatcher surveys the sky, taking in the sights and pondering what he sees. Its likely that such beings really did exist, trying to make some sense of the cosmos as they saw it. Prehistoric Astronomy Fast forward about 10,000 years to the time of the first civilizations, and the earliest astronomers who already figured out how to use the sky. In some cultures, they were priests, priestesses, and other elites who studied the movement of celestial bodies to determine rituals, celebrations, and planting cycles. With their ability to observe and even forecast celestial events, these people held great power among their societies. This is because the sky remained a mystery to most people, and in many cases, cultures put their deities in the sky. Anyone who could figure out the mysteries of the sky (and the sacred) had to be pretty important.   However, their observations were not exactly scientific. They were more practical, although somewhat used for ritual purposes. In some civilizations, people assumed that that celestial objects and their motions could foretell their own futures. That belief led to the now-discounted practice of astrology, which is more of an entertainment than anything scientific.   The Greeks Lead the Way The ancient Greeks were among the first to start developing theories about what they saw in the sky. Theres much evidence that early Asian societies also relied on the heavens as a sort of calendar. Certainly, navigators and travelers used the positions of the Sun, Moon, and stars to find their way around the planet.   Observations of the Moon suggested that Earth, too, was round. People also believed that Earth was the center of all creation. When coupled with the philosopher Plato’s assertion that the sphere was the perfect geometrical shape, the Earth-centered view of the universe seemed like a natural fit.   Many other early observers believed the heavens were really a giant crystalline bowl arching over Earth. That view gave way to another idea, expounded by astronomer Eudoxus and philosopher Aristotle in the 4th century BCE. They said the Sun, Moon, and planets hung on a set of nesting, concentric spheres surrounding Earth. Nobody could see them, but something was holding up the celestial objects, and invisible nesting balls were as good an explanation as anything else. Although helpful to ancient people trying to make sense of an unknown universe, this model did not help in properly tracking the motions planets, the Moon, or stars as seen from Earths surface. Still, with few refinements, it remained the predominant scientific view of the universe for another six hundred years. The Ptolemaic Revolution in Astronomy In the Second Century BCE, Claudius Ptolemaeus (Ptolemy), a Roman astronomer working in Egypt, added a curious invention of his own to the geocentric model of nesting crystalline balls.   He said that the planets moved in perfect circles made of something, attached to those perfect spheres. All that stuff   rotated around Earth. He called these little circles epicycles and they were an important (if erroneous) assumption. While it was wrong, his theory could, at least, predict the paths of the planets fairly well. Ptolemys view remained the preferred explanation for another fourteen centuries! The Copernican Revolution That all changed in the 16th century, when  Nicolaus Copernicus, a Polish astronomer tiring of the cumbersome and imprecise nature of the Ptolemaic model, began working on a theory of his own. He thought there had to be a better way to explain the perceived motions of planets and the Moon in the sky. He theorized that the Sun was at the center of the universe and Earth and other planets revolved around it. Seems simple enough, and very logical. However, this idea conflicted with the Holy Roman churchs idea (which was largely based on the perfection of Ptolemys theory). In fact, his idea caused him some trouble. Thats because, in the Churchs view, humanity and its planet were always and only to be considered the center of all things. The Copernican idea demoted Earth to something the Church didnt want to think about. Since it was the Church and had assumed power over all knowledge, it threw its weight around to get his idea discredited.   But, Copernicus persisted. His model of the universe, while still incorrect, did three main things. It explained the prograde and retrograde motions of the planets. It took Earth out of its spot as the center of the universe. And, it expanded the size of the universe. In a geocentric model, the size of the universe is limited so that it can revolve once every 24 hours, or else the stars would get slung off due to centrifugal force. So, maybe the Church did fear more than a demotion of our place in the universe since a deeper understanding of the universe was changing with Copernicuss ideas.   While it was a major step in the right direction, Copernicus’ theories were still quite cumbersome and imprecise. Yet, he paved the way for further scientific understanding. His book, On the Revolutions of the Heavenly Bodies, which was published as he lay on his deathbed, was a key element in the beginning of the Renaissance and the Age of Enlightenment. In those centuries, the scientific nature of astronomy became incredibly important, along with the construction of telescopes to observe the heavens. Those scientists contributed to the rise of astronomy as a specialized science that we know and rely upon today.  Edited by Carolyn Collins Petersen.

