Legitimate Abortion Essay Example | Topics and Well Written Essays - 1250 words

Legitimate Abortion - Essay Example Remaining to be both human and existing must be sufficient enough (Francome, C. (1984), p. 113). This classification would not understandably necessitate that every abortions would be unlawful, however it would alter the focal point of the argument towards the other concerns which we are habituated to be bearing in mind when we argue the authenticity of taking an individual's life. For instance, is the killing warranted by protection of another being or self-protection Has the sufferer said-so Otherwise, as we generally regard as in the situation of "brain deceased" citizens, would the sufferer permit if she or he contains the capacity to converse with us The exercise of intimidation, supported by sadistic force, is the essential feature of governments. Several other individuals use violence as well as coercion, evidently, nevertheless governments comprises domination when it approaches towards the "rightful" application of these performances. Each law is eventually a danger to do mischief to those who may desire to infringe that rule. Once there is no require for that danger, there is no must for the rule. Libertarians aim to minimize the hazard of governmental aggression and cruelty, while utilizing administration itself to decrease the threat of aggression and cruelty from other individual. Distinction from anarchists, libertarians distinguishes that government comprise a priceless role in the social order: to shield and begin individual freedom (Choices (1999), p. 57). What every one of these illogical principles has for being an individual have shared is that they necessitate something further than just being animate but to be a human being. On the occasion we recognize that principle, the potential for cruelty are everlasting. Governments may justify the rejection of freedom and existence simply by shifting the random description of who is an individual with who is not. Indeed, history educates us that the administrations are brilliant at that nature of things. Part II: Anti-thesis The disagreement in support of legitimate abortion relies profoundly on prejudiced definitions

Gardner's Multiple-Intelligences Theory Research Paper

Gardner's Multiple-Intelligences Theory - Research Paper Example The theory identifies nine fundamental traits of intelligence, namely spatial, mathematical, kinesthetic, linguistic, musical, interpersonal, intrapersonal, existential and naturalistic intelligence. (Smith, 2002, 2008). Gardner never claimed that the traits of intelligence are limited to the ones he identified. Brief explanation of these types of intelligence is as follows: Spatial intelligence is concerned with the imagination. Artists are typically equipped with such an intelligence. Linguistic intelligence makes it easy for an individual to memorize difficult vocabulary and interpret thoughts into words. People with technical accuracy of thoughts have mathematical intelligence. They are good at calculations. People with quick physical reflexes have a high kinesthetic intelligence. They are good at tasks requiring physical exercises. Some people compose very good songs and have a nice taste for music and hence excel in this field. They are equipped with sufficiently high musical intelligence. People with good interpersonal intelligence level are social and have management skills. Their social circle is large. Others who are introverts have a sound understanding of their own self and have inclination towards philosophy. They have a high intrapersonal intelligence level. People who stay close to nature and appreciate it have a goof level of naturalisti c intelligence. Existential intelligence allows an individual to comprehend and interpret infinity. The Multiple-Intelligences Theory has acquired mixed reviews of the philosophers and educationalists. Although the theory has not met with great success, there are many who acknowledge the theory proposed by Gardner as presenting the matter in a broader spectrum. The approach adopted by Gardner, is indeed realistic and mature in that it identifies nearly all traits of intelligence and explains why, some people with a high IQ are not good at performing certain tasks that their counterparts with lower

