10 side jobs for college students to make money in 2018

10 side jobs for college students to make money in 2018 Being in college does not mean that you should not take part in profitable business activities. It would not hurt to earn extra income and have prospects for a future business endeavor. In the current economy, it is no secret that tuition fees and expenses increase by the day. If you can get time for a social life, then you can easily create time to start and manage a small business. Take a look at these ten side job ideas for college students. 1. Freelance writingIf you are a skilled and creative writer, then you should consider starting freelance writing. It is easy to launch because you only need to invest in a computer and internet. Make use of the loads of websites that offer writing jobs and get ready to earn a good income from this investment.2. Graphics servicesOffering graphic services is also one of the best investment ideas for students who study arts or those who are good in graphics. You need to become aggressive in marketing your skills and portfolios to potential clien ts either online or physically. Such a service is likely to grow into something bigger even after college because you could land a long-term contract.3. Forex tradingForex trading is another interesting investment to engage in while still in college. The process of trading currencies online can be quite risky. It is important to consider the tools that you use to carry out your trade. Make sure you use the right host to access your trading platform. A VPS is critical for high speed forex transactions. Find out how you can boost your Forex trading abilities. However, you need to take your time to master the skill through experience. Online tutorials can also help you become a professional forex trader. Master the needed analytical skills and get ready to earn a fortune.4. Selling hair care products and extensionsSelling of hair related products is one of the best investments for college students, especially ladies. It is easy to start and manage. You can easily combine it with your s tudies if you plan your time well. It will help you master marketing skills and also how to deal with competition.5. Fitness trainingIf you are into fitness, then you should consider taking up fitness training as an investment. You can work in a particular gym as an instructor. Alternatively, you can work as a mobile personal trainer. If you are smart about the markets you explore, you could earn a good fortune.6. Sell softwareLately, selling software has become among the best investments for college students. You simply need to identify a task and simplify it through software. For example, you can create software that helps people manage online files. It is no secret that there is a huge market software today. There is no doubt that you will get a good income from selling software.7. Tutoring servicesAnother smart investment idea is offering tutoring services. Identify an area of study in which you excel and tutor people who need such services. You can either work in a peer-tutorin g center or register with your college as a tutor. If you want to do it independently, consider making use of the online tutoring platforms.8. Event organizerThe college social scene is always wrapped with a series of events. You can capitalize on that and earn good money. Take part in event management and promotion. You need to have exceptional organizational and communication skills, if you want to be successful in this business venture.9. Sale of cakesIf you know how to bake cakes, then you should try turning this into a business venture. Aside from the fact that you can retail your cakes to students during various vents, you can also bake for weddings, anniversaries and birthdays off campus. With enough experience, you can open your bakery after college.10. Jewelry makingJewelry making is a good way to invest while still in college. You can start off by making simple friendship bracelets that you can sell online or in hostels. If you want to make a good profit, avoid using expen sive material like gold and silver. Try creatively using available materials.With these ideas, you do not have to wonder how to invest as a college student. Plan your time well and engage in these ideas to earn extra cash. You might be surprised that the simple idea could materialize into a big company. Start investing today and save yourself the hustle of looking for a job after graduation.About the author:Caroline is a writer with years of experience in business administration. She enjoys meeting new people and reading more books to get inspired for her own book. Her twitter, @BCarolinebird12.

Employment Rights and Responsibilities Template Essay Example

Employment Rights and Responsibilities Template Essay Example Employment Rights and Responsibilities Template Essay Employment Rights and Responsibilities Template Essay Employment Rights and Responsibilities For use in Apprenticeships for Contact Centres, IT User, IT Services and Development and Communication Technology (Telecoms) Document prepared by: Ben Sweetman Contact: 1 Castle Lane, London, SW1E 6DR Tel: 0207 963 8920 E-mail:ben. [emailprotected] com Version: 2. 0 Date created: 16 July 2005 Last updated:16 August 2005 (format only) Information about Employment Rights and ResponsibilitiesERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ.There are a number of evidence sources for ERR and these can include: Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. Some technical certificates include an externally tested ERR module, which will cover the ERR.How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document?The document includes the required standards in the same layout as the Nation al Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK?Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate.What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for b oth levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworksThe Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen Areas of the Technical Certificate will also cover parts of the ERR Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill)Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. | | | |This must con form to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook.Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | |The health and safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-wo rking |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours et c. ) | | |What should be done when changes in the contract are needed (e. g. hanges in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | |The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e. g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. ender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g.Seasonal workers in busy times, such as | | |Christmas) | | |What your working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is a nd your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. |Responsibilities |The procedures you must follow to report a grievan ce | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to  team  activities | Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading image s from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 | NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. k | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |De partment for Education |Overall responsibility for education in England |www. dfes. gov. k | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |www. drc-gb. org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. om | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. k | |Executive | | | |Information |Data Protection and Freedom of Information |www. informationcommissioner. gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. nfo | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |If you have any comments or queries regarding this workbook, please email ben. [emailprotected] com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below:

Case study Assignment Example | Topics and Well Written Essays - 250 words - 5

Case study - Assignment Example The general work environment also plays a significant role in developing job satisfaction and emotional stability among employees. This is substantiated on the basis of the fact that people working together affect each other’s mental and physical state. Eventually people began to behave and feel in the same way. Strong decision making is also required for experiencing happiness and long term job satisfaction. This is further linked with mood flexibility and openness to creative ideas. Happiness Coach reveals the important of leadership and the overall influence of manager on the productivity of subordinates. For instance, the happy nature of Jim Smith actually motivated his employees towards maintaining balanced emotional state while performing job responsibilities. In addition to all the factors explained in the case study employees should be equipped with emotional intelligence through different training and development sessions. Studies indicate that emotional quotient is more important as compared to acquired knowledge since the most intelligent person cannot perform better without emotional

