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San Diego Mesa College Self Evaluation of My Speech Discussion

San Diego Mesa College Self Evaluation of My Speech Discussion.

I’m working on a communications discussion question and need an explanation to help me understand better.

Evaluate your own Informative Speech Outline, using the grading rubric and speech requirements.
 Each question should be answered using a large paragraph (4-5 sentences each, minimum):

Your responses should be well-organized and clearly labeled (i.e. “Question 1,” Question 2,” & Question 3″). 
Question 1:  What are the strengths of your outline?  Provide specific examples.
Question 2:  What are the opportunities for improvement of your outline?  Provide specific examples.
Question 3: What can you do to improve the opportunities for improvement that you mentioned in Question 2?  Give specific examples of how you plan to improve these areas in this outline, or in future outlines.
Question 1:  What are the strengths of your speech?  Provide specific examples.
Question 2:  What are the opportunities for improvement of your speech?  Provide specific examples.
Question 3: What can you do to improve the opportunities for improvement that you mentioned in Question 2?  Give specific examples of how you plan to improve these areas in future recordings or future speeches
.So they are 6 questions in total.

San Diego Mesa College Self Evaluation of My Speech Discussion

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Graduating from a nursing program and accomplishing the long cherished journey to become Registered Nurse gives the sense of pride to many new graduate nurses. However, most nurses face challenges while separating from student life to professional life. According to Evans (2001) transition is a period of separation that causes uncertainty, insecurity and anxiety among new graduates. Moreover, Evans (2001) also identified that new graduates also expressed feelings of excitement, achievement, pride and motivation for the new role. Nevertheless, initial anxiety and happiness both the feelings are important for adapting the new role while facing the realities of professional life. The journey of transition for new graduates often remains challenging, stressful and frustrating. Most of the new graduates’ transition to the ward in the hospital environment often complains of an inability to perform their tasks within the time frame of their shift. The primary factors include increase nurse patient ratio, acuity of patients, paper documentation and complex electronic documentation, collaboration with multidisciplinary team etc. In addition, the beginning year for the new graduates usually overwhelming in terms of leaning new work environment, skills, policies and procedures, interacting with management and other healthcare professionals. It has been also observed that despite having intense clinical practicum and extensive orientation program, new graduates still feel lack of confidence while working independently in the hospital environment during transition phase. If this is a case for novice nurses working in wards, then critical care areas are even more complex and high tech skilled specialty to accommodate them. Defining Critical Care Nursing Critical care nursing requires licensed professional nurses to be able to provide competent care with confidence in the dynamic and critical environment where patient’s condition changes rapidly and unpredictably. Moreover, these rapid changes lead to life threatening situations which have to be dealt vigilantly. Freiburger (2002) stated that confidence in nursing practice is an important concern for the nurses working in critical care areas (intensive care units, cardiac care units, emergency departments, post anesthesia care rooms and so forth) as it is directly associated to competency. Critical care nursing is one of the most difficult, hectic, demanding and stressful specialty considered beyond the level of new graduates. Any complex practice depends on both extensive acquisition of set theoretical knowledge into practice (Benner, Sutphen, Leonard
Grand Canyon University Perception and Critical Thinking Presentation.

Imagine you are an expert on critical thinking. You have been asked to give a presentation on the concepts of perception and critical thinking. Create a PowerPoint that contains the following:

Eight slides (one title slide, six content slides, and one reference slide)
How all five senses impact perception
The role of perception in critical thinking
Speaker notes that elaborate on the bulleted content on your slides
Three resources (All credible and at least one is from the GCU library).

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
Title slide and reference slide are included in the slide count. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words per slide.
Grand Canyon University Perception and Critical Thinking Presentation

