Maintaining Good Communication in Childcare

Keeping up Good Communication in Childcare Rebecca Ellis 1.1 Explain the procedure for keeping up powerful correspondence inside the setting group. Powerful correspondence permits all individuals from the group to cooperate to give the highest caliber of childcare conceivable. The key abilities required for viable correspondence are; Verbal correspondence. Non-verbal correspondence. Perusing. Composing. Tuning in. Great correspondence is basic in accomplishing and keeping up solid working associations with all individuals from staff with in the nursery condition. It will likewise assist with keeping the standard of work inside the nursery to an elevated expectation, accomplishing the most extreme outcomes with administering bodies, for example, OFSTED and ESTYN. Poor correspondence in the nursery will unavoidably prompt unmotivated staff that may start to scrutinize their own trust in their capacities or search for an occupation in another nursery. Bosses who put time and vitality into conveying away from of correspondence will quickly develop levels of trust among representatives, prompting increments in profitability, yield and spirit by and large. (Michael Page. www.michaelpage.co.uk.15/11/13). Systems for viable correspondence: Week after week staff gatherings with minutes to be taken, composed and given to all individuals from staff. Have a tranquil room nearby. for example an office. Right non-verbal communication, ensuring it’s proper in various circumstances. A decent audience, seeing all zones of correspondence accurately. Be congenial to all individuals from staff, keeping up an expert connection with all. React to circumstances smoothly and not respond severely or disappointment. Utilize the 4c’s. Perception (Keep it straightforward) Validity (Get to the point) Association (Be as fascinating as could be expected under the circumstances) Infectiousness (Motivate the staff in to activity) (Isabelle Albanese. (2007) The 4cs of truth. US. Central Market Publishing.) Hindrances of compelling correspondence and answers for the boundaries. Hindrances in correspondence as a rule fall in to two classes, verbal and non-verbal. Verbal obstructions are the point at which the environmental factors or a person’s individual conditions impact how/what they decipher when talking and tuning in to another person. A non-verbal obstruction is when somebody’s activities or non-verbal communication impact the correspondence. On the following page are a few instances of these. 1.2 Understand the significance of the evaluation procedure and how records for staff can be logged. Purposes behind the examination procedure to happen in a nursery setting are; To distinguish regions of the set of working responsibilities in which the individual from staff is succeeding. To concentrate on any territories in which the necessary standard isn't being accomplished and to offer assistance, exhortation and backing in these regions. To concur with the individual from staff focuses for future advancement in territories inside the nursery setting. To help the individual from staff to build up their abilities, information and skill. To empower and persuade staff by tuning in to what they need to accomplish. To help individuals from staff recognize their own qualities and shortcomings. To ensure that individuals from staff and the nursery are cooperating. To empower compelling correspondence, it is perfect to convey on a 1-1 premise the staff. It is significant for both the nursery as a business and individual staff advancement to empower and give on-going preparing in each part of the nursery attendants job. This makes progressively viable staff associations with nursery the executives and furthermore helps the nursery as a business to push ahead and set an elevated requirement of expert practice. Staff examinations are not for discipline and ought to never be utilized as a complaint system. It is only for both staff and nursery the executives to cooperate to improve norms of accomplishment and care for the youngsters that go to the nursery. It additionally gives a chance to viable correspondence on a 1-1 premise with staff. Execution examinations ought to be completed each year, around that month the worker began working for the nursery. This is a chance to investigate the past year’s evaluation structure and to examine any objectives that may/probably won't have been accomplished. It is in every case best practice to permit the staff part to time to accomplish targets which have not been met with the end goal for them to fit the bill for any compensation ascends due. Pay rises are connected to the nursery pay scale. In this way the staff part ought to be given the past year’s individual examination structure ahead of time of the gathering occurring. Case of an examination structure. Targets set to improve execution in explicit regions: What viable assistance/further instruction would bolster the individual from staff in growing further abilities, information and skill? Some other remarks? Marked ________________________________Date____________________ www.silkysteps.com (13/12/13) 1.3 Identify the right methodology to follow with respect to disciplinary and complaint issues. The disciplinary system happens when a business has concerns or a grumbling about a representatives work thus they may choose to make disciplinary move against them. There are various reasons why a business may choose to make disciplinary move against a worker. These incorporate the individual from staffs: Conduct at work Nonattendance from work Standard of work. www.adviceguide.org.uk (14.12.2013) The disciplinary system ought to consistently begin with a letter to the worker expressing that a gathering is to occur. This needs to incorporate the date, time and spot where the gathering is to be held. The letter would need to obviously state who might be available at the gathering and it additionally needs to incorporate data the worker may discover helpful for example that they are permitted an observer to be available for their benefit. The letter ought to be given to the representative in any event 72 hours before the gathering is to occur. All proof must be gathered by the administration before the gathering is to happen so all realities can be expressed and talked about during the gathering. Witnesses can be assembled in to the conference to give records of the disciplinary occurrence/episodes. Minutes/notes of the gathering ought to be taken by another individual from the supervisory crew so the individual from staff directing the gathering can give their full fixation to the gathering. Individuals from the executives staff ought to consistently remain fair-minded and be reasonable for all sides of the disciplinary procedure. â€Å"Innocent until demonstrated guilty† ought to consistently be at the center of any disciplinary activity. The representative ought to consistently be offered time to give their record of episodes. Backing ought to consistently be given regardless of what the result; outrage has no spot in a disciplinary technique. The gathering can be deferred if new proof becomes visible with the goal that the two gatherings can have the opportunity to think/explore these issues. There are three likely results of the system; No activity taken. Formal admonition gave. Either Verbal, first composed or last admonition relying upon any past disciplinary methods. Excusal. The result of the gathering ought to consistently be given to the worker recorded as a hard copy alongside data on the intrigue procedure. Composed proof ought to consistently be taken and kept on record on the off chance that the worker ought to go to council for uncalled for excusal. Everything ought to be done to help the worker before a composed notice is given, for example Extra preparing/courses that would improve gauges of work. A tutor plot whereby the representative works close by a senior individual from staff for a brief timeframe to increase a superior comprehension of systems. 1.4 Evaluate the pertinent work approaches required for the enlistment and the executives of staff in the association. To guarantee that equivalent open doors are met, the nursery ought to publicize any activity opportunities decently. This method ought to incorporate the job being publicized in a wide scope of spots so the data is open to all. The advert is to be discharged to all territories simultaneously and it ought to incorporate an announcement inviting all candidates that meet the base necessities and capabilities, in this manner to advance that the nursery is an equivalent open doors business. At the point when the cutoff time for the application structures to be sent in has passed. The supervisory group should then experience the candidates and pick which they should waitlist and welcome for meet. The supervisory group need to ensure that all candidates that are welcomed for talk with meet the base necessities that were expressed in the advert and set out by the nursery the executives. The explanations behind determination or dismissal of a candidate ought to be recorded on a scoring sheet and be kept on document for 3 months. It is best practice to send a letter to all candidates telling them on the off chance that they have been fruitful or not. It is helpful if the supervisory crew set up a rundown of key inquiries for the meeting. This protects all candidates get a reasonable and equivalent open door during the meeting procedure. All answers ought to be recorded by the meeting board so all data is open when choosing who they will utilize. All staff associated with the enlistment and determination procedure ought to be prepared properly, particularly in the zone of equivalent chances. Once more, all interviewees ought to be told on the off chance that they have been fruitful or not, by a letter. It is best practice to invite the interviewee to telephone the administrator for input on how the meeting went. This energizes advancement of capabilities and abilities where required. The letter ought to incorporate a proper bid for employment for the effective applicant. The chief should then compose an acceptance meeting with the effective competitor. During this gathering, the supervisor can experience the everyday running of the nursery. The new representative can be acquainted with other staff individuals. Uniform can be given if necessary. The director ought to likewise give the new emplo