Bradley effect Assignment Example | Topics and Well Written Essays - 250 words

Bradley effect - Assignment Example He lost to Republican George Deukmejian.† (CNN) Some researchers believe that the Bradley effect is just an attempt to come up with an excuse for the inaccurate results of flawed opinion polling practices (Keeler, Scott and Nilanthi Samaranayake 2007). There have been several explanations given as the cause of these polling errors, but it is generally believed that some voters, due to societal pressure, are not very forthcoming in their answers during the pre-election polls. It is believed that some white voters are concerned about being labeled as racially prejudiced, and so do not fully declare their support for white candidates in the polls before the actual elections. â€Å"A recent study found that the possibility of the Bradley effect, while the last finding suggested the possibility of a "reverse" Bradley effect in which black voters might have been reluctant to declare to pollsters their support for Obama or are under polled.† (North Carolina Statewide Survey Res earch Report 2008) President Barack Obama did not really suffer this phenomenon in the presidential elections because although this issue is something to be concerned about, it clearly is not as serious an issue as it was in the 1980s. It is notable that both racial attitudes and polling techniques have undergone a lot of change since the Bradley effect was first noticed.

Opposing review Essay Example | Topics and Well Written Essays - 250 words

Opposing review - Essay Example With the turn of the generation, PES failed to make the next-gen jump while FIFA showed it was ready to up its game.† (FIFA 12 Vs PES 12) The opening paragraph which has been quoted above is itself very debatable, PES has been getting better with every single game but the writer fails to acknowledge the same. PES has also been improving with each game, why would the same game be bought over and over again by the fans is something the writer must answer. The article goes on to say that the last game brought out by Konami the makers of PES was very different from its other games but in all fairness there were quite a few similarities between the last one and the earlier editions but significant changes were surely made. To conclude it is very fair to say that the writer has failed to analyze the strengths and weaknesses of the two games. A better analysis should have been written and the two games should have been better

Ensuring children and young people’s safety Essay Example for Free

Ensuring children and young people’s safety Essay Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to achieve the five basic outcomes: be healthy; stay safe; enjoy and achieve; make a positive contribution and achieve economic well-being. Children are vulnerable and depending on their age and level of development, do not see danger or recognise risks. They do not know when or how to look after themselves and need adults to protect them and ensure their safety, whilst encouraging their independence in an age appropriate manner. All organisations that employ staff or volunteers to work with children need to use a safer recruitment practice. In March 2005, following the Soham murders and the subsequent Bichard Inquiry, the DCSF – Department for Children, Schools and Families (previously the DES and the DoH) proposed that Recommendation 19 of the Bichard Inquiry should be carried out: ‘new arrangements should be introduced requiring those who wish to work with children, or vulnerable adults, to be registered. The register would confirm that there is no known reason why an individual should not work with these clients.’ As a result, the Safeguarding Vulnerable Groups Act 2006 was passed, providing the legislative framework for the new Vetting and Barring scheme. This Act established the Independent Safeguarding Authority (ISA) to make decisions about who should be allowed to work with children, the elderly and other vulnerable adults and to maintain lists of those who are barred. Under the Act, it is an offence for an employer to employ a barred person in a role with children. It is also an offence for a barred person to apply for  such a role. Employers must also advise the ISA if an individual harms a child whilst working for them. The Protection of Freedoms Act 2012 merged the ISA with the CRB (Criminal Records Bureau) to form the DBS (Disclosure and Barring Services). It also differentiated between supervised and unsupervised activities. Schools should have policies and procedures for safer recruitment practice, which should be applied at every stage in the recruitment process, from advertising, references and pre-interview checks, to the selection of candidates, interviewing process and the offer of appointment. As part of the process, every adult wanting to work with children or vulnerable adults must have a DBS (Disclosure and Barring Services) check. There are three levels of DBS disclosure: -Basic disclosure: details relevant information about the individual, together with any convictions (spent or in force), cautions or warnings that the individual has received. -Enhanced disclosure: includes the same as the basic disclosure, plus any additional relevant information held by the police. -Enhanced disclosure with Barred List Check. Schools must also ensure that any adults (including cleaners and caretakers) or volunteers in the workplace do not have unsupervised access to children unless they have been DBS checked. Schools need to ensure that they provide children and young people with a happy safe environment to learn and develop, with trusted and supportive adults. Practitioners need to actively promote the well-being and welfare of every child. This includes providing a wide range of activities to promote development through play as well as formal learning. These activities should include age appropriate toys and games that meet the Toy (Safety) Regulations 1995 and are in a good state of repair. Practitioners should check for Kitemarks and CE markings. Kitemarks are symbols that show products have been tested and meet the British Standard Institute requirements. CE markings show that products meet European standards as set out by the European Community. Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life and personal circumstances. There are a number of policies and procedures that should be in place in schools to ensure children and young people’s protection and safety: †¢Working in an open and transparent way – adults should make sure that another member of staff is always aware of where they are working, especially if they are alone in a room with a child, there should always be visual access or the door should remain open. †¢Duty of care – adults should always act in the best interests of the child and ensure their safety – the welfare of the child is paramount (Children Act 1989). †¢Whistleblowing staff should understand their responsibilities to raise concerns of malpractice. Staff will be deemed to be failing in their duty to safeguard children if they do not act. †¢Listening to children adults relationships with children should always be professional, caring and respectful. Children need to feel valued and listened to. †¢Power and positions of trust adults working with children hold positions of trust due to their access to the children in their care, and relationships between pupils and staff will  always have an unequal balance of power – these positions should never be abused. †¢Behaviour teachers should behave in such a way as to safeguard children’s well-being and maintain public trust in the teaching profession. †¢Physical contact staff should ensure that any contact with children is entirely professionally appropriate. †¢Off-site visits staff must take particular care to ensure that clear boundaries are maintained and full risk assessments must be carried out prior to a visit. †¢Recording of images – there must be age-appropriate consent from the person or their parents or carers. †¢Intimate personal care all children have a right to safety, privacy and dignity when intimate care is required. †¢Sharing concerns and information highly confidential information about children and their families should only ever be shared on a need to know basis, and anonymously wherever possible. †¢Security – school premises should be made secure with fencing, gates and locking doors with secure access codes to prevent unwelcome visitors and to stop children from leaving the premises unaccompanied. There should be clear locking and unlocking procedures and stringent rules for visitor access to the buildings. Contractors should be LA approved or selected using safe selection procedures and should have carried out appropriate risk assessments in advance. They should be given information to enable them to follow the school’s safety procedures. The three main areas that address the protection of children from harm in the work setting are: child protection; health and safety, and risk assessments. †¢Child protection. It is the responsibility of all adults in the setting to actively safeguard children and young people and to prevent abuse or neglect. The setting should detail how the policies and procedures should work on a daily basis and outline current legislation in this area (see Task A). The policy should describe the responsibilities of the setting as well as those of individuals. It should include a summary of the possible signs of abuse or neglect for staff to refer to (see Task D1). Staff are required to respond to any concerns in an appropriate and timely manner. There should be clear guidelines on how staff should proceed when there are concerns, or  allegations have been made, including the role of the designated CPO (Child Protection Officer) (see Task D2). Staff should also be made aware of the procedures if the allegation concerns another member of staff or the head teacher (see Section 2 below). The policy should detail external services that may be required, including names and telephone numbers etc. There should be specific guidance about how to behave if a child or young person makes an allegation of abuse. The policy should detail other procedures and policies that support staff responsibilities in this area, such as the behaviour and anti-bullying policies (see Task E) and the whistleblowing policy (see Section 3 below). †¢Health and Safety. Schools are legally required to have a Health and Safety policy to ensure that there is a plan for how health and safety is managed in the setting and that all staff are aware of all their responsibilities. This policy should be read and implemented by all staff and it should form part of the induction process for new members of staff. The Health and Safety at Work Act 1974 and the Management of Health and Safety at Work Regulations 1999 were designed to protect everyone at work. The employer in a school must take reasonable steps to ensure that staff and pupils are not exposed to risks to their health and safety. This applies to activities on or off school premises. The employer is required to carry out regular reviews of the school, its premises and activities. There should be a designated health and safety representative at every setting who is responsible for the reviews and any subsequent action. The reviews should involve regular walks around the school as well as safety checks on equipment. All electrical items