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Assessment Task 1 During my placement my coordinator and I had been practicing te tiriti o Waitangi in all aspect of service given to clients. It has four principles namely partnership means a written agreement between the client and the social worker through consenting contract in which the client allows the social worker to conduct consultation to gather information and disclose all relative information that will help in caring for the client. Protection means taking good care of one’s culture such as in te tiriti o Waitangi it is stated that maori have their ownj absolute sovereignty in term of their tonga relatively clients should be make aware of their own protection right that greatly serve their culture, traditions and customary practice allowing them express their feeling using their own language respecting them whatever their situation, providing gender appropriate social worker, and by giving privacy and confidentiality. Participation means involvement of nwhanau in all levels of care, consultation and in making of care plans. Also using Maori models of health such as te whare tapa wha which covers all the aspect of wellbeing namely hinegaro, wairua, tinana and whanau. Permission means allowing them to practice their own culture by giving them the right to speak te reo maori any time and providing them accessible service to health. Assessment Task 2 Context/Setting Individual/group Age group Summary of reason for admission to residential care L.J. young adult The client has committed several times of criminal offending and her family could not control him anymore. Meetings and Communication (related to admission process) Date Notes/key points of information provided to the residents We gave the client a brief information about the facility his going to stay for a brief time, also information about what his going to expect from us and the facility. Furthermore, we described the admitting process so he will be able to cooperate accordingly. The information that I gathered from the clients that determines his place of residence are the following spiritual beliefs, cultural and spiritual practices. I made sure that he can still observe his routines like attending church and perform cultural related acts such as karakia. I also gather information with regards to his health condition if there is any history of disease he has and medication he had been taken if there is any. His dietary requirements if there is limitation or required diet he should take any allergies to food, I made sure that in his placement he will still be able to eat their traditional food. I formation about his whanau and support people is the most important, I asked him some questions about his family background so that I know where to contact them for the progress of the client. Lastly I interviewed him about his hobbies and activities that his been doing before so that I can help him in pursuing it while his inside the facility or give him certain activities that will help him divert his attention. First is that we made sure that his safety is prioritize in a way that he has a safe environment and away from people or things that triggers his aggressiveness. Second, we assessed him with regards to his health situation, any medication his taking also his education and social history. Third, we interviewed his whanau to gather significant information regarding their son’s behavior any gather information with regards to the reason of his offending acts. Lastly, we sort out the information gathered and determine the appropriate placement he needs that will suits his over all wellbeing. we made sure that all relevant information are gathered by having some time to talk with his peers, because we supposed that he is more close to his friends and more comfortable in telling their emotions rather than his parents, to know what are their social activities to determine the main reason of his acts. Assessment task 3 Contribution to planning for care of the resident Date Notes/key points of any meetings or other communication details of actions related to planning for the care of the resident Through meetings with his whanau we were able to gather relevant information of what they observe on their child that can affect his deeds. We also assessed and involved the client in making the plan. Factors that we considered during planning are the following his appropriateness of the service given by the facility, special needs that they can provide such as health needs if he has regular medication, educational necessities like enrolling for an alternative school, cultural needs wherein his given time to attend church to practice his customs and beliefs and making sure that his social needs are met like involving him in a community activities that suits his interest or hobbies. We also considered other agencies that could help on facilitating his rehabilitation such as CYFs. matching of the resident’s needs with the services provided by the residence, objectives of the plan, resources that are available to achieve the objectives of the plan, time frame that is consistent with the use of available resources, the roles and responsibilities of people in the plan, methods of evaluating progress. We made sure that the client and whanau are always involved in all levels of care in order to produce and promote effective care planning that suits his needs and desires while rehabilitating him. Assessment Task 4 Contributions to care of resident Date Notes/key points of any meetings or other communication, details of actions related to care of residents After planning we informed the client that the information that he gave to us during planning will reflect to the cares that will going to deliver. My roles and responsibilities for the client are to ensure the safety and wellbeing of the resident as their first consideration at all times. I was able to fulfil all their allocated responsibilities in accordance with the social worker’s role in the residential care plan such as assessing, planning, intervening, and evaluating. It is important to have an ongoing contact by the whanau throughout the stay of the client in the facility with accordance with the residents plan. Providing contact plan for the resident to know if the whanau comes during the desired day to visit. We facilitated the contact through regular visitation, telephone call if the family is unable to come personally and planned joint meetings with residential staff. Supervision and custodial care of the resident is carried out according to the plan and residential requirements such as secure environment and making sure that the family have a regular visit to the client. We also made sure that legislative requirements are followed, health and safety management is implemented and behavioural management is noted. As a healthcare provider I encourage self-determination through engaging the client in making the plan to fulfill their identified roles and take ownership of these roles. I made sure that I am promoting client’s self determination by outlining agency’s objectives and appropriate legislation. Notifying client and whanau regarding the restrictions and extent of the meeting and allowing them to identify the best options. Mostly, working collaboratively with the family to discover a focus where agency mandate and whanau choices aren’t aligning. We discourage dependency through providing enough room for the family to create their own possible solutions and we also step aside in order for them to step up. During decision making we made sure that all his cultural beliefs and values are given importance. Moreover, care given to him are always based on their customs and in accordance of the te tiriti o Waitangi. Assessment Task 5 Contribution to evaluation of residential care plan Date Notes/key points related to the evaluation of the resident care plan After all the interventions and cares done to the client we are required to have an evaluation. We informed the client about his progress and update about the evaluation process to be done that will determine his objectives are met. I monitored my client’s progress through confirming his safety and wellbeing. I reviewed his daily care plan to know the outcomes related to the achievement of objectives and to know if there are any further options that can be identified. I did a completion of checklist wherein I reviewed his objectives and tick the list of implemented actions that was successfully done and kept accurate records of conversation and meetings. Also regular check of hi placement wether it is secured and safe from triggers like addiction and bad peers. Regarding his wellbeing we made sure that he is regularly checked up by the GP and make sure that all his medication are taken regularly and not lapsing tom cure his current mental illness. Making sure that he is attending the alternative school placement and he keeping his curfew. Secured his information and made sure that only necessary people can access his file and kept his confidentiality by not disclosing the information that I know from people who are not relevant or helpful in his situation. Health and Safety Act 1992 it is relevant because it contains all the important rights of the client on what he can expect from his healthcare provider or social worker. This legislation is helpful in dealing with my client because I know where to based my actions and decisions to make sure that all of it are right and relevant to the outcome for the client. Share this: Facebook Twitter Reddit LinkedIn WhatsApp