20 Quotes for People Who Would Rather Be at the Beach

20 Quotes for People Who Would Rather Be at the Beach Its opportunity to make a beeline for the sea shore. The breeze blows through your hair. The warm sun washes your skin. Delicate, brilliant sand strokes your feet. The waves sing to an ideal mood and the coconut trees tenderly influence against the breeze. On the off chance that you love the sun and the ocean, the sea shore is the correct goal for you. In this way, get your suntan salve and your Frisbee and go skipping to the sea shore. For those occasions when you are not at the sea shore, get into the correct perspective with beachy cites. Annie Dillard ï » ¿The ocean articulates something, again and again, in a rough murmur; I can't exactly make it out. Isak Dinesen The solution for anything is salt water - sweat, tears, or the ocean. H. M. Tomlinson A large portion of us, I assume, are somewhat anxious of the ocean. Regardless of what its grins might be, we question its fellowship. Ambrose Bierce Sea: A waterway involving 66% of a world made for man, who has no gills. Anne Morrow Lindbergh The ocean doesn't remunerate the individuals who are excessively restless, excessively covetous, or excessively anxious. One should lie vacant, open, choiceless as a sea shore - sitting tight for a blessing from the ocean. One can't gather all the delightful shells on the sea shore; one can gather just a couple, and they are progressively lovely on the off chance that they are not many. Henry Beston The three incredible basic sounds in nature are the sound of downpour, the sound of wind in an antiquated wood, and the sound of external sea on a sea shore. Isaac Newton To myself, I am just a kid playing on the sea shore, while immense expanses of truth lie unfamiliar before me. William Manchester The coconut trees, agile and smooth, swarm the sea shore like a minuet of thin older virgins receiving saucy stances. G. K. Chesterton Where does an astute man kick a stone? On the sea shore. Where does an astute man shroud a leaf? In the backwoods. Michelle Held Dont grow up too rapidly, in case you overlook the amount you love the sea shore. Ranchers Almanac A genuine companion is somebody who takes a winter get-away on a sun-soaked sea shore and doesn't send a card. T. S. Eliot I have heard the mermaids singing, each to each. Henry David Thoreau My life resembles a walk around the sea shore... as close to the edge as I can go. William Stafford Indeed, even the upper finish of the waterway puts stock in the sea. Corey Hart Along the sea shore, I never gathered shells from my dads shore. Barbara Wilson That is the place we used to put our seats. A long distance where that wave is rolling. Our sea shore is under that water. Anne Spencer One can't gather all the wonderful shells on the sea shore. Cathy Haynes The more we have development along our sea shores and boundary islands, cover is continually going to be an issue. Charles Williams I dont care how much empty talk they give you about it, there is this culture in Atlantic Beach that accepts this garbage is alright.

Health Studies and Nursing Essay

Health Studies and Nursing Essay Health Studies and Nursing Essay From Where to Start Writing a Nursing Essay? If you are writing an essay about health, medicine or nursing, you should prepare carefully before commencing. Just like writing any academic paper, you should start generating essay ideas from the minute you begin thinking about your subject matter. Undoubtedly, health is a subject that affects virtually every person, and every reader your work will reach. Hence, when you need to choose a topic for this type of the custom essay, select one that will appeal to various readers. Do bear in mind that when you write an essay on mental health or physical health, it is not aimed at yourself but at a targeted audience. Of course, it is feasible to write an essay on a subject you are not very familiar with but one that you want to learn about. You can also get help on topic ideas from Writessay.org, or you can buy a health essay via our online service. Start by creating an outline for your public health essays. It is important to understand that, no matter what stance you take, you will be analyzing your subject and showing how things are or should be done. Hence, you will need to employ all the skills you learned from writing other types of essays when you set out to write, for example, a health is wealth essay. Write a cohesive outline. Keep in mind that a paper that is carefully planned will rely on the quality of outline you create. Begin your essay with a strong introductory paragraph. This section should provide an idea of what is to follow in the body paragraphs. So, the introductory paragraph should indicate what points you will be discussing throughout your essay. Your introduction should not contain concrete opinions or facts. These will be developed and modified as your paper progresses. An effective method for writing a powerful introduction is to leave it until the other parts of your essay are done. Make use of the body paragraphs to showcase your subject knowledge. Do ensure the ideas you present are not too general in nature. If at all possible, provide supporting evidence to strengthen your points. If you think your own knowledge is insufficient or you feel you lack academic guidance, you can always get reliable help writing an essay from Writessay.org.

Upholding The Integrity And Independence Of The Judiciary

Jonathan R Brown Prof. John W. Feuchtenberger, J.D. POSC 401 27 March 2015 Upholding the Integrity and Independence of the Judiciary Judges have a duty to be fair and impartial in the pursuit of justice. Judges play many roles. They interpret the law, evaluate the evidence that is presented before them, and they control what happens in their courtroom. Judges should not be influenced by public or political pressures in their decision in a case. It took many days for the Framers to draft the Constitution, but they didn’t have much trouble or controversy writing Article III. A lot of the delegates at the Constitutional Convention were lawyers or had some training in the law. They had a common vision of how the general role of the courts should play (Epstein and Walker). Alexander Hamilton believed that the judiciary was the least dangerous branch of government. Hamilton and almost every other founder saw the court as legal bodies. The framers agreed on the need for judicial independence (Epstein and Walker). State Judges are chosen by the will of the people and have to participate in the game of politics. Both the President and the Senate have a voice in selecting Federal Judges, they are appointed by the president and have to be confirmed by the senate and are not concerned with political pressures. The deputy attorney general of the U.S. Department of Justice search for qualified lawyers when a judgeship becomes vacant. The screening process could take a year or longer.Show MoreRelatedEssay The Separation and Balance of Powers in the UK Constitution1225 Words   |  5 PagesThe Separation and Balance of Powers in the UK Constitution â€Å"By the latter part of the 20th century the independence of the judges had come under increasing threat from interference by the executive. 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Secrets About Global History Regents Thematic Essay Topics Uncovered

Secrets About Global History Regents Thematic Essay Topics Uncovered Since you're working on a thematic job, you need to always stick to the maturation of the principal objective. The middle class also started to develop. The teacher must take great care and pick the most suitable book for those students. In 1984, but the institution began its transition to its present standing. The Argument About Global History Regents Thematic Essay Topics Much like in the debut, you may also end with a question or a quote which best describes your argument. When in doubt look for the most often brought up talking point, and you'll locate the heart of the essay. Your stand, ideas and opinions on the topic also needs to be reflected in your conclusion. Use factual info and base your response to each question on the particular document to which it is related, and make sure to compose each answer using complete sentences. Consequently, you need to understand your prospective audience and attempt to define the most acceptable and robust concept, which would interest a typical reader. In terms of the language and basic tone of writing, it ought to be objective, without revealing any of the author's individual beliefs. The author is therefore predicted to connect distinctive facts to think of a logical conclusion. Every essay writer differs and has his very own special style, and every reader is equally as different. In case, you feel that it's impossible to compose your thematic essay punctually or you're not sure you're writing it properly use our help. Though it includes a word critical in its name, it's not intended to be a vital piece. Firstly, it needs to be noted that each and every bit of writing should serve a specific function. Naturally, your language does not need to be primitive. The Truth About Global History Regents Thematic Essay Topics A theme essay needs to be persuasive and simple to read, that's why choice of an intriguing topic is vitally important. In such way, you will secure some brilliant suggestions to introduce in your paper and will determine the most suitable theme. Last, you should put a together a thesis statement that's in agreement with the central subject of your paper. Then supply a summary of the essay theme and a little item of background or basic details about this issue you will cover. The ordering procedure to receive your captivating and unique world history essay topics is pretty straightforward. After the stated theme, students receive a task that they must complete in essay format concerning the theme. To begin however, you must begin with finding a fantastic topic. There is a good selection of topics that may be utilized to compose impressive parts of academic writing. 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The New Fuss About Global History Regents Thematic Essay Topics Thematic essays are most frequently utilized in a classroom setting. Writing such sort of essay seems to be quite a challenging assignment for students. It is critical to learn them all and fulfill it as required. PaperCoach will be able to help you with all your papers, so take a look at this time! Global History Regents Thematic Essay Topics and Global History Regents Thematic Essay Topics - The Perfect Combination Order top-notch essay at the moment and certified specialists will do their very best to supply you with higher quality at fair price. Therefore, for your convenience, you have a superb chance to monitor the develo pment of the assigned writer and make sure an essay will be ready in a timely way. As a consequence, many students utilize the aid of special on-line services.