21st Century Student Observation Essay Example for Free

21st Century Student Observation Essay While observing middle school, high school and college age students at a local mall, I was taken aback by the differences in styles and attitudes from when I attended those various levels of education. I observed and noted many attributes and behaviors of these various peer groups and notice some similarities and some differences between each group. The peer group, which consists of friends who are of approximately the same age and social status, is one of the most important institutions for shaping a child’s social behavior (Webb, Cite). Although some social stereotypes where confirmed, others where surprisingly disproved. The first behavior that I studied was the communication styles and verbiage of each peer group. The most glaring similarity that I found amongst most of the students I observed was the improper use of the English language. The word that was used incorrectly the most was the word â€Å"like. † It was used in almost every sentence that was spoken between the different peer groups and almost every time it was spoken it was said between words i. e. I was like†¦ and he was like†¦Ã¢â‚¬  This form of communication has spanned a generation, however because this misuse was very common when I was growing up and progressively weakened as I aged. The other form of communication that I observed was that of the text message. I was surprised by how much each peer group used texting to communicate with each other. I observed that text messaging has replaced normal conversation amongst every age group. Generations have been dealing with changes in technology for decades but the integration of the cell phone into our society has dramatically changed the way that children communicate between each other. The second observation that I noted was that of the interpersonal skills that each peer group demonstrated. The younger the children, the more physical interactions took place. The younger boys would rough house with each other whereas the older boys tended to interact using verbal or technological (texting) means. It seemed that each peer group lacks the more basic social/interpersonal skills that were more common to me as a child. I attest this to the use of technology as a means of communication rather than face to face conversations. The next observation I made was to document the types of discussions that each peer group were involved in. Across each group, most conversations were tied to the social calendar that each group was following. However, I did observe some of the college students discussing the issue of the convicted murderer who was recently released so that he may be retried. This is a hot topic issue in our community and I was surprised to find some adolescents having a serious discussion on this particular issue. The final observation was that of each peer group’s attitudes, attire and body art. This area was very random due to the different social groups that were observed. There was a large group of teenage girls that were congregating in the food court of the mall that were observed as very bubbly and seemed to be very carefree. As soon as a small group of teenagers that were dressed in the â€Å"emo† style (black clothes, many piercings, and tight jeans) moved into the food court, the mood of the teenage girls changed to a more subdued attitude. They become quiet and left their seats soon after the other group sat in the same vicinity. This was a very stereotypical judgment against these teens that were no different save their outward appearance. These teens sat down and began a bible study amongst the group. The observation of these students body art was difficult due to the fact that it is winter in Montana and most people were pretty bundled up. I did, however, observe many of the teenage girls having numerous piercing not only in their ears but in the faces, lips and noses. In observing today’s teenage students in a social setting, I found many similarities to my youth but also many glaring differences. I did observe some of the adults that interacted with these students as well and noted that many of the older generations gave long, disapproving glances to the students with numerous piercings and outlandish attire. I was discouraged by this behavior because we live in a society that allows us the freedom of expression and I have always felt that a person should be judged not by their appearance but the content of their character. I do feel that this activity has given me a better view of the student body that is prevalent in my community.