Toyota motor corporation strategy

Toyota motor corporation strategy. I. Introduction of Toyota: Overview of Toyota Company Toyota Motor Corporation is one of the leading automobile manufacturers in the world. It is founded in August 28, 1937 in Japan. Akio Toyoda is the current president of Toyota motor company. As of March 31, 2009, the capital of Toyota is estimated as 397.05 billion yen. The major business undertaken by Toyota is Motor Vehicle Production and Sales. It has been estimated that around 320,808 employees working at present in Toyota and its affiliated companies all over the world as of March 31, 2009 (Toyota, 2009). Even though Toyota was able to maintain a steady growth rate both in sales and production of vehicles till 2008, because of global economic crisis both the sales and production of vehicles of Toyota has been come down in 2009. The company has produced 5,100,000 vehicles in Japan itself in 2007 and 5,160,000 in 2008. But the production has come down to 4,255,000 in 2009. On the other hand the company has recorded 23,948.0 million yen sales in 2007 and 26,289.2 million yen in 2008. But the sales have dipped to 20,529.5 million yen in 2009. 8,524,000 Toyota vehicles have been sold in the world in 2007 and 8,913,000 in 2008. But the number of vehicles sold has slipped to 7,567,000 in 2009 (Toyota, 2009). International, regional, industrial environment of Toyota Toyota Company is currently operating in five continents and in 27 countries with 53 manufacturing units apart from its main manufacturing units in Japan. It has operations in more than 170 countries all over the world at present. It always acquires a place in the top 10 Fortune Global 500 enterprises list. It has a good reputation as the most socially and environmentally responsible automaker in the world (Global Toyota, 2007) “Toyota Financial Services (TFS) provides vehicle financing in 33 countries worldwide. Some of the most diverse and fastest-growing among our global network of offices are those in the Asia Oceania Region. Over the last 5 years, their average annual asset growth has been a staggering 30 percent” (Toyota Financial Services Global Presence, 2009). Toyota is operating in one of the highly contested automotive sector. Apart from international automobile manufacturers like, BMW, GM, etc, Toyota is facing challenges from domestic automobile manufacturers such as Nissan, Mitsubishi, etc. Toyota believes in localising the vehicles in order to cater the specific needs of the regions in which it operates. For example, Indian business conditions and American business conditions are entirely different for Toyota and they have specific custom made vehicles for different regions. Toyota has implemented a “Just in Time” (JIT) production system which is highly debated in the global corporate sector. (Just in Time, or JIT – Toyota’s Manufacturing Technique, 2005) International and global strategy A company with multinational branches and head quarters can be referred as a global firm. (What is a global firm? n. d) It is not necessary that a company producing goods locally and sells it internationally, necessarily a global firm. A global firm always produces goods locally and internationally and sells it in different market across the world. Moreover, a global firm always look for making custom made goods for international market. For example, it is not possible for vehicle manufacturers to make a standard vehicle suitable for the international market. Even the same product needs customization for different market because of the difference in international markets with respect to culture, politics, legal aspects, environment conditions, economic conditions etc. Toyota is operating in more than 170 countries at present with 53 manufacturing units all over the world as mentioned earlier, which is clearly an indication that Toyota is a global firm. Moreover, Toyota is addressing the needs of the diverse customers around the world and they were able to make vehicles suitable for regional preferences. For example, for Indian conditions, Toyota has introduced two vehicles; Qualis and Innova which can accommodate more people in the same car whereas such vehicles may not suit for the American conditions. Americans like luxury cars more than the Indians and Toyota concentrated in making luxury cars for American market. Thus, Toyota was able to realize the tastes of local people and they succeeded in producing vehicles suitable for each country which made them a true global company in all senses. II. The external environment: 1. Toyota-Competitors/Rivals: Toyota is one of the leading automobile manufacturers in the world. Competitors are struggling to compete with Toyota because of the superior quality, excellent supply chain, and very good after sales support, Toyota offers to the consumers. In fact competitors are forming regional blocs to compete with Toyota. General Motors, Volkswagen, Ford, Honda, Fiat, Renault, Nissan, BMW, Hyundai etc are some of the major competitors for Toyota in automobile industry all over the world. “DaimlerChrysler and BMW accepted GM’s invitation to cooperate in joint development of hybrid technology, in part to gang up on Toyota” (Target, Toyota: Competitors Try To Trip Up the Carmaker on Its Way to No. 1, n. d.). In other words, the competitors are making all efforts to prevent Toyota from sustaining its superior performances. They have realized that nobody can compete with Toyota independently at present because of the superior technological advances and features incorporated to Toyota vehicles and that also at cheaper rates compared to the competitors. In America, General Motors is the main rivals for Toyota whereas in Europe it is BMW. In Asia the major challenges are coming from Hyundai whereas in the home country, Japan the major competitor for Toyota is Honda. Toyota is facing challenges not only from the American and European car manufacturers. In fact they are facing challenges from their Asian counterparts, Korean car manufacturers like Hyundai and Kia. These Korean companies are offering vehicles with nearly similar qualities as that of the Toyota vehicles at cheaper rate than the Toyota vehicles. They have advertised their vehicles in comparison with the Toyota vehicles; a direct attack on Toyota. In other words, Toyota is targeted from all the corners; Asia, America, Europe etc. “While the domestics and Germans battle to hold their ground, Korean automakers Hyundai and Kia are attacking Toyota “from a second front” (Target, Toyota: Competitors Try To Trip Up the Carmaker on Its Way to No. 1, n. d.) “Toyota company makes a hybrid-powered (gas and electric) sedan — the Prius — that is being snapped up in US and European markets” (Toyota Motor Corporation: Toyota, Aichi Japan, 2009). This vehicle from Toyota is more environment friendly and fuel efficient and it is also in accordance with the Obama’s proposal to rejuvenate the auto industries in America. GM and other European car manufacturers are already afraid of the new entry from Toyota. They are already on the verge of destruction because of the current global financial crisis. The new user friendly and environment friendly hi tech car from Toyota is a great challenge for the competitors. Toyota is not running blindly against the electric car technologies. They have lot of concerns about the success of electric cars. “Mitsubishi Motors started leasing its all-electric vehicle, the i-MiEV, in June. Next year, Nissan Motor is set to release its electric car, the Leaf. But Toyota does not plan to introduce an all-electric car until 2012” (The New York times, 2009). If the experiments of Mitsubishi and Nissan found success, they can lead the car market in future at least for some time. But Toyota is anticipating certain problems in electric cars and unlike others they are not going all out for the electric cars. In short, Toyota was able to read the automotive market well so far, which helped them to keep the number one spot amidst stiff competitions from all over the regions in the world. 2. The market structure: III. The internal environment of the company: 1. Corporate strategy: Cooperative arrangement: Relationship with suppliers: Relationship with suppliers: Toyota believes that one of the most important factors which makes a “long-term and stable procurement of the best products with the lowest price in the most speedy and timely manner” is a close relationship with suppliers wherever Toyota operates. This relationship, which is called keiretsu in Japanese concept, bases on mutual respect and trust, communal growth and development between the company and suppliers. In order to build a deep relationship with supplier, Toyota ran a program, namely guest engineer program, in which Toyota allows suppliers’ engineer working in plant for two or three years. This plan helps suppliers increase their technological advantage, thus will fully meet the corporation’s technological standard demand in manufacturer’s processes. Toyota also often sends engineers, and occasionally senior executives, to the suppliers’ company to study their operation and culture. Through the information which was shared intensively, but selectively, and the understanding, supervising the operations of suppliers in this program, Toyota developed the capabilities of suppliers, which coupled with increasing value for the corporation. Although keiretsu is a time and money consuming process, and sometimes is a risk investment if supplier cannot meet the requirement after finishing the program, it allows suppliers control more in terms of cost, quality and delivering to the market than ever before. Because of that, Toyota believes that it is worth for spending resources in building a deep relationship with supplier. Relationship with sales networks: Toyota has made contract directly with about 300 dealers within Japan and approximately 7,500 overseas dealers. This sales network is considered as the first point for Toyota apply their “Customers first” policy. The corporation and dealers work together with mutual trust to enhance the customers’ satisfaction and convey Toyota values, which are emphasized in the superiority of Toyota product and service. In order to pursue customer’s satisfaction, Toyota and dealers engage in activities based on constant and close communication, including various forms of support from Toyota, customer’s feedback and comment of dealers. The Kaizen DevelopmentToyota motor corporation strategy