EMA- Extending Professional Learning Part 1 Free Essays

string(101) " items from around the room to place in to the containers, cover up and keep safe until mum arrived\." EMA- Extending Professional Learning Part 1 (100) In my EMA assignment I will be reviewing various points of my learning during my studies with the OU. I will be reflecting on how my role as an early year’s practitioner and understanding has developed over the past year and what I feel I have achieved to date. When referring to my setting, and the children who attend, I will change all names so as to protect identity and maintain confidentiality. We will write a custom essay sample on EMA- Extending Professional Learning Part 1 or any similar topic only for you Order Now see Appendix1) I have been an Ofsted registered childminder since 2008 and currently I have three children in my care. Part 2 (1299) When reflecting through my studies I can see how I have developed as a practitioner. In TMA 01 I described my role as â€Å"making sure the children are kept safe and secure at all times. My daily duties involve supporting the children at activities by talking and listening to them, asking them open ended questions and assisting them wherever they need support†. Block 1 discussed ‘roles in the workplace’ (pg. 2) highlighting for me how I have had the opportunity to do so much more as I have been able to ‘put some of myself’ into my role, making it a more enjoyable and more personal experience, which effectively has given me great satisfaction and made me feel valued for my contribution into the children’s life knowing that I have made a difference to their learning and development by supporting, praising, leading by demonstration and playing alongside them. During my studies to date I have gained new perspectives of the Early Year Foundation Stage (EYFS) and how to use it effectively. I now feel very confident in using the Practice Guidance when observing children, using the â€Å"look, listen and note† section to help me â€Å"plan appropriate play and learning experiences† ( Eyfs,2008, pg. 11). As I explained in my TMA01, my dream is to open my own nursery . I have enjoyed studying E100 as it has given me a better understanding and more confidence as I feel better equipped when dealing with new situations such as working alongside other professionals from different settings and working with parents. I particularly enjoyed learning about heuristic play, which is discussed in Chapter 10 in Working with children in the Early Years. I have begun to save, as suggested by Holland (2010, pg 114), a variety of objects for the children to use during their play, and to be used for collage activities. For example I have taken an old collection of buttons and the children gathered around the table, we played a variety of games with the buttons including role play by giving them characters and using a made up story line initiated by the children. I think it is an invaluable way to learn as children are discovering for themselves using their initiative and natural curiosity and as Holland (2010) states ‘There is no question of success or failure’ (pg. 114). As I stated in TMA 01â€Å"I believe that all settings would benefit by basing their overall ethos around heuristic play† as I think it would be easy for practitioners to provide simple objects at a fraction of the cost of catalogued early years toys. Heuristic play encourages children to discover solutions for themselves and use their initiative when playing with the props provided. Over the past year I have observed many children within my setting. I have learnt that children are inquisitive natural learners who carefully absorb knowledge from experience, through interests and from things they observe around them wanting to know all about what they are seeing and experiencing. The challenge for early year’s settings is to find ways to support children’s learning and development by creating a learning environment that supports their natural curiosity. Study Topic 10 discusses how early years practitioners could be seen as ‘organisers, facilitators and initiators‘(ST10, pg 95). I could identify with this when reflecting on my practice, as an ‘organiser’ I arrange the environment by ensuring areas look inviting and I have appropriate activities for the children to chose from. This is discussed by Robson stating ‘settings, and the ways in which we organise them, then, have an effect on all of those within them’ (Reader 1, chapter 22, 2010, pg 223). As a ‘facilitator’ I engage with the children during their play supporting them at activities by talking and listening to them. I particularly enjoy reading to children and as the childminder reading in the course DVD I like to encourage them to join in with the parts they know, the rhyming and listening to their views on the stories. ( E100, DVD 2009). As an ’initiator’ I encourage the children to try new experiences and the activities that I offer by leading, demonstrating and being a good role model. I understand how confidentiality is an important factor in keeping children safe from harm as the information held by practitioners is key to their safety. However it is also equally important to share information with other relevant practitioners when regarding children’s welfare, as did the manager Nicky at the Lark Centre who spoke about the professionals she worked with such as the health visitors for at risk children ( E100, DVD 1). I have discovered that play is vital to children’s learning as all children love to play. Study Topic 3 highlighted that â€Å"play is a valuable activity in children’s learning, what ever the setting you work in and whatever the age of the children† (St 3, pg. 68). I can now relate this to my experience, and by observing children during free play and have found that children do follow similar sorts of repetitive play, which Athey (1990) discussed in Study Topic 3 (pg. 57). It is bearing in mind different kinds of ‘Schema’s’ that have helped me to provide activities for the children. For example one child found it particularly hard separating from his mum. By providing him with a variety of tubs, containers and other carrying objects allowed him to collect different items from around the room to place in to the containers, cover up and keep safe until mum arrived. You read "EMA- Extending Professional Learning Part 1" in category "Essay examples" This helped with his transition into my setting and he -2 is now a confident member who enjoys his time with me. In TMA 01I quoted Jones and Pound who stated â€Å"part of all practitioners responsibility for children’s development is the need to work in partnership with parents† (Reader1,2010, pg 14). By using the EYFS (2008) as guidance I have been able to use the key worker system to â€Å"talk to parents to make sure the needs of the child are being met appropriately† (pg. 15). My setting follows the Early Years Foundation Stage framework which aims to ‘Help children achieve Every Child Matters (ECM) outcomes by: setting the standards, providing equality and consistency , laying a secure foundation for future learning’ (EYFS, pg 7), and as stated in the reader 1 ‘Provides the framework and guidance for practitioners to use in achieving the key outcomes of the ECM agenda’ (reader 1, 2010, pg 1). I have learnt that the health, safety and well-being of the children within the setting is paramount at all times which means, as I discussed in TMA 01 must achieve this by having in place, and following, the settings policies and procedures. It was whilst working through the activities in Block 1 (Study Topic 1 pg. 20) that I realised just how many policies are needed in order to meet the requirements of the EYFS statutory framework. For example a safeguarding policy which must meet certain â€Å"specific legal requirements† (EYFS, 2008, pg. 2) covering different required elements such as â€Å"safeguarding, information and complaints, premises and security, outings and equality of opportunities† (EYFS, 2008, pg. 22-25). Reading these policies has made me realise how much ground work has to be done in order to make an Early Years setting fully operational, in line with the Early Years Foundation Stage. I have learned that the sharing of information with parents is an i mportant aspect for children’s learning and development as they are the ones who know their children the best. The EYFS (2008) framework states â€Å"close working between early year’s practitioners and parents is vital for the identification of children’s learning needs† (pg. 10). This theory is also -3 supported by Draper and Duffy (2010, pg. 271) who stated â€Å"parents are experts on their own individual child† Part 3 (750) As I discussed in TMA 01 when watching the DVD I saw very little comparison to the settings that were shown overall layouts and designs as the setting I work in, is in my own home which offers different play areas with different furniture, equipment and materials. I did however see similarities to how the staff, such as Kerry at the Lark Children’s Centre (E100 DVD 1), were very supportive and encouraging with the children assisting them where needed but giving them enough space to try out things for themselves. I found the study topics in Block 1 very interesting as they discussed children’s ZPD which is where ‘children operate on the edge of their capabilities †¦ with the help and guidance of a supporting adult† ( St 3,pg 65). The ZPD is something I now bear in mind during my daily practice. I am always trying to think of the children’s ‘next steps in teaching and learning’ which is suggested by Vygotsky (1978) in Chapter 22 of Working with children in the early years (Nutbrown, 2010, pg 244). After studying this I was able to make links between the children I have observed in my setting, understanding how they have learnt and developed their skills over the time in which I have been looking after them. For example in TMA 03 I observed a 2. 5 years old girl at the sand pit where I offered her my support through the process of building sandcastles (See appendix 2). Today the girl, who is now 2. months, is able to confidently build a range of sandcastles using a variety of different shaped tubs and containers. It is witnessing evidence like this that helps me to fully understand Vygotskys ‘zone of proximal development’ theory and can agree that â€Å"guided problem solving† (Gifford, 2010, pg. 161) is how children learn to solve -4- problems with the support of the adults around them. I will take the knowledge I have gained about children’s ZPD in to my work setting and use it to help me plan stimulating activities for the children. I have learnt that looking at what children can do should be the starting point for practitioners when doing any planning, which can be done through a variety of observations. I have discovered that through observations practitioners can follow the interests of the children expanding these interests on to various areas of learning. The EYFS (2008) states that â€Å"observations help practitioners to decide where children are in their learning and development† which then inevitably enables them to plan appropriate play and learning experiences ( EYFS 2008,pg. 1). Study Topic 3 noted â€Å"it is an essential part of your role as an early year’s practitioner to recognise children’s existing achievements and establish strategies for their future learning’ ( ST 3,pg. 72) I can agree as I have learnt that looking at what children can do should be the starting point for practitioners when doing any planning, remembering that children are all individuals with a v ariety of unique needs. I have discovered that through observations practitioners an follow the interests of the children expanding these interests in to various areas of learning. In my setting I feel there are ample opportunities for the children to learn and develop across all the areas of learning within the Early Years Foundation Stage. Continuous provisions include a role play area, messy play, book/cosy corner and a computer area, also a fully enclosed garden, at the back of the propriety is available offering different types of physical activities. I discussed in TMA 04 how it would be easy to label each area with a specific area of learning but I have found that the activities and experiences that are available for the children will cover more than one area of learning in a more holistic way. -5- Wood (2010) explained that