Mockumentaries And Documentaries

Mockumentaries And Documentaries A documentary film is a film that shows true-life histories or current event exposure. A documentary film often records the truth as well as reality. In order to have the audiences attention, a documentary film also contains some entertainment value while educating the audience about the topic. Documentary is a discursive structure, which creates style of immediacy and truth, using photographic technology in order to present first-hand experience and piece of information. In addition, documentaries often take care of particular cultures, nations, ethnic groups, or regions. Documentary needs fictive element to make it appealing. Salaam Cinema and Cannibal Tour were the examples of documentary films. As for mockumentary, it is defined as a type of films that reproduces the stylistic elements of documentaries by using filming techniques. Mockumentary is a television program or movie captured in the way of a documentary film is captured but it contains fictitious and frequently mocking s ubject matter that presents in a non-fiction or documentary format. It mocks the basic characteristic and argues that documentaries try to claim. There are similarities between documentaries and mockumentaries as mockumentaries use all the documentaries codes and conventions, such as that turn a mockumentary into a documentary, be determined to show the film as a documentary even though it is not a documentary. A mockumentary is successful when it is able to combine history and present through a false lens as well as leading the audience to doubt the reality. Mockumentaries have been made to the audience to challenge the audiences beliefs as well as the directors imagination. Forgotten Silver and Quarantine are the examples of mockumentary films. Forgotten Silver (1995), by Costa Botes and Peter Jackson, is a mockumentary which records the process of life of a silent filmmaker from New Zealand, Colin McKenzie as well as his incredible progress that were lost since olden times. The film offers an interesting and entertaining take on the issues of film reality against film fantasy as well as backups eyewitness testimony or interview sessions including films and photographs. Therefore, it seemed real. It claims that this mockumentary was real because it uses all the documentary codes and conventions. Mockumentaries use the aesthetics of documentary in order to undermine any claims to truth. (2001, p.46). It captures and read the complication of real life. Mock-documentaries tend to assume an archetypal generic form rather than recognize the complexities of the genre (Roscoe, Hight, 2001, p.50). Besides, Forgotten Silver reminds us that the event actually happened as it has recorded everything in it. In Forgotten Silver, it uses interview to authenticate views. The interviewees included Jonathon Morris (archiviste), Costa Botes (Realisateur), Harvey Weinstein (Miramax Film), Leonard Maltin (Historian), Sam Neil (Actor/Realisateur), and May Belle (Research Assistant) as his wife. Film reality and film fantasy are supported by the use of real footage. Forgotten Silver uses archive footage as another documentary code to add authenticity, such as landing at Anzac Cove war footage and New Zealand City footage. Camera effect such as slow zooms has been used in Forgotten Silver in order to show the audiences that there are no exaggerate actions. Besides, pictures of Colin McKenzie throughout whole film, his pictures taken throughout his life, pictures with mother, Colin McKenzies recreated city, pictures of documents such as Deputation from the New Zealand Communist Party. Old video clips have been showed in the film such as Richard Pearses flying video, Salome John the Baptist (casting), Gallipoli Footage (Brook e McKenzie 1915), Stan the Man (Stan Wilson) spontaneous shots by Colin McKenzie. In addition, there were newspaper shots such as Richard Pearses flying video and Incredible Taking Picture Sensation. Other than that, current videos such as his journey to discover the recreated city, discovery of Salomes production storeroom, Alexandra Nevsky Attachà © Cultural de Russie prove the signed contract between McKenzie. Mockumentary filmmakers wish to engage the audience in discourses about fact and fiction. As Roscoe and Hight put it Mock documentaries foreground their fictionality, their intention is to play with, undermine or challenge documentary, rather than to seek validity through an association with the genre. (2001, p.46) Another documentary code used in Forgotten Silver is the use of texts or graphics. The names, title, year of each interviewee as well as the name, year of each video have been showed in the film. Realism in any representation, like documentaries, has also to be a construction as it is impossible to achieve a perfect match between events in a historical world and the texts that represents them (Kilborn and Izod, 1997. p40). Effects such as zoom in and highlights the important wordings on pictures, documents and newspapers have been used. Reconstruction, a re-enactment of another time or place for a different audience, a graphing of history in and through the cinematic image and taped sound, onto the present. (Rabinowitz:1994:16). This film has utilised natural sound such as old film rolling sounds and movie original background sound in The Natural Season 1908, Stan the Man and Stable Stumbles. Non-digetic sound, is defined as the background music when narrator narrates a story, such a s a dramatic background music as narrator narrates a sad scene. This has been found in Forgotten Silver as the background music for pictures such as celebration sounds when the war ended. Forgotten Silver has used reconstructions or set-ups to convey realism as another documentary code, such as old films, Made-up of McKenzies Salome production storeroom, old Egyptian statues, hand-made costumes and crafted swords and shields for Salome shooting. Mockumentaries also deconstruct the socio political stance that documentaries tend to adopt in relation to the socio historical world (Roscoe and Hight, 2001).With all the documentaries codes and conventions used in Forgotten Silver, has made the film real to be believed by the audiences. For