may have officially ended, the effects of colonialism are still very much present today. This is true in modern-day Africa. Utilize at least 2 credible sources to support the arguments presented in the paper. Make sure you cite them appropriately within your paper, and list them in APA format on your Reference page. Your paper should be 4–5 pages in length, not counting the Title page and Reference page. In accordance with APA formatting requirements, your paper should include a Title and Reference page, should be double-spaced, and include a running head and page numbers. MUST CONTACT ME TO GET THE LINKS REQUIRED FOR THIS PROJECT.

essay writing service free Assignment Details Though colonialism may have officially ended, the effects of colonialism are still very much present today. This is true in modern-day Africa. Review the following resources for additional information on the slave trade in Africa: Origins of African Slaves: Slave Trade Routes Lasting Effects of Slavery on Africa African Countries and Independence Dates Select 1 of the following countries from which the most slaves originated: Democratic Republic of the Congo Ghana Ivory Coast Use this template to complete your paper: For your selected country, identify the former colonial ruling country. Identify your selected country’s date of independence from the colonial ruling country, and discuss the length of time the slave trade operated there. Discuss how the depopulation and fractured familial relationships inherent in the slave trade have affected your chosen country. Be sure to support your discussion with relevant examples. Are these effects still felt today? If so, how? Provide examples. Based on your review of this information, what conclusions can you draw about the slave trade and its effects on your selected country? Based on your key findings and conclusions, what recommendations do you have to help improve the conditions in the country now? Make sure your recommendations: include specific interventions or strategies to address the issues and constraints identified are feasible (politically and operationally) are realistic (short- and long-term) Utilize at least 2 credible sources to support the arguments presented in the paper. Make sure you cite them appropriately within your paper, and list them in APA format on your Reference page. Your paper should be 4–5 pages in length, not counting the Title page and Reference page. In accordance with APA formatting requirements, your paper should include a Title and Reference page, should be double-spaced, and include a running head and page numbers.

Final Exam HEED 104

Final Exam HEED 104. I’m working on a Health & Medical question and need guidance to help me study.


Definitions (Choose 8) (40 point)

Health Education
Health advocacy
Risk factors
Health Literacy
Quality assurance

Identifies (Choose 8) (40 points)

Identify the terms that describe the magnitude of a rate
Levels of prevention
Healthy People Initiative
Patient Protection and Affordable Care Act
Public Health Advancements in the U.S (4)
Importance of theory (3)
Steps taken to develop a health education program
List the agencies/associations/organizations major categories
Types of information sources (name 3)
Responsibilities & Competencies of Health Education Specialist (name 6)

Reflective paragraph (20 point)

In a 5-6 sentence paragraph summarize two things that you will walk away from this course knowing.