practitioners should actively listen to children in order to gain a better understanding of their needs. I can agree with Wood as in practice I have found that, like other professionals, not only listen to the children but respond accordingly to their requests wherever possible. For example if a child asks for a particular activity, toy or game then i respond by following up on that request from the child. I have discovered that by actively listening to children I have been able to learn about what they like and dislike better equipping me for planning for their needs by providing activities and experiences based upon their interests. Part 4 (849) As stated in my TMA 01 ‘ I have been an Ofsted registered childminder since 2008’ on both Early Years and the compulsory and voluntary parts of the childcare register. I am able to care for a number of four children under eight years of age, no more then two may be in the early years age group, and of this only one may be under one year. Currently I have in my care a number of three children, one under one and two children in the early years age group. The children attend full-time and part-time sessions in my setting. In TMA 04) I wrote about the importance of building links with outside agencies and the experience up to date has only strengthened my realisation of this. Jones and Pound described multi-agency working as â€Å"a practical and evolving process of negotiation and communication between groups of professionals, occupations, sectors, agencies and disciplines† (reader1,Jones and Pound, 2010, pg. 67). My setting has good links with the local authorities early year’s team who are always on hand to advice on any issues that may arise and I‘m also a member of the childminders network from which I get lots of support. The local authorities also keep me informed about any training opportunities and courses available and to which to attend in the future. In practice I have seen how these multi-agencies have helped some children and their families such as a mum and dad who were struggling to cope with their 3 year old son’s behaviour. I have called the early year’s team at the local authority describing to them how he behaved in the setting and highlighting how the parents were feeling. The early year’s team made an appointment to come in and observe the boy and talk to the parents. The outcome was that the boy got one to one support and his mum and dad got support in their home from a childcare professional who showed them how to organise, play and manage their son at home. I can agree with Harrison et al. (2003) who considered the potential benefits of multi-agency working suggesting that â€Å"it centres energy and resources on a common problem, enabling a coherent and holistic approach to services for children† (Jones and Pound, 2010, pg. 66). I feel the service that this family received was invaluable as they were crying out for help and just did not know where to turn. It was the multi-agency way of working that knitted together various professionals to support the family in a holistic way. I am continuing my studies with the Open University having enrolled on U212, which is a required module of The Foundation Degree in Early Years. I will continue to work through the required modules in order to fulfil and reach my long term goal within early years. Reed (2008) in Study Topic 18 looked at the qualities of a good leader, I feel as a result of studying this course my qualities are: 1I feel confident when it comes to taking the initiative I am a reflective practitioner able to work through processes and develop effective strategies. 3I fully embrace multi-agency working as I feel it is vital when working with children. 4I engage in training in order to further my knowledge See appendix 3 for my full PDP I chose to study with the Open University as I felt I lacked the knowledge to know how to support children fully but was also able to work with child ren in practice gaining the valuable experience needed in order to meet the expectations of the required elements for the TMA’s. To conclude, I have enjoyed the challenge of studying E100 and I feel I have already developed my role as a practitioner by, for example, the way on a daily basis I ensure the children’s well-being is protected at all times by things like doing risk assessments, behaviour management and health and safety checks which was highlighted for me during some of the activities in Block 1 I feel I have built up a vast amount of knowledge surrounding early years practice and my understanding of how children learning has developed and with the support from other childminders, and the research I did at home, I had lots of information to use in my TMA’s. I found the feedback I received from my tutor very helpful as it was constructive and straightforward to follow and it was reassuring knowing that I could email my tutor at any time to clarify any points of the TMA I was unsure about. The only trouble I had was trying to achieve the correct word count, frequently going over the allo wed count. My next course with the Open University stars in October 2012 which will help me to achieve my goal of completing the Early Years Foundation Degree. I firmly believe this course has made me look at why I do things the way I do and will enable me to move on to higher professional roles in the future. References Department for Children, Schools and Families (DCSF) (2008) Practice Guidance for the Early Years Foundation Stage, Nottingham, DCSF. Department for Children, Schools and Families (DCSF) (2008) Statutory Framework for the Early Years Foundation Stage, Nottingham: DCSF. Draper, L. and Duffy, B (2010) ‘Working with parents’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. DVD 1 (2009) Lark Children’s Centre. Gifford, S. (2010) ‘Problem solving’ in Miller, L. Cable, C. and Goodliff, G. Supporting Children’s Learning in the Early Years, Oxon, David Fulton. Holland, R. (2010) ‘What’s it all about? – how introducing heuristic play has affected provision for the under-threes in one day nursey’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Irimia, L ,2011 (TMA 01) My self, My setting and My roles and responsibilities Jones, C. and Pound, L (2010) ‘The roles and responsibilities of leaders’ in Cable, C. Miller, L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Jones, C. and Pound, L (2010) ‘Leadership in a multi-agency context’ in Cable, C. Miller,L. nd Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Pound, L. (2010) ‘Born mathematical’ in Miller, L. Cable, C. and Goodliff, G. Supporting Children’s Learning in the Early Years, Oxon, David Fulton. -9- Wood, E. (2010) ‘Liste ning to young children: multiple voices, meanings and understandings’ in Cable, C. Miller,L. and Goodliff, G. Working with Children in the Early Years, Oxon, David Fulton. Appendix 1 Ethical statement Title of course: The early years: developing practice I am undertaking a _________________ course at __________________ that involves the study of children operating at, or within, the 0–7 year old age range. I will be studying a wide range of topics around early years practice and conducting small-scale research projects concerned with enhancing my own professional practice. I would be grateful if you would allow me to include my observations and assessment of your child in my work, and could confirm this by signing the slip below. The following statements provide professional and ethical guidance for my work.  § The findings will be incorporated into my assignments, which will form part of my degree portfolio. Once the study has been assessed, a copy of my work will be kept for reference purposes only.  § The setting’s/school’s and participant’s anonymity will be safeguarded. For the purpose of my studies, pseudonyms will be used throughout. All transcriptions of conversations will be signed by the participants to indicate their approval of the transcripts’ used and to confirm that they are a true record of the conversation.  § Any records, questionnair es and other evidence will be kept in a secure environment and will not be made available to other persons apart from tutors connected with the course.  § The head teacher/setting manager has given permission for me to follow this course, and is aware that I will be using data collected from children in my care  § I am being supported by tutors throughout the duration of the course and they will guide me in the appropriate collection and use of my findings. After the final assessment of my course, the archived material will be destroyed. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Student: please tear off this strip after the parent/carer has signed and dated it and keep it in a safe place. ) I give permission for data relevant to my son/daughter to be used in the purposes of your studies. I may withdraw my permission at any time. Child’s name †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ || Signed parent/carer: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Student’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | Manager/head teacher’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | -10- Appendix 2- Observation 2 Time and date: 09:57am 10/01/2012 Area of play: The sand tray area which has a large rectangle sand tray with different scoops, containers, natural objects and vehicles in it. Observation: Amelia is stood between two children at the sand tray still wearing her nurse’s outfit from the role play area. She has the baby doll she was making better in the pram behind her and she has one leg firmly wrapped around the pram front wheel. Amelia is trying to fill a small bottle container with sand using a large green spade. Each time she turns the spade over with the sand, which is quite damp, falls off. She relentlessly carries on until there is some sand in the bottle. Amelia begins to shake the bottle holding it above her head and trying to peer inside the small bottle. I asked her what is she looking for inside the bottle and she replies: ‘my sand castle’. Then I asked her if she will like help with building a sand castle. She replies ‘yes, but can I have it? ’. I said ‘of course’. Amelia beams with delight. She helps me fill a large castle shaped bucket using the large green spade. I slowly count each load and I ask Amelia how many did we put inside. Amelia replies ‘eleventyfour’, I tell her ‘six’, which Amelia repeats and continues counting. When the bucket was half full I asked Amelia if we need more sand inside. She replies ‘yes lots more, lots more!! ’. When the bucket is full I asked Amelia to help me turn it over telling her that it’s really heavy. She tries to help me holding on to the bottom of the bucket. Then I asked Amelia to tap the bucket 3 times with her spade. Amelia counts ‘1 2 3’ heavy taps then we both lift the bucket. She smiles with delight as the sand castle appears. Immediately she bangs it down with her spade and says ‘again, again’. The process is repeated again a few times, ith the other children joining in with us, then Amelia turns over to her pram and leaves the sand tray. Time ended: 10:05am Links to EYFS: Problem solving, Reasoning and Numeracy. Numbers as labels and for counting. 22-36 months. ‘Use some number language suc h as ‘more’ and ‘a lot’. Knowledge and understanding of the world. 22-36 months. ‘Use others as sources of information and learning’. -11 Next steps: To continue to provide more role activities for Amelia. To provide more opportunities at counting activities and counting during play such as counting wheels on the prams, steps, rhymes and songs, further developing problem solving, reasoning and numeracy as well as communication, language and literacy development. My future goals (for me and my setting)|Ho I will achieve them | Short-term goals:To study the requirements for the NEW EYFSTo research and further my knowledge and understanding of Heuristic play. |To Complete and pass E100To research, after completing this course, heuristic play via various media sources. | Medium-term goals:Complete U212 (which I will start in October 2012)Complete Early Years Foundation Degree with the Open University. |Complete and pass U212Enrol, complete and pass the required modules| Long-term goals:Open my own nursery|Research about requirements and founding. | Appendix 3 Personal Development Plan and how I will achieve them How to cite EMA- Extending Professional Learning Part 1, Essay examples