examples, Richard Pearses flying video, Colin McKenzies first alleged talking movie and color film as well as a discovered city in West Coast. However, it was a hoax, said by the Wellington filmmaker, Costa Botes, which is also the director of Forgott en Silver, established that it was a documentary-style programme that he co-directed with the filmmaker Peter Jackson. In addition, McKenzie was a pure fiction. Even though it was with proves from the interviews by local celebrities and film experts as well as a mockumentary adopts documentarys behaviour and codes. Quarantine (2008), directed by John Erick Dowdle, casted by Angela Vidal as a reporter for the tv show Night Shift, was on duty to spend an evening with the Los Angeles Fire Department. Therefore, she and her cameraman, Scott Percival, join the fire-fighters George and Jake to an apartment building. This film is a remake film of the Spanish Horror film REC. The film was about the owner was accused with investigating and segregating a suspected Armageddon virus for a faction. Unfortunately, the virus lost control and transform into infectious virus, which infects the man. It is the reason why the people in the building were infected. The whole building has been closed for quarantine. This mockumentary was a hoax as there are no bloodthirsty savages in the world. It was just an imagination of the director challenging the beliefs of the audiences. Footage could be seen in Quarantine as there are few scenes have been zoomed in, such as when the bloodthirsty savages are attacking human. L ightweight camera has been used in Quarantine, which has similarity with Forgotten Silver. However, there is one dissimilarity, Quarantine did not use background music, and it uses sound effects. Voice-Over has been used in the film while capturing the subjects in front by Angela. Quarantine seemed to be real as it uses documentary codes. Interviews have been made throughout the whole movie. For example, a quick interview sessions with the fire-fighters George and Jake before heading to the infected apartment. Interviews have made the film more real. The mock documentary form seems to be more typically used by film makers to parody aspects of popular culture, particularly media culture, than to encourage viewers to question their adherence to assumptions and expectations attached to documentaries. (Roscoe and Hight, 2001. p.161). In Forgotten Silver and Quarantine, they both have similarities with the documentary film, Cannibal Tours (1988), filmed by Australian director and cinematographer Dennis ORourke. They have used the skill of archival footages as they captured real images by using lightweight camera. . For that reason, it brings the audience nearer to reality as well as truth. Other than that, interview sessions and images captured with lightweight camera were done. In Cannibal Tours, there are interview sessions with the native and the tourists. It uses real footages to explain the history of how the Germans visited there before. Filmmakers have considered the problem of subjectivity and objectivity to be red herrings where they record about native peoples story. We realized that the most important thing was not the film and the information in it so much as the way this information was debated. One of the aims of such films is to provide the occasion for people to find themselves and speak about thei r own problems. The projection becomes the place where people talk and develop their awareness. (Chanan 1997:373). Documentaries hold a privileged position within society, a position maintained by documentarys claim that it can present the most accurate and truthful portrayal of the socio historical worldà ¢Ã¢â€š ¬Ã‚ ¦. They attempt to create a position for the audience in which we are encouraged to take up unproblematically the truth claims offered to us (R and H:2001, p.6, 23). Even though mockumentaries have documentary codes, it is still a fictional documentary, which is also called as a hoax. A documentarys interviews are based on the interviewees true opinions whereas a mockumentarys interviews are based on ready-made scripts. Mockumentaries cannot be viewed as real as everything is ready-made. It is not real images such as documentaries. In Salaam Cinema (1994), by Mohsen Makhmalbaf, a film about people who would like to become famous. It is real as it captures the crowd by using lightweight camera. The crews were captured in the frame, not behind the camera. A handheld camera work and head shots convey a realistic sense of an historical truth. For example, the scene where people were trampled in a way it was real because people will do that but in salaam cinema, it was provoked. The usage of handheld camera could be seen in Quarantine to convey realism as it captures live images. Mockumentaries manipulates the truth in a documentary manner. It is used to convey a constructed or ones imagined view. In spite of the similarities in terms of its documentary codes, a mockumentary can never equal to a documentary. It is still, a fictional documentary. The whole agenda and practice of a mockumentary is to edit certain parts of a footage or image to present the constructed message and omit the parts where they are not coherent with the constructed message, re-make artifacts and a set of actors to be interviewed based on ready-made scripts. Hence, a documentary is to tell its audiences of the truth and findings while a mockumentary tries to manipulate a belief and convey an imagined view. The emerging of mockumentaries in our recent days of film industry has raped the pride of a documentary. Documentaries now are less promising compared to the olden days where there are no mockumentaries. It ripped off the value in researching and producing of a documentary as it leav es documentary in shades of doubts by the viewers. It is now hard to authenticate a documentary and disproof a mockumentary. Some critics claim that mockumentaries are a waste of time and resources as in the end of a day, the viewers gain nothing but a bad joke. However, the decision lies in the viewers ability to ensure clear validity of what they watch and what they believe. After all; a mockumentary is only an illusion where it manipulates within the premise of a viewers belief.