should be checked annually by a qualified electrician. Fire extinguishers should also be checked annually. Staff should ensure that they use any safety equipment provided and store it safely. All materials and equipment used in schools should meet recognised safety standards. Practitioners should check for Kitemarks and CE markings. Kitemarks are symbols that show products have been tested and meet the British Standard Institute requirements. CE markings show that products meet European standards as set out by the European Community. The Workplace, (Health, Safety and Welfare) Regulations 1992 deal with physical conditions in the  workplace and require employers to meet minimum standards in relation to a wide range of issues, including: maintenance of buildings and equipment; lighting; provision of drinking water; temperature; ventilation; rest rooms; toilet facili ties; room dimensions and space; cleanliness; condition of floors and traffic routes. The School Premises (England) Regulations 2012 apply to all maintained schools in England, and came into effect in October 2012. This legislation works in conjunction with the Workplace Regulations, but applies specifically to school standards, which are often more stringent i.e. the provision of a medical room for pupils, or a lower maximum temperature for hand washing in children’s toilet facilities. To protect children and young people from harm on the premises, the school should consider the following: †¢Safety of the indoor and outdoor play equipment, including water and sand play. †¢Safety in the school kitchen, including the storage, preparation and cooking of food. †¢Fire safety, including maintaining clearly marked exit routes and doors. †¢Appropriately sized furniture and equipment for the children. †¢Safe storage of hazardous materials under the Control of Substances Hazardous to Health Regulations (COSHH) 2002. †¢Appropriate adult-child ratios at all times. †¢First aid training for staff, with sufficient numbers of first aid trained staff on the premises at all times. †¢Safety in the dining hall, including hot food, spillages, choking risks etc. †¢Vigilance in challenging unidentified adults. †¢Procedures for cleaning up bodily fluids, vomit or faeces. †¢Internet safety. †¢Hand washing facilities and practices. †¢Adaptations where necessary for children with special needs or disabilities. †¢Safety of outdoor play areas, including access, space and floor surfacing. †¢Safe storage and supervision of medicines. †¢Implementation of procedures for children and staff with illnesses, i.e. remaining away from school for 48 hours after sickness or diarrhoea. †¢A  nominated person for asbestos and legionella competency. †¢Tidiness and safety of traffic routes around the premises. Off-site educational visits have additional issues that could affect children’s safety. The Management of Health and Safety at Work Regulations 1999 requires full risk assessments to be carried out prior to a visit. Employers must assess the risks of activities, plan measures to control the risks and inform employees of the measures. Staff must follow school and Local Authority regulations, policies and guidance, which include: evidence of parental permission; emergency procedures; first aid kit and trained staff; appropriate clothing and equipment; qualified staff for activities; adult to children ratios; special educational or medical needs of the children; approval of volunteers (including DBS checks); age and competence of the pupils and transport arrangements. Health and Safety arrangements also require members of staff to keep colleagues/senior staff aware of their whereabouts and movements. †¢Risk assessments. It is a legal requirement for all employers to carry out risk assessments. Risk assessments are a formal examination of things that could cause harm to people. The Health and Safety Executive guidance sets out a simple Five Steps to Risk Assessment: Step 1: Look for the hazards and risks. A hazard is something that can cause harm. A risk is the likelihood of harm together with the consequences should it take place. Step 2: Decide who could be harmed and how. Step 3: It is necessary to differentiate between hazards and risks and then to prioritise them, dealing with the most serious risks first. Decide whether the existing precautions are sufficient. If not, decide what other precautions should be introduced and ensure that they are put in place. Step 4: Record your actions and findings. Step 5: Review the assessment at regular intervals, or if circumstances  change, and revise if necessary. Risk assessments should be used within the school setting e.g. for a new climbing frame or for outdoor water play, and also for off-site visits regardless of their duration. The head teacher is usually responsible for risk assessments and should sign and date them after they are completed. If existing precautions are not satisfactory, then activities may have to be restricted or stopped until changes are made. Changes may involve staff training or additional equipment. Risk assessments will also need to be carried out for individuals with special needs or disabilities and specialists may come to the school to carry them out. Other individuals may require a risk assessment in certain circumstances, i.e. a pupil on crutches or temporarily in a wheelchair. Ofsted inspectors would expect risk assessments to be available as part of their inspections. Risk assessments should form part of a school’s management processes and help to formalise working practices and arrangements. They are a valuable tool for identifying problems and potential problems, monitoring situations and ensuring precautions are taken to keep children and adults safe from harm.