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Political and legal forces are two of the three most important aspects for a business, with social forces being the third. Politics is a changing scene, and the rules and laws will change not regularly but often enough. Different elected parties have different feelings about certain business practices and use or alter the laws to change these. The same comes into play with trading in other countries. Organizations, especially the European Union, have a lot of rules for their member states with regards to production, distribution, content, health benefits, and many more. What are political forces? Political forces are governments and unilateral bodies that decree certain rules, regulations, laws or restrictions with regards the way a country is run. This siphons down into everyday life, especially business. Businesses cannot avoid these unless they move countries, and then theres the issue of the attention this draws. More often than not they simply have to adapt. We will write a custom essay sample on Political and Legal Forces or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page An example is taxation. If taxation rises for companies then so does the price of the goods. If taxation rises in general then wages have to be increased thus making production values higher and prices for goods increase further. †¢What are legal forces? Legal forces are the types of law and legislation that a political body introduces. A government or state-body like the E. U may decide, for example, that advertising chocolate around childrens television is inappropriate, and thus ban them from advertising on childrens channels and during set time periods. This is a legal constraint. †¢How do we adapt? You have to evaluate the situation. If youre being taxed more then the simple solution is to raise prices. However, this may upset the consumer, so you need to weigh up whether its safer to take the decrease in profitability or whether you should only marginally increase the prices, thus reducing your loss and minimizing upset to the consumer. Other manners of political interference or legal restriction can occur. Realistically you just have to make them part of your business model. Defying the law can result in punishment, such as fines and even closure

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Articulation and Pronunciation Essays Articulation and Pronunciation Essay Articulation and Pronunciation Essay ?Articulation, which refers to â€Å"the action of producing a sound or word clearly, in speech or music† (Collins Conbuild Advanced Learner’s English Dictionary) is usually considered as synonym of pronunciation, which means â€Å"the way in which a language or a particular word or sound is pronounced† (Collins Conbuild Advanced Learner’s English Dictionary). In general, there is no obvious differences between â€Å"articulation† and â€Å"pronunciation† since both of them possess the sense of â€Å"voicing† in terms of definition. However, â€Å"articulation† tends to be employed more frequently compared with â€Å"pronunciation† in the area of phonetics. Therefore, this essay is written to analyse two distinctions between â€Å"articulation† and â€Å"pronunciation† with regard to definition and different focuses in phonetics. To begin with the definition, articulation means the employment of various speech mechanisms, such as lips, tongue, and teeth to produce a sound, while pronunciation refers to â€Å"the way in which the words of a language are made to sound when speaking† (Pamela, 2011). Since articulation is â€Å"the physical production of a particular speech sound† and is regarded as â€Å"the last step of sound production†, its prominence depends on how a single phoneme is made, which involves the movements of different vocal organs when it comes to completing the modification of a sound (boundless, 2014). Apart from producing a sound, different articulators are equally engaged to function in recognisable patterns in terms of changing the sound, which in accordance with changing the â€Å"place of articulation† (Genetti, 2014). However, the usage of stress, rhythm, and tone alteration on different syllables is crucial for changing the sounds of words when it comes to pronunciation. Therefore, compared with pronunciation, the definition of which focuses more on prosodic dimension, the definition for articulation primarily concentra