(Choose 2 more for 5 extra credit point (2.5 each))
(Choose 2 more for 5 extra credit point (2.5 each))
Final Exam HEED 104

Every Child Matters Policy: Outcomes, Aims and Application

Every Child Matters Policy: Outcomes, Aims and Application. Are the objectives of the “Every Child Matters policy” set by the government being met in actual use and practice? Contents (Jump to) Abstract Chapter 1 – Introduction Chapter 2 – Method Chapter 3 – Results 3.1 Every Child Matters Green Paper 3.2 Children’s Act 2004 3.3 Children’s Trusts 3.4 Every Child Matters: Change for Children Chapter 4 – Discussion Chapter 5 – Conclusion Tables – Diagrams Bibliography Abstract In September of 2003 the policy initiative “Every Child Matters” was presented to Parliament, sparked by the death in 2000 of eight-year-old Victoria Climbie, who was a victim of child abuse, and murder by her aunt Marie-Therese Kouao, and bus driver Carl Manning (BBC New, 2005). The striking as well as earth shaking factor in this tragic instance is the very strong possibility exists that Victoria’s suffering, and death could very well have been prevented. While it is impossible to predict what might have happened, the official inquiry into this case as headed by Lord Laming, investigated every facet, including the child protection system (BBC News, 2003). The preceding uncovered that there were at least twelve incidences whereby the system failed Victoria Climbie in terms of her welfare. Most noteworthy, in terms of the system becoming alerted to the potential of child abuse and or problems, were the child’s two visits for injuries to the hospital, the second, which entailed a two-week stay (BBC News, 2003). The horrific summary just provided does not do justice to the details contained within this case that outraged the public as well as authorities. The Laming Report uncovered that information sharing between agencies failed to take the necessary and required steps to intercede (The Victoria Climbie Inquiry, 2003). The Inquiry resulted in the recommendation of a structure that would eliminate the potential for ambiguity in the decision making process for children and families (The Victoria Climbie Inquiry, 2003). This examination of child care policies shall analyze if the resulting Every Child Matters policies are meeting the purpose for which they were developed and devised. Chapter 1 – Introduction The death of Victoria Climbie resulted in an Inquiry conducted by Lord Laming to investigate the childcare system and make recommendations based upon the findings. In keeping with the aforementioned, the Inquiry Report recommended the following changes as well as inputs to the system (The Victoria Climbie Inquiry, 2003): Elimination of what the Inquiry termed as “buck passing”, through guidance procedures, Implementation of a coherent set of practices, policies, protocols and strategies for service delivery, Placement of the preceding into statues that define a clear process for monitoring as well as decision making of performance and follow up, Reduction of what the Inquiry called the ‘gap’ between the intention of the agencies, and the achievement as demonstrated by actual performance, eliminating the unpredictable facets of service delivery though the improvement of efficiency as well as effectiveness, Addressing the preventive aspects with families and increasing the support invention process that has deteriorated through proper funding and staffing, Understanding that the protection as well as support of children calls for a broader scope than just the statutory agencies. The process needs to include close association with community-based groups to broaden the scope of involvement, information, alerts and resources. A change in the manner that the agencies approach, see and work, as represented by the utilisation of their resources. The preceding calls for all agencies to carry out their part of the process, with a clear delineation to staffing of their primary responsibilities to children and families. The recommendations in these areas consisted of the following: Services must be child as well as family oriented, Be responsive to needs and opportunities, Services must have adequate resources, Be capable to delivering measurable national outcomes with regard to children, Be clear in terms of accountability throughout the agencies and organisation, Be transparent in its work processes and open to detailed scrutiny, Services, procedures, guidelines, protocols and policies must be clear as well as straightforward in terms of being understood, Services need to be placed on a statutory foundation, given the powers to ensure delivery of the outcomes desired. To achieve the aforementioned ends, the Inquiry set forth structure changes that recommended major changes within the structures that deliver services to children and families (The Victoria Climbie Inquiry, 2003). It also identified that a key weakness in the system were the circumstances under which case reviews were conducted, adding that the that structure needs to be replaced by one that is more comprehensive as well as active (The Victoria Climbie Inquiry, 2003). Another critical aspect in the problems uncovered by the Inquiry was the referral and response levels of the agencies. The Inquiry made specific reference to sections 17 and 47 of the Children Act 1989 whereby (The Victoria Climbie Inquiry, 2003): Section 17 The segment of the Children Act 1989 places the responsibility as well as duty on the local authority for the safeguarding and promotion of welfare for children that are in need in their area. Section 47 The section of the Children Act 1989 calls for the local authority to make inquiries in instances where it is believed and or thought necessary whereby a child is suspected of being exposed to harm. The problem with the preceding, especially Section 47, is that the Inquiry found that considerable confusion existed as to what inquiries should be made, with permission from the child’s carer required before other invention measures could be introduced if the preceding was refused (The Victoria Climbie Inquiry, 2003). Under Section 17, the social services could respond only when exceptional circumstances dictated, after permission as outline above had been obtained (The Victoria Climbie Inquiry, 2003). Furthermore, it was found that once the Section 17 designation assigned a label to a case, it was downgraded in terms of status and frequently poor follow up ensued (The Victoria Climbie Inquiry, 2003). The aforementioned aspects were brought forth in order to have a basis for understanding the reasons and dynamics of the recommendations of the Victoria Climbie Inquiry (2003), the resulting policies, and performance since enactment. This examination shall investigate how the objectives of the Every Child Matters policy is being met through the use of council and agency support. This document is structured to present the methodology utilised, followed by the results of the research process, which is then discussed to determine the significance of the findings, and the implications. A conclusion has been utilised to summarise the examination, drawing upon the