Maria Theresa :: History

Maria Theresa Birth Date and Birth Place Maria Theresa, the eldest daughter of the Holy Roman Emperor Charles VI and Elizabeth Brunswick-Wolfenbà ¼ttel, was born in Vienna on May 13, 1717. Early Life When the only son of Charles VI died and left no heir to the throne, Charles furthered the Pragmatic Sanction. The Pragmatic Sanction is a royal act, which allowed a female to inherit the territories of the Habsburg. In 1736 Maria Theresa married Francis Stephen of Lorraine. The marriage of Maria to Francis was one of love, which was very unlike many in that time. The French strongly opposed the marriage of Lorraine lands to the Habsburg lands and demanded that he give up his ancestral rights of Lorraine for the succession of Tuscany. Schooling Maria Theresa did not have much schooling in politics, so when her father died on October 17, 1740, she was ill prepared. She had never had book-learned education and was only taught the proper etiquette and court manners that the ladies of her time learned. Family Maria Theresa and Francis Stephen had sixteen children, only ten of them survived. Maria loved her children very much, even though they were rebellious and often irritated her greatly. After they moved away she still kept in tight correspondence, and gave them wise advise. Her children became famous well-known people such as, the later Emperors Joseph II, Leopold II, and the later queen of France, Marie-Antoinette. Maria’s favorite out of all her many children was Maria Christina, who was the only one allowed to marry for love to Prince Albert of Saxony-Teschen, and was showered with vast gifts of money. Accomplishments Maria Theresa Accomplished many things during her reign, she established a strong army, centralized the administration of the government, and initiated reforms in agriculture and education. She approved drastic changes in universities, such as the introduction of textbooks. She also managed to hook the University of Vienna’s medical school with the public Health service. She tried to improve the lives of the peasants and put an end to the cruelty of the landlords, she tried to abolish serfdom in Bohemia but met opposition from her husband who was getting complaints from the lord-holders. Hardships After Charles VI died, the war he had tried so hard to prevent broke out after Maria inherited the throne. Besides having to deal with the war, Maria found that Charles had left the Habsburg territories in a dire state of disrepair, along with an empty treasury.