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No Universally Agreed Definition Of Corporate Social Responsibility Management Essay With no universally agreed definition of Corporate Social Responsibility, myriad of terms Corporate accountability, Corporate sustainability, Corporate citizenship or Sustainable responsible business have been used interchangeably to describe the practice of CSR. Basically, CSR is a discharge of duty towards society. Business and society are interrelated rather than being distinct entities and therefore, society has certain expectations for appropriate business behaviour and outcomes (Wood, 1991). According to Mallen Baker (2004), CSR is about how companies manage business operations to produce positive impact on society. Consequently, companies need to account for the quality of their management (both in terms of people and process) and the nature of and quantity of their impact on society in various areas.1 In the 1950s, Howard Bowen first published a seminal book Social responsibilities of businessman in which he famously posed the question What responsibilities to society may businessman reasonably be expected to assume. This publication evidently marked the beginning of a modern era of CSR as it we know it today (Carroll, 1999). Since then, the notion of CSR has come to dominate the society-business interface and various theories and concepts have been proposed. According to Bowen (1953), social responsibilities refer to the obligation of businessman to pursue those policies, to make those decisions, or to follow those lines of action which are desirable in terms of objectives and values of our society. The most applied definition of CSR comes from Archie Carroll (1979) who argues that the social responsibility of business encompasses economic, legal, ethical and discretionary expectations that society has of organisations at a given point in time. This approach encompasses a whole range of responsibilities of a firm. In the same vein, Lichtenstein et al. (2004) and Lindgreen et al. (2008) consider that an organisation needs to define its role within the society and implement the necessary ethical, responsible, legal and social standards to their firm. Conversely, GÓssling and Vocht (2007) described CSR from a different viewpoint as an obligation of the business world to be accountable to its entire stakeholder customers, employees, shareholders, communities and ecological consideration in all aspects of their operations (Gokulsing, 2001). 2.1.1 Corporate Social Responsibility Corporate Social Performance The current globalisation trend and growing demand from stakeholders towards companies to adopt CSR practices within their business strategy have indeed encouraged companies involvement in such practices (Chapple and Moon, 2005). Therefore, companies that are considered as socially responsible are experiencing triple bottom line benefits associated with such social initiatives. Additionally, companies are not only assessed via traditional performance indicators but also by the way they interact with broad set of social demands. However, CSR being impossible to measure (Van Beurden Gossling, 2008), an observable and measurable outcome of CSR term Corporate Social Performance (CSP) is used to capture the performance of CSR strategies within the society. Carroll (1979) vaguely defines CSP construct as a three dimensional model that consisted of social responsibility categories, social issues and philosophies of social responsiveness. Building on Carrolls attempt to define CSP, Wartick and Cochran (1985) offer a general framework of CSP by defining CSP model as the underlying interaction among the principle of social responsibility, the process of social responsiveness and the policies developed to address social issues and show how several competing perspectives (economic responsibility, public responsibility, social responsiveness) can be incorporated into his framework. Nevertheless, Wood (1991) argues that although Wartick and Cochran (1985) model is innovative, it is still incomplete. Wood (1991) asserts that the term performance relates to actions and outcomes and not interaction and integration. Consequently, Wood (1991) refine Wartick and Cochrans (1985) model to integrate various theoretical perspectives into a coherent CSP model and as such, he defines CSP as a business organisations configuration of principles of social responsibility, process of social responsiveness and policies, programs and observable outcomes as they relate to the firms societal relationships. Wood (1991) affirms that the principles of social responsibility operates at three levels specifically; institutional, organizational and individuals. Conversely, Gond and Crane (2010) define CSP as an umbrella concept which includes organisational process of environmental assessment, stakeholder management and various measures of its external output and societal manifestations (Orlitzky, 2008). 2.1.2 Forms of CSR initiatives Basically, CSR includes a variety of socially responsible activities. Kotler and Lee (2005) identified six major initiatives under which most CSR related activities fall generating a positive impact on the company. The six different forms of CSR initiatives are as follows: 2.1.3 Main approaches of CSR In response to the question to whom an organisation has a responsibility, Marrewijk (2003) presents a sequence review of three corporate responsibility approaches Shareholder approach, Stakeholder approach and Societal approach. 2.1.4 Factors influencing level of CSR activities Review of prior literature indicates that companies actually differ in how they implement their CSR strategies. This can normally be explained using a range of company level attributes that influence the companys CSR participation. These attributes entail: Company size Waddock and Graves (1997) and Itkonen (2003) provide that company size is related to CSP since bigger companies have been found to be more socially responsible than smaller ones. Type of industry McGuire et al. (2003) argues that the type of industry plays an important role in identifying the level of CSR activities. For instance, the CSR activities differ from manufacturing sector to service sector (Kolk, 2003). Financial risk Orlitzky and Benjamin (2001) assert that a company with low CSP shall consider and manage its social responsibility since such a company will have an adverse impact in terms of risk. 2.1.5 Social Responsibility Models The Pyramid of CSR The professor Archie Carroll is one of the first academics to make a distinction between different kinds of organisational responsibilities. This distinction is referred to as a firms pyramid of Corporate Social Responsibility. The pyramid implies a hierarchy of responsibilities moving from economic and legal through more socially oriented ones of ethical and philanthropic responsibilities (Carroll, 1979; 1991). http://www.witszen.com/wp-content/uploads/2011/02/carrollCSR.jpg Source: (http://www.witszen.com/how-companies-should-use-social-media-for-better-corporate-social-responsibility/) Economic Responsibilities Carroll (1979) argues that business institutions are basic economic unit in society and have a responsibility that is economic in nature or kind. The economic responsibility is the most fundamental responsibility of a company which reflects the essence of a company as a profit-making business organisation. The remaining three kinds of social responsibility are based on the economic responsibilities. The economic responsibility implies that society expects business to produce those goods and services demanded and make a profit as an incentive or reward for the business efficiency and effectiveness. Legal Responsibilities The legal responsibilities entail expectations of legal compliance and playing the rules of the games. From this perspective, society expects business to fulfill its economic mission within the framework set forth by the societys legal system (Jamali, 2008). Crane and Matten (2004) further adds that all companies attempting to be socially responsible are required to follow the law. Ethical Responsibilities According to Schwartz (2011), the ethical responsibilities embody those standards, norms or expectations that reflect a concern for what consumers, employees, shareholders and the community regards as fair, just or in keeping with the respect or protection of stakeholders moral rights. Therefore, society expects corporations to act ethically towards its stakeholders (Crane and Matten, 2004). Philanthropic Responsibilities These responsibilities which represents the smallest layer of the pyramid, involves the corporations willingness to enhance the quality of living of their stakeholders through charitable donations and organisational support that are entirely voluntary and seen as desirable by society. The philanthropic responsibilities are sometimes on the same level as ethical. However, the difference is that it is not seen as unethical behaviour if business does not contribute their money to humanitarian programmes (Carroll, 1991). Carrolls CSR Pyramid in Developing Countries In a review of CSR in developing countries, Visser (2006) bases himself on the empirical studies undertaken by Pinkston and Carroll (1994), Edmondson and Carroll (1999) and Burton et al. (2000) to underline the fact that culture may have an important influence on perceived CSR priorities. As such, the widely accepted Carrolls pyramid is revisited in the context of developing countries as shown below: Source: Visser, W. (2006)  Revisiting Carrolls CSR Pyramid: An African Perspective, In E.R. Pedersen M. Huniche (eds.),  Corporate Citizenship in Developing Countries, Copenhagen: Copenhagen Business School Press Visser (2006) contends that the order of CSR layers in developing countries taken as relative emphasis assigned to various responsibilities differs from Carrolls classic pyramid. Hence, in developing countries, even if economic responsibilities still get the most emphasis, philanthropy is given the second highest priority followed by legal and then ethical responsibilities. This is explained partly by the traditional attachment to philanthropy by the fact that it is most direct way to improve living conditions in their immediate surroundings and also by a traditional culture of fatalism, dependence and assistance in developing countries (Ragodoo, 2009). Conversely, the pressure to comply with existing legislation is less as compared to the developed countries. Three Domain Model of CSR Schwartz and Carroll (2003) highlight certain limitations in Carrolls CSR pyramid. Firstly, the pyramid suggests a hierarchy of CSR domains whereby