information and research uncovered to formulate what the preceding uncovered. Chapter 2 – Methods The methodology utilised in this examination entails a combination of evidence based research techniques and quantitative research. The term research in this examination represents a systematic inquiry “characterized by sets of principles, guidelines for procedures and which is subject to evaluation in terms of criteria such as validity, reliability and representativeness” (Hitchcock and Hughes, 1995, p. 5). In the context of this paper, social research represents “the collection and analysis of information on the social world, in order to understand and explain that world better” (Hitchcock and Hughes, 1995, p. 5). Key to the preceding process is the collection of evidence to support the research process, which requires much fuller information to fulfill its directive (Evans, 2006). The foregoing calls for a strong design in the research process to generate the evidence base (Potter, 2007). The foregoing was accomplished by reviewing the legislation as well as historical development of the Every Child Matters initiative, starting with the reasons that prompted its development. Quantitative research represented conducting the gathering of information systematically, looking for relationships in the examination in the context of the study. Newman and Benz (1998, p. 2) tell us that “Most quantitative research approaches, regardless of their theoretical differences, tend to emphasize that there is a common reality on which people can agree.” With that underpinning, this examination strived to look for a clear delineation of facts that would closely approximate the preceding statement. To this end, surveys and studies were used as a basis for correlating facts, combined with the key purposes behind varied legislation. This look into the programmes that have led up to and are part of the “Every Child Matters” initiative shall utilise evidence based practice to uncover the facts, assess what has been gathered, and critically appraise the process and strategies in their present state. Chapter 3 – Results 3.1 Every Child Matters Green Paper The ”Every Child Matters” Green Paper ( , 2003), contains four main proposal areas that were devised in response to the recommendations as made under Lord Laming’s Inquiry Report concerning the death of Victoria Climbie. These four key areas are (, 2003): support of parents and carers, early intervention, along with effective protection, accountability and integration, reform of the workforce To aid in achieving the preceding, the Green Paper recommended a ‘Parenting Fund’ of £25 million to be added for a three-year period to underwrite the changes (, 2003). The critical aspect as identified under the Victoria Climbie Inquiry (2003) was early intervention, which the Green Paper advised represented improving the information sharing between agencies and authorities, the utilisation of a singular and unique identification number so that all information would fall under the same file, and the development of a common data network that is coordinated among all authorities and agencies to ensure that all information resides in one file database (, 2003). Governmental changes as identified under the Green Paper called for the creation of a Director of Children’s Services to deliver education to local authorities and children’s social services as well as the position of the Minister for Children, Young People and Families in the Department of Education and Skills that would have the responsibility for coordination of policies across all agencies and authorities (, 2003). 3.2 Children Act 2004 The Children Act 2004 put into place the legislative foundation to enable the policy changes as put forth under the Every Child Matters Green Paper (, 2004). The objective was the maximisation of opportunities, along with minimising risk for children and young people via the leadership of the Director of Children’s Services within the local authorities (Brachnell Forest Borough Council, 2007). The Children Act 2004 advises that the total number of children in the program has remained fairly consistent over the past ten years, with only minor upward and downward fluctuations (Department for Education and Skills, 2004). The Children Act 2004 was enacted on 15 November 2004 and established (Department for Education and Skills, 2004): A Children’s Commissioner whose responsibility is to champion the interests and views regarding children as well as young people. Makes it the duty of Local Authorities to co-operate with other Local Authorities as well as agencies and bodies to improve the well being of children through information sharing and other forms of cooperation. Made it the duty of Local Authorities to implement local Safeguarding Children Boards that include key partners to participate. The provision for databases that contain information that enables better sharing capabilities between all authorities, agencies and other bodies. The development of an integrated inspection framework, along with Joint Area reviews to provide an assessment on progress The important facets of the preceding changes and modifications to the Children Act 1989 is that it set forth the following (Department for Education and Skills, 2004): Duty to Cooperate The Children Act 2004 under section 10 sets forth the duty for local authorities and agencies to cooperate with the guidance under the Act, thus representing the authority as well as framework for children’s trusts. Guidance on the Children and Young People’s Plan Under section 17, it contains the key facet regarding the implementation of children’s trusts via a strategic plan for local authorities and allied services, partners and agencies. Guidance with respect to the roles as well as responsibilities of the Director of Children’s Services with regard to the Lead Member of Children’s Services. Guidance on Working Together with the objective to Safeguard Children. Guidance under section 11, on the Duty to Safeguard and Promote the Welfare of Children The preceding aspects were actualised under the Children Act 2004 through a national framework for change that specifies areas, working inwards to achieve targeted timetables as shown below: 3.3 Children’s Trusts Children’s Trusts represents the framework whereby all services for children and young people are brought together in an area, supported by the Children Act 2004 (, 2007a). The central foundation of the Children’s Trusts is that they represent the active core of support for those who work daily with children, young people as well as families, with the objective being the delivery of improved outcomes via more integrated as well as responsive services (, 2007a). The integrated strategy utilises the following methodology for effective results and working processes (, 2007a): the use of a joint needs assessment, sharing decisions on priorities, the identification of the resources available, and the devising of a set of joint plans to deploy the preceding. The critical aspect of the foregoing is the joint commissioning that pools resources to deploy the best outcome by directing action