Japans Purple Machine Essay -- Codes Communications Papers

Japan's Purple Machine Codes and ciphers have played many crucial roles in the past 3000 years, protecting the secrets of caesars and laymen. In World War II numerous nations used cryptographic systems to conceal their secret intentions and plans from the spying eyes of enemies everywhere. Cryptanalysts, however, undeterred by the complexity of the crypto-systems, worked diligently, trying to find any sort of weakness that would allow a break into the cipher and expose the secrets contained within. During the late 1930s two nations, Japan and the United States, were in a state of intense negotiations regarding various political conflicts. The US trying to indirectly help the Allies set numerous conditions for Japan that prevented her from receiving crucial resources and embarking on its agreed upon mission with its European friends. In the midst of this, a machine cipher, codenamed Purple was performing a vital role in the war making policies for both Japan and the United States. A rarely told story a bout a secret operation in the US involved in breaking Japan's most secure crypto-system reveals a truly remarkable set of events that not only shaped the outcome of WWII, but also spearheaded the launch of numerous intelligence agencies for protecting the citizens of its nations and preventing surprise attacks such as the one on Pearl Harbor. Japan's New Cipher Machine In the early 1930s, the Japanese Navy purchased a commercial version of the German Enigma and proceeded to modify it by adding features which enhanced its security (Kahn 6). The system that evolved was one of the most secure cryptographic machines in the world. The machine was codenamed "Red" by the US government and was used to encrypt the highest level ... ...ng. March 01, 2004. http://www.faircount.com/web04/pearlharbor/pdfs/codebreakers.pdf Hatch, A. David. Enigma and Purple: How the Allies Broke German and Japanese Codes During the War. March 06, 2004. http://cadigweb.ew.usna.edu/Lwdj/papers/cryptoday/hatch j,urple.ps Kahn, David. The Codebreakers. New York: Scribner, 1996. Kurzeja, Karen. Pearl Harbor & Ciphering Methods. March 1, 2004. http://raphael.math.uic.edu/Jeremy/crypt/contrib/kurzeja.html Momsen, Bill. Codebreaking and Secret Weapons in World War II. March 07, 2004. http://home.earthlink.net/–nbrassl/3enigma.htm Perloff, James. Pearl Harbor. The New American. December 8, 1986. http://www.thenewamerican.com/departments/feature/l 999/070499.htm Young, Frank Pierce. Flame & Blame at Pearl Harbor. The Responsibility Question. March 01, 2004. http://www.microworks.net/pacific/special/flamel.htm