one may conclude that the domain at the top is more important than the domain at the base. This is clearly not the kind of CSR priorities that Carroll intended in his CSR pyramid. Secondly, the pyramid framework cannot fully capture the overlapping nature of CSR domains. Hence, extrapolating from Carrolls model, Schwartz and Carroll (2003) proposed an alternative approach to conceptualise CSR a three-domain model. The three-domain model is presented with three core domains of economic, legal and ethical responsibilities that are depicted in a venn model framework. Initially, it suggests that none of the CSR domains is prima facie more important or significant relative to the others. The venn model framework actually yields seven CSR categories from an overlap of the three core domains. However, the exception with this model is that the philanthropic category, if exist, is subsumed under the ethical and/or economic domains. The figure below illustrates the venn model framework originated from Schwartz and Carroll (2003) research: Source: Management for Social Enterprise, Bob Doherty,  George Foster,  Chris Mason,  John Meehan,  Karon Meehan,  Neil Rotheroe,  Maureen Royce 2.2 CSR Reporting Based on their research on CSR disclosure, Holder-Webb et al. (2009) assert that it is not enough for corporations to simply engage in CSR activities but it is also important and desirable to make information about these activities available to stakeholders. Additionally, the call for disclosure of non-financial information has grown in response to the awareness that financial statement omits salient information about the company (Adams et al. 2011). The financial statement actually portrays a limited picture of the company through providing merely financial metrics. Therefore, the relevance of non-financial information has increased markedly over the years. The emergence of non-financial reporting can be seen as an attempt to increase transparency with respect to corporate actions concerning social and environmental issues (Nielsen Thomsen, 2007). Further, it is acknowledged that the disclosure of non-financial information is essential to reduce information asymmetry that exists be tween management and key stakeholders (Narayanan et al. 2000) as well as to allow investors to better assess key areas of performance and support a broader view of corporate performance that encompasses society at large (Holder-Webb et al. 2009). 2.2.1 Motivation for CSR Reporting Along with the increased interest to engage in CSR activities, today corporations across the world are more voluntarily disclosing information about their CSR performance. Undeniably, numerous motivational bases can explain companies involvement in CSR reporting practices. Threat to the organisations legitimacy The legitimacy theory posits that there is a social contract between companies and the society in which they operate (Deegan 2002; Mathew 1993; Patten 1992). Therefore, corporation try to legitimise their corporate actions by engaging in CSR reporting to get the approval from society and thus, ensuring their continuing existence (Belal, 2008). Increase access to capital and shareholder value Roberts (1992) assert that one way that firms consider CSR disclosure is to increase access to capital and shareholder value by satisfying stakeholders expectation. Investors are choosing to invest in organisation that is demonstrating a high level of CSR (Baron, 2008). Enhance corporate reputation Branco and Rodrigues (2008) argue that CSR disclosure (CSRD) is an important mechanism to enhance the effect of CSR on corporate reputation as well as representing a signal of improved social and environmental conduct. In their research on CSRD and corporate reputation, Bayoud et al. (2012) confirms that a high level of CSRD is strongly associated with corporate reputation for stakeholder group. Risk Management According to Kytle et al. (2005), reporting practices have become a key management tool to the growing complexity to multinational business management. He further argues that reporting helps to integrate CSR activities into companies strategic risk management so that the impact of CSR activities can be maximised. Employee attraction, motivation and retention Waddock et al (2002) argue that employees perceptions about how a corporation accepts and manages its responsibilities are often part of the employees decision about where to work. Therefore, publication of sustainability related information can play a role of positioning a company as an employer of choice and as such, this status can enhance loyalty, reduce staff turnover and increase a companys ability to attract and retain high quality employees (Group of 100 KPMG, 2008). Financial performance Margolis and Walsh (2003) claim that corporations engagement in CSR activities and its disclosure can foster corporate performance and as such their research conclude a positive relationship between CSR performance and financial performance. Similarly, Balbanis, Philips and Lyall (1998) find that economic performance is related to both CSR performance and disclosure although having a weak relationship and lack of overall consistency. 2.3 Theories on CSR Various theories have been used over the years to demonstrate the behavior of economic units related to CSR issues. The relevant theories are: Agency theory Proponents of economic theories are among the first to write about corporate social involvement although considering it as a flaw in corporate thinking. Stewardship theory Social contract theory The social contract theory begins in the classic period of history and takes its modern form in the 16th and 18th centuries with best known philosophers like Hobbes, Locke and Rousseau. Legitimacy theory Deegan and Unerman (2006) assert that the legitimacy theory relies upon the notion that there is a social contract between an organisation and the society in which it operates. The social contract as explained by Deegan (2000), represents myriad of expectations that society has about how an organisation should conduct its operations. Stakeholder theory Freeman (1984) argues that managers should not just focus on stockholders need, but rather must satisfy a variety of stakeholders. As such, the stakeholder theory is used to analyse those groups to whom a firm should be responsible (Moir, 2001). 2.4 Corporate Financial Performance Price and Mueller (1986) assert that corporate financial performance (CFP) depicts the financial viability of an organisation. Therefore, corporations need to disseminate information about their financial performance as an account of managements stewardship as well as a means of assessing the entitys capacity to generate cashflows (Stein, 2000). Additionally, the financial performance is a subjective measure of the effectiveness with which an organisation makes use of its resources to attain its economic or financial goals. Basically, an organisations financial performance can be measured using three alternative approaches market-based measure, accounting-based measure and perceptual-based measure (Orlitzky, 2003). The market measure focuses on the firms stock price to evaluate its financial performance. McGuire et al (1998) argue that the market measure represents investors evaluation of the ability of a firm to generate future economic earnings. Alternatively, the accounting-based measure captures the firms competitive effectiveness and internal efficiency as well as optimal utilisation of assets. This measure represents financial performance using three divisions: (i) Return on Asset (ROA) and Return on Equity (ROE) (Waddock and Graves, 1997); (ii) profitability in absolute terms (Stanwick and Stanwick, 1998) and (iii) multiple accounting based measure with the overall index score of 0-10 (Moore, 2001). Finally, the perceptual measure uses subjective judgment about the firms financial performance wh ich is provided by survey respondents (Wartick, 1988). 2.4.1 Relationship between CSP and CFP The nature of the relationship between a firms socially responsible behaviour and its financial performance has extensively been debated till today and yet it remains unsolved (Margolis and Walsh, 2003). Preston and OBannon (1997) actually highlights two important issues in the relationship between CSP and CFP: Direction and Causality of the relationship. The direction of the relationship can be positive, neutral or even negative. The positive direction of the relationship can be explained using the instrumental stakeholder theory. This theory suggests that the satisfaction of various stakeholder groups is instrumental for the organisational financial performance (Donaldson and Preston, 1995). Conversely, the negative relationship is based on the neoclassical economic theory which argues that a socially responsible firms costs are considered unnecessary and thus can lead to a competitive disadvantage such that a decrease in firms profit and shareholder wealth (Preston and OBannon, 1997). Finally, the neutral relationship between the two constructs, as provided by Waddock and Graves (1997) exists by coincidence. McWilliam and Siegel (2001) further explain that a company acting responsibly to customers can have different demand curve as compared to a less responsible one. Therefore, the CSR activities are only a way to attain differentiation and thus, do not impact on companys profit. The causality of the relationship as pointed out by Preston and OBannon (1997) actually denotes whether CSP or CFP is an independent or dependent variable. Therefore, in such a case, if CSP is an independent variable, it comes first to affect CFP while if CSP is a dependent variable, CFP comes first to affect CSP. Such an argument is also raised by Griffin and Mahon (1997) who question whether a company is better off focusing on CSP or CFP first. In view of explaining the causality of the relationship, Waddock and Graves (1997) and Dean (1999) proposes two theories such as the slack resource theory and good management theory. The slack resource theory explains that a firm shall have good financial performance to contribute to the corporate social performance. It further posits that a company conducting social performance requires some funds that may result from the success of financial performance. Therefore, this theory argues that financial performance comes first and is an indepen dent variable to affect CSP. Conversely, the good management theory argues that social performance actually comes first. This theory provides that CSP is an independent variable resulting in CFP and companies having good reputation achieve good financial position through market mechanism. 2.5 Empirical review