to those resources and the people best qualified to complete the services (, 2007a). In March of 2007 a national evaluation of the Children’s Trust Pathfinders was conducted that took in all 35 units and included a number of evaluative reports conducted on various segments of the program (, 2007b). The evaluation resulted in a number of recommendations that identified shortcomings and limitations in the delivery of services (national children’s bureau, 2006): The evaluation stated that a clarification is needed regarding exactly what the term participation means as there were different interpretations uncovered in the analysis. The approach procedures concerning participation were determined to be less than effective in terms of being systematic. To move participation beyond listening to active engagement that involves users. The development of support systems to enables the end users, children – young people – families, to fully participate as well as engaging them in a strategic manner. To see that participation utilises a broad range of differing and diverse methodologies to solicit as well as gain the views of children, young people and families. Recognition that the community as well as voluntary sectors have important roles and have users that have difficulty interacting with official bodies. Take the time, along with the commitment to construct as well as improve the infrastructure needed for effective participation by end users. The study of user participation that entailed case studies in eight children’s trusts, along with three additional sites involved 107 professionals from management as well as differing levels in education, health, social care as well as local authorities (national children’s bureau, 2006). The perception of professionals was positive in terms of the increased engagement with users, children, young people and families, commenting that it helped to raise their self esteem as a result of being part of the process (national children’s bureau, 2006). User perceptions among those surveyed indicated a lack of participation, and or limited experience, also commenting that there was a lack of information regarding this aspect (national children’s bureau, 2006). The users cited that they would be interested in participatory engagement, as long as it was meaningful, as opposed to being tokenistic, and if such participation actually resulted in change (national children’s bureau, 2006). In addition to the preceding, the surveyed users indicated that feedback in terms of important issues as to where they were, and the actions being taken, and or the outcomes would be useful in transparency (national children’s bureau, 2006). The survey participants also indicated that they felt more involvement would improve relationships. Those surveyed added that they felt that listening was not a culture trait in the country, thus participation was not, in their opinion, a positive process unless they could see results based upon a broad feedback from issues they participated in, as well as those of other users (national children’s bureau, 2006). The users surveyed also added that they felt that participation was not really representative, voicing the opinion that the same people were asked about their views and opinions repeatedly, as opposed to the process seeking out more individuals to participate (national children’s bureau, 2006). The methodology, in terms of gathering opinions was also questioned, in that the field of reach could be widened through the utilisation of questionnaires as well as discussion groups (national children’s bureau, 2006). It was suggested that such measures should be advertised broadly, and utilise a wide variety of measures in order to make the process participatory as opposed to being selection based (national children’s bureau, 2006). The manner in which the overall process operates, is designed and performs was also raised. Users, community and volunteer groups indicated that this represented a key area as the process is supposed to represent one of inclusion, thus, their inputs in these areas should be consulted (national children’s bureau, 2006). One specific example was the drafting of questionnaires. Users felt that they should be included in the process to design the questions that would appear on questionnaires as well as assist in the discussion panel formulations to make the process truly participatory (national children’s bureau, 2006). The preceding represent limitations that users felt did not involve them in the overall process that was designed to aid and benefit them. The foregoing factors represent clear indications that users want to as well as should be a more active part of the process. Their views indicated that they desired to be included in the developmental phases as opposed to being interview subjects, and felt that they should have a deeper, and more meaning participation level as members of the public, especially as members of the public for whom the services are targeted. Strategic involvement represents an important issue in that it engages users and provides inputs that the overall process can utilise in modifying and improving service delivery as well as the notification process on the part of the public as to potential abuse issues. The foregoing view is brought forth by Petr (2004, p. 79) who points to the importance of the inclusion of parents and users in the process as a means to heighten participation. The foregoing approach is also espoused by Northridge et al (2005), who state research partnerships should be an inclusive process that involves participants and community agencies in the process. Boyden and Ennew (1997) also advocate the importance of users in the participation process in terms of taking part and being involved, as well as the benefits of gaining insights from their inputs. The study concluded that users want greater participation in the process, and that a variety of methods and approaches need to be utilised to obtain the views, ideas, input and concerns (national children’s bureau, 2006). It also recommended that a broad variety of methods should be utilised and exploited in order to obtain the views of users as well as their recommendations and suggestions, providing more transparency in the processing and outcome of the aforementioned to make the system more effective and user, community based (national children’s bureau, 2006). 