Accidents, Illness and Emergencies in the Early Years Setting

Describe the policies and procedures for dealing with accidents, injuries, illnesses and other emergencies that are in place within the school setting (P3). These policies and procedures of accident, injury, illness and other emergencies are in place within the school setting to govern working practices and provide quality and an agreed framework for action. The management within the school setting is responsible for creating the policies and for checking that they are being followed, and the staffs are responsible for implementing the policies.As all staff and parents must be aware of these policies, you will often find them on a notice board, or in the settings brochure. It is also important that new staff are informed of these policies and procedures during their induction.The school policy states, â€Å"†¦Our paramount importance is to regard the health and safety of all employees, pupils and other visitors to Windwhistle Primary School†¦Ã¢â‚¬  The following statement s, dealing with accidents, injuries, illnesses and other emergencies is issued in pursuance of the Health and Safety at Work Act. 1974 and the policy of the County Council.Accidents and Injuries Policy and Procedures†¢All accidents must be reported to the Head Teacher and entered into the accident book which is found in Health and Safety Rep's first aid folder.†¢Fatal or Major Injuries must be reported immediately by telephone to Health and Safety Office and also to the Chair of Governors. This must be followed up by the completion of an accident report form and sent to the Education Health and Safety Officer.†¢Dangerous Occurrences must also be reported immediately by telephone to Health and Safety Officer as above.First Aid – Dealing with Accidents, Injuries, Illnessess and Other Emergencies.The appointed person(s) by the head are qualified to administer first aid to casualties. The responsibilities of the appointed person(s) are: †¢To take charge in the situation where personal injury or illness has occurred and where further medical help is needed.†¢To ensure that the first aid boxes/cupboards are fully stocked with designated items only. In the case of serious injury (other emergency), responsibility of the appointed person ends when the patient is handed over to medical care or parent/guardian.The first aid boxes/cupboards in Windwhistle Primary School are located in: †¢The Main Office †¢The Staff Room †¢Class Year 4D †¢And Class Year 1J All outside class rooms hold basis first aid equipment. Notices giving details of whereabouts of first aid facilities will be displayed at appropriate sites.The Head Teacher will assume responsibilities of the appointed person in the absence of the appointed person. However, these instances should be very few and far between as planned cover should be achieved and only in the case of unplanned absence will this situation occur. All teaching staff act in loco parentis du ring the time that the school is open for children.All injuries, whether to staff, pupils or visitors, must be recorded via the school accident book or for more serious injuries, on the accident report forms. North Somerset's guidance for accident reporting should be followed at all times (covered later on). Any serious injuries or illness should be transported to hospital by ambulance as the patient's condition could worsen. Accidents or illnesses of this type should be reported by telephone or fax in the first instance to the Health and Safety Officer and then followed by a written report/investigation using appropriate North Somerset paperwork.No attempt to move an injured person should be made until a proper  examination and assessment has been completed. There is clear evidence that premature handling of the casualty has worsened injuries.Minor injuries and may be treated on a self-help basis or by any members of staff in loco parentis.THE CARE OF SICK CHILDREN (DEALING WITH ILLNESSESS)Windwhistle Primary School recognises its responsibility to promote a learning environment that is safe for all. In order to maintain a clean and healthy environment this policy provides guidance for staff and parents as to when children should or should not be in school if showing signs of illness. The health and wellbeing of all children is of paramount importance to enable them to be successful learners and to be the best that they can be.Guidance†¢Children should not be brought to school if they are displaying signs of illness. If parents do bring children to school and staff feel that they are unfit for school, parents / carers / emergency contact will be contacted and requested to come and collect their child and requested not to return their child to school until symptom free.†¢If a child is thought to be unwell while at school they will be seen by a qualified first aider as the condition of the child needs to be assessed. This should be done in a kind an d caring manner. The Head Teacher of should be informed of any sick children.†¢Should a child become ill whilst at school, a member of staff will contact the parent / carer / emergency contact. While awaiting the arrival of parents, the staff will ensure the comfort of the child in the school office, taking appropriate action, which would include seeking medical advice if necessary. If the child is in danger, the staff will seek medical advice immediately. Should a member of staff consider an illness / situation to warrant immediate medical attention, they will report to a First Aider and Head Teacher who will contact emergency services or take the child directly to Hospital and the parent / carer notified accordingly.†¢Staff will report any worries about a child's health to the parents / carers immediately. Parents are responsible for keeping the school informed about their child's health.†¢Children with infectious or contagious diseases will be excluded for certain periods. If staff suspect that a child has an infectious or contagious disease, they will request that parents / carers consult a doctor before returning the child to school and the school will seek advice from the Health Protection Agency.†¢We recommend that children do not attend school while suffering from one of the communicable diseases and they should be excluded for the minimum periods recommended by their Doctor. Although exposure of children to a communicable disease in itself is not sufficient reason to require their absence from school, any child who becomes a home contact of diphtheria, poliomyelitis, typhoid and paratyphoid fevers will be requested to remain absent from school for the recommended time. The school will take advice from the Health Protection Agency.†¢Coughs and colds do not normally require the child to be absent from school but this depends on the severity and how the child is able to cope with the school routine. A child who is, or who appears to be unwell may be asked to return home.†¢A child who has sickness or diarrhoea whilst at school should be collected immediately and kept absent from school for 48 hours following the last bout of sickness or diarrhoea.†¢Parents will always be contacted and informed if their child has a high temperature of 101F / 38C or above.†¢To prevent the spread of conjunctivitis, suspected cases will be reported immediately to parents who will be requested to take their child from school  to seek medical advice. When treatment commences, the child may return to school.†¢Chicken Pox – children need to be absent from school for a minimum of 5 days from the onset of the rash. After this time, if all spots have dried and scabbed over, the child can return to School. Parents / carers will also be contacted if their child develops a rash or suspected thrush. This will need to be checked by a Doctor whose advice should be followed.†¢If your child has not been his/he r normal self at home but is not showing signs of illness when brought to school, parents should mention this to staff and ensure that contact details are correct and that they are obtainable.†¢The school understands the needs of working parents and do not aim to exclude children from school unnecessarily. However the decision of school is final when requesting the exclusion of a child for illness or infection. Decisions will take into account the needs of the child and those of the other children and staff in school.OTHER EMERGENCIES – FIRE DRILLSFire and Emergency Procedures†¢Each week the alarm will be tested to ensure that it is effective. Points from different zones should be used to trigger the alarm to ensure that all break glass or other points are in working order. Details should be recorded in the Fire Log Book.†¢Fire drills must be carried out at least once per term to enable everyone to become familiar with the evacuation procedure. Details should b e recorded in the Fire Log Book.†¢In each room there should be a diagram showing exit and line up points.†¢The location explosive substances such as gas and paint should be known and the Senior Fire Officer informed upon arrival.†¢At present gas cylinders are stored in locked safety cages outside the classrooms†¢Temporary heaters are located in the storage area at the foot of the stairs.†¢Other highly flammable/explosive substances are not held on this site.†¢Fire exits and fire exit routes should be free from obstruction. At all times all exit doors must be unlocked whilst there are people in the building.†¢All fire exits must be clearly labelled and comply with legislation e.g. should be pictorial rather than just writing.†¢The use of display materials must be controlled in fire exit corridors. Display/notice boards should be covered in Perspex to limit combustible materials in fire corridors.†¢All visitors spending any length of time i n the school should be made aware of arrangements in case of fire.†¢The fire log book is kept in the Care Takers cupboard. Full and detailed records are kept of evacuations, call point testing, alarm system servicing, fire fighting equipment checks etc.On Discovery of A Fire†¢Operate the nearest alarm call point †¢Go to the nearest telephone and dial 999 †¢Carry out any previously arranged duties to be done in the event of fire or go to the nearest line up point.†¢On sounding the alarm, the fire brigade will be summoned if necessary by senior management. All staff, pupils and visitors must leave the building immediately, closing doors behind them as necessary.†¢Line up points have been designated and a diagram displaying where they are is placed in each room.†¢Only if there is no risk to personal injury should attempts be made to tackle a fire using a suitable fire extinguisher. In addition, if there is no risk of injury, mains services such as gas and electricity should be turned off.†¢The mains isolator for gas can be found †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..N/A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. and the mains isolator for electricity can be found in the downstairs stock cupboard.Action on Hearing a Fire Alarm†¢Teacher or responsible adult will supervise children leaving the building by appropriate exit, closing the door when the last person is out. (Diagrams located in each room).†¢Proceed to line up point in the allocated playground.†¢Walk quickly. Do NOT run.†¢Keep calm.†¢Do not stop to collect any personal belongings or books.†¢Registers will be taken to the line up points by the secretary and distributed to teachers for roll call.†¢If the fire brigade has been called there must be clear access to the site by emergency services.Explain how the school should ensure that the policies and procedures are followed effectively (M2).To ensure that the policies and procedures are followed effectively the s chool should: †¢Ensure that all staff are aware of the policies and have a duty to co-operate with them.†¢Ensure that all policies and procedures are easily accessible for reference.†¢Provide adequate training and instruction to enable all employees and pupils to perform their duties safely and efficiently.†¢The Head Teacher, Senior Members of staff and School Governors should make regular reviews on the policies and procedures to make sure they are in a good working order.†¢Teaching staff could try to incorporate the health, wellbeing and safety procedures into activities for pupils. For example, role modelling activities in what to do in case of a fire or what to do if a peer falls ill.†¢Routines as stated by policy and procedure, for example fire drills, should be practiced on a regular basis. This is to ensure on real occurrences, the routines can be followed effectively.