Household Behavior and Demand Essay

Household behavior is one of the any basic concepts in economics which has an effect on market trends. Household demand, for instance, can be seen as related to consumer choices in terms of which products are mostly bought in the market and which products need more supplies in terms of item production and its corresponding allocation. One of the many essential features of household demand is its corresponding effect on what is being provided in the market and, more importantly, the quantities or stock that is being allocated in the market. It seems quite obvious that the quantities of certain products in the market—for instance, in a certain area or a certain supermarket—are patterned according to the existing demand and the foreseen demands a some point in the future, say within a frame of a few weeks time. Household behavior, for its effects on market trends to be realized and understood, must be taken from a general and collective standpoint since a single specific household behavior cannot entirely be taken into account as the precise and sole measure in determining the overall household behavior true for all o most instances with regard to market trends. For example, it has been observed that Chinese people rely largely on the prices of products in determining which ones are the best buys. Paul French notes that â€Å"for pragmatic Chinese shoppers, price remains the bottom-line† which translates to the idea that â€Å"win on price and you win† (French, 2007). Hence, in the context of Chinese households, producers of certain goods should greatly consider the fact that Chinese households will most likely prefer goods which are relatively lower in price as compared to other products in the market in order stay atop the competition. To be able to gain control of the price index of a certain product in the market means to be able to win the market competition if the Chinese household behavior is the primary basis to be used. The perception appears simple enough: household behavior determines household demand which, in consequence, affects a large portion of certain market trends. Thus, to analyze a specific market trend for a specific product entails the analysis and understanding of certain trends in household demand caused by household behavior. An existing household demand, say, for breakfast cereals can be looked upon the collective household behavior in terms of cereal consumption for the past six months for the locality of Chicago, for example. Given a relatively high consumption rate for breakfast cereals with the price not exceeding $4 per box among families, companies producing breakfast cereals may have the corresponding decision to pattern their product according to the existing demand. Although it may not essentially be the case that companies will sacrifice prices of their products in order to meet the demand for the value of the products, being able to adjust product prices in accordance to the existing market prices will most likely lead to favorable results on the part of the companies since market demand is met. Quite on the contrary, there are still other related factors which hinder the feat of lowering prices according to the budget and income of households which determine their capacity to buy and consume certain products. More recently, several instant-noodle corporations in China have difficulties in lowering the prices of their products due to escalating prices in wheat and other farm commodities (Zhu, 2007). With prices in instant-noodles—a popular product among individuals with meager budget—soaring, even the household demand or low-cost instant-noodles may hardly deter companies from lowering the prices of their goods just to meet the existing demand in the market. On the part of households, proper allocation of income can be one remedy in order to curb unnecessary spending so as to be able to allocate budget on goods which the households deem as a dire part of their income-spending. In this case, household behavior and demand appears to be patterned according to the existing market trends which is the opposite or reverse case of what has been provided earlier. Hence, it is also possible to have a household behavior or consumer choice that is based on existing market trends apart from the possibility that market trends may also be based on existing consumer choice and household behavior. Allocating income to maximize utility is one household behavior that determines consumer choice in the long run. For instance, there is the observation that â€Å"household expenditure patterns are affected by the share of household income accruing to women† (Hopkins, Levin, & Haddad, 1994). Given this perception, the choices of consumers over a vast array of products competing in the market is not only affected by external elements determined by companies but also by internal elements sprouting from household consumption patterns of certain goods in relation to the household’s budget allocation. In terms of income and substitution effects, the changes in the prices of certain goods are proposed to alter the demands for such goods. Changes in relative prices as well as changes in the purchasing power of the money income can greatly alter the existing demands for, say, a breakfast cereal. Even if the prices for breakfast cereals remain the same for a given period, alterations in the income will result to an equal change in the budget constraint (Hamermesh, 1977). On the other hand, if the price of breakfast cereals changes, the budget constraint will change accordingly. One concrete way in further understanding the situation is that in order to maximize the utility with the decreased budget constraint, the household will tend to have shifts in their patterns of consumption. For instance, with the budget constraint arising from the decrease in the money’s purchasing power, households will tend to maximize the utility of money by increasing the segregation of purchases of goods based on low-cost preference. An example to this is when households purchase goods with relatively lower prices given a budget of $20 which results to more purchases of various goods while on the other hand households purchasing goods with relatively higher prices will result to lesser maximization of the utility or lesser goods purchased with the $20 budget. Hence, wage rates also share a crucial part in determining household behavior and demand as well as consumer choice. It has been seen that the rates of wages of certain groups of people have corresponding implications on the purchasing power of households. To arrive at the observation that the wage of a household is decreased corresponds to the observation that the purchasing capacity of the same household proportionally, if not significantly, decreases. A higher wage, then, will translate to a higher capacity to purchase goods in the market. In the larger scheme, a group of households with a high rate of wage will most likely have higher purchasing capacity thereby inducing the household behavior of increased spending assuming the household has lesser tendencies to save their income. In effect, a certain market demand will be conjured in such a way that a certain good, for instance, will experience an increase in demand which calls for a corresponding increase in goods being supplied. Thus, it can be noted that the overall rate in household demand will relatively increase given the increase in wages. On the other hand, interest rates may greatly alter or shift the persisting demand from households towards a certain good. For instance, a higher interest rates for purchased loans by households will certainly result to a higher real cost of purchase in the fulfillment of all payments made for the loan. It is quite apparent that an increase of 2% in interest rates from 4% to 6% will most certainly have a corresponding effect on the actual cost of the good purchased. For the most part, higher interest rates translate to higher cost of purchases, decreased household spending given a fixed rate of wages, and a lesser spending on other goods which result to a corresponding decrease in the demand for those other goods. The price of leisure also has a significant role in comprehending the patterns in household demand and consumer choices. For instance, higher prices in the cost of airplane travels would entail that the consumer will opt for the airline provider with the least cost. A decline in the preference for airlines with comparatively higher airline prices will most likely be felt assuming that a given set of consumers have fixed income. Budget constraints in an environment of increasing prices in leisure enable one to view the household demand for existing leisure. Indeed, it has been observed that several market trends can be viewed and analyzed using the perceptions on household behavior and demand for certain goods and products. The interrelationships existing between the market trend and the household behavior is clear although at some point several exceptions would have to be made. Essential to this understanding is the view that there may or may not be actual budget constraints and that prices of commodities may actually shift even without the presence of the shift such as a decline or incline in the demand from households. Nevertheless, there are many cases in which household behavior has its implications on the existing market trends. References French, P. (2007). When the Best Buy Is No Buy. The Wall Street Journal(August 7). Hamermesh, D. S. (1977). A Note on Income and Substitution Effects in Search Unemployment. The Economic Journal, 87(346), 312. Hopkins, J. , Levin, C. , & Haddad, L. (1994). Women’s Income and Household Expenditure Patterns: Gender or Flow? Evidence from Niger. American Journal of Agricultural Economics, 76(5), 1219. Zhu, E. (2007). China’s Battle Against Inflation Puts Noodle Makers in Hot Water. The Wall Street Journal(August 29), B11.