3.4 Every Child Matters: Change for Children “Every Child Matters: Change for Children” (HM Government, 2004) represented the national framework to improve outcomes for children as well as young people (Brachnell Forest Borough Council, 2007). The policy indicates that it is committed to seeing that five key outcomes are achieved that are important to a child’s well being, these represent “… being healthy; staying safe; enjoying and achieving; making a positive contribution, and achieving economic well being … (HM Government, 2004). The initiative sets forth key objectives and targets with regard to the underpinning of the entire framework of children’s services. The foregoing are represented by the following (HM Government, 2004). : The improvement as well as the integration of all services, covering a child’s early years, in the schooling environment, along with health services. To provide more specialised help to prevent problems, promote opportunities, and most importantly to act early as well as effectively in the event that problems arise. To reconfigure services so that they revolve around the child and family under children’s centres, extended schools, and through professionals engaged in multi disciplinary teams. To develop and have engaging as well as dedicated leadership throughout all levels of the system. The development of an atmosphere of shared responsibility throughout the system and across system lines that focuses upon the safeguarding of children, as well as protection from harm. To heighten the listen atmosphere, centring on children, young people and families in the assessment processes, along with planning facets, and especially in face-to-face encounters. The preceding bear strong similarity to the recommendations and findings as set forth under the study conduced by the National Children’s Bureau (2006), which pointed out that these lofty objectives have not fully been met. The five outcomes as represented by “… being healthy; staying safe; enjoying and achieving; making a positive contribution, and achieving economic well being …” (HM Government, 2004), upon deeper examination entail the following: Be Healthy physical health emotional and mental health sexual health lifestyles that are healthy the election not to partake of illegal drugs and that carers as well as families actively promote healthy choices Stay Safe safety from maltreatment, violence, neglect and exploitation sexually safety from accidental injury as well as death safety from bullying and discrimination safety from criminal activities, crime and anti social behaviour that security and stability are seen to Enjoy and achieve that children and young people are ready for school that children and young people attend school that they achieve social as well as personal development and have recreational activities they enjoy Make a positive contribution that children, young people and families are engaged in decision making as well as support their communities that children, and young people engage in behaviour that I law abiding, both in an out of school that they develop self-confidence that they develop behaviour that is enterprising Achieve economic well-being that young people engage in higher education, training and or employment that young people are prepared and ready to be employed that children and young people live in homes that are decent in sustainable communities that they have access to transport and that they live in households free of low income All of the preceding have been set as objectives to foster the development of children and young people through adulthood as well as address the tragic situation as brought forth by the Victoria Climbe situation. In order to attain the foregoing, local children’s services under the Children Act 2004 are held accountable for the deliverance of improved outcomes via inspection (HM Government, 2004). The preceding is to be accomplished by (, 2007c): Robust and active inter-agency accountability and governance The “local authority director of children’s services” establishment of cooperative arrangements with like service units and local authorities (, 2007c). The partners in this arrangement include entities from the “public, private, voluntary and community” sectors (, 2007c). Area child protection committees are replaced by local safeguarding children boards Under the foregoing “Every Child Matters: Change for Children” (HM Government, 2004), the integrated strategy represents the following elements (, 2007c): The joint assessment of the local needs that involve users. The utilisation of a singular plan that is shared between all children’s service units. The pooling of budgets. The use of joint area reviews for the inspection of children’s services on the local level. Integrated frontline service delivery to improve user outcomes at the strategic level. In terms of integrated processes, “Every Child Matters: Change for Children” (HM Government, 2004) calls for (, 2007d): The use of “new common initial assessment” frameworks to “reduce duplication and improve referrals” (, 2007d). Improved information sharing. The re-engineering of “local processes and procedures … to support integration around the needs of children. The integrated frontline delivery represents the manner via which the foregoing is accomplished within the overall framework (, 2007e): “Integrated, accessible and personalised services “ represent the manner via which the preceding will be approached, building the processes “around the needs of children and young people” as opposed to service, and or professional boundaries (, 2007e). The shift of focus to prevention as well as safeguarding. Services to be co-located in locations such as children’s centres as well as extended schools. The reform of workforces to result in staffs that are well trained, with the credo that children are the focal point, understanding that their needs are uppermost. The “development of multi-disciplinary teams” along with professionals. The strategy representing the improvement of outcomes is founded upon “changing the behaviour of those working with the users via more integrated as well as responsive service delivery (, 2007e). The foregoing calls for the use of specialist support that is embedded throughout the system, and which can be accessed by all service units (, 2007e). The key to the process is in workforce reform in terms of attitudes, trained staff, the internal development of common skill sets and knowledge base, utilising the element of trust as well as information sharing (, 2007e). Chapter 4 – Discussion In equating the results achieved under the programmes established for Every Child Matters the Department for Children, Schools and Families published a report equating evidence in support of the plan (2007). The Report assessed the achievements as well as shortcomings and limitations of progress thus far as achieved: Table 1 – Results Findings – Every Child Matter Be Healthy (Department for Children, Schools and Families, 2007) Be Healthy Proceeding Well More Work Required Most children are happy, however room for improvement Infant mortality rates are relatively high Suicide rates are low High rates of low birth weights Breast feeding rates increased Increase in obesity rates Rates regarding physical activity Have improved School lunch rate usage is down Rates for teenage pregnancy are high, but falling Sexual activity disease rates are increasing Smoking rates have decreased Alcohol consumption has increased Trends concerning drug use are down among the 11 through 15 age group Cannabis usage remains high overall Table 2 – Results Findings – Every Child Matter/Stay Safe (Department for Children, Schools and Families, 2007) < Cite This Work To export a reference to this article please select a referencing stye below: APA MLA MLA-7 Harvard Vancouver Wikipedia OSCOLA UKEssays. 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