Contribution Margin And Breakeven Analysis Essay

Contribution Margin And Breakeven Analysis - Essay Example This was the wrong decision because she did not consider the fact that despite lower operating profits, Lemon Crme enjoyed higher contribution margin than Real Mint i.e. 0.94 while Real Mint had the contribution margin of 0.64. The right decision should have been that the production of Lemon Crme should continue with the same quantity and its production should not be cut off. The bulk order should be accepted by reducing the current production of Real Mint. 1. If the price offered for the Real Mint is low causing decline in the operating profit OR the price per unit offered can not offset the variable and fixed cost incurred on the production. In the current case, the price per unit of $1.12 is generating the operating profit of $580,000. 2. If the production unit offered for the Real Mint is very high, in other words, in order to produce the required quantity of Real Mint, the production of Lemon Crme should be cut off to its actual position. In that case, the offer should be rejected, as the current price offered per unit is relatively very low than the price of the Lemon Crme and acceptance of the order, will result in the overall lose of operating profit. If the breakeven volume of Lemon Crme cookies in this new plant is 650,000 packs then she should not accept to buy the new unit. There are several reasons for that.

Unemployment Essay Example | Topics and Well Written Essays - 2000 words

Unemployment - Essay Example But these individuals are not able to find employment at the legal minimum rate of pay due to insufficient economic opportunities within their locality or their skill set. The United States Bureau of Labor Statistics lists individuals as unemployed if they are without a job, have been actively seeking work with in the past four weeks – and are available for employment. In terms of defining when a person qualifies as actively looking for work there are a number of behaviors that identify those presently seeking labor: attempting to contact employment agencies, or an employee or directly for the purpose of seeking job interviews. Other methods include attending career centers at local universities, or simply querying friends and acquaintances with respect to obtaining employment. Other activities that define an active job seeker would include dispersal of physical resumes or online applications when available, or networking with local labor unions and other professional organiza tions, or actively seeking and answering advertisements relating to employment (U.S. Bureau of Labor Statistics, 2009) the involuntarily unemployed are those who are actively seeking opportunities. There are passive measures of searching for employment that do not qualify the individual as being a person actively seeking work. Simply reading advertisements or taking training courses are career related, but are not active. Before any given a job interview, the active job seeker must have been engaged in one active job search within the four preceding weeks while available for employment. These categories are significant with respect to the government assistance with the intent of correcting involuntary unemployment. Categories and behaviors must be identified, and quantified in order to generate effective measures for supporting or addressing those who are seeking work but unable to find it. Many government surveys are also aware of the complexities of measuring unemployment where su bsistence farming exists, and questions to determine employment status attempt to specifically identify those engaging in private, family businesses or farming related activities. The temporal designation of four weeks is necessary, because for planning and funding purposes it is more efficient for government agencies to deal with quantifiable numerical values by which they can assign categories (U.S. Bureau of Labor Statistics, 2009). Failure to get work can be voluntary, but the only objective indicator of economic viability in this field would be involuntary unemployment. This has implications for government and economists alike, because the rate at which involuntary unemployment occurs is indicative of larger trends or weaknesses within society. VARIATIONS OF EMPLOYMENT Yet there are still deviations from employment in the standard labor markets owned by corporatized private sector entities. In some countries, it can be difficult to measure the true rates of unemployment where l arge-scale subsistence farming occurs, for instance. Individuals outside the model of regular wage employment as common in the industrialized world also create complications for survey analysts. In addition to subsistence farming, there are others who work for occasional wages on an as needed basis temporarily, and some countries may have significant cottage industries that may or may

Working Practices for Child Protection

Working Practices for Child Protection Christine Stanescu Analyse the working practices that are needed to ensure that adults and children are protected Children are full of energy and curiosity about their environment. When they are excited about a new experience, or see something they want to do, children may not think about any possible risks or dangers. We need to be able to recognise the challenges to the safety and well-being of children and young people how we work with, and help to minimise the risks, without taking away from the excitement of their activities. Any setting should have clear polices and procedures about all aspects of Heath and safety. All rooms and equipment used by children and young people should have regular checks to ensure that everything is working well and is safe. Some of this checks are required by law, for example, for electrical equipment must be checked by a qualified electrician every year. Nursery managers should make sure that health and safety checks are carried out as required. In a case of an accident, failure to check equipment could have serious implications. Many items that are used every day have been tested for safety by the British Standards Institution. An item with a BSI means that has independently tested and confirmed that the product complies with the relevant standard and safe and reliable. Supervision is key way in which we can keep children safe. Everyone who is responsible for children must know where they are and what they are doing at all times. Sometimes, adults perceive that supervision is about preventing children from doing things, but it can also be viewed positively, often supervised children can be encouraged to do more interesting and challenging activities. At the start of a session, some settings can become very busy. Parents may be dropping their children off, sometimes with siblings, and adults in the setting may be stretched because they are keeping an eye on the children who are already there while at the same time greeting children and their parents who are arriving. To avoid children wandering out, or staff not knowing which children have arrived, it is essential that all settings must have a register. Up-to-date register is essential in case there is a fire and must importantly to ensure that staff child ration are correct. It is important that we look for ways of reminding parents not to keep doors open or to let out any children other than their own. This is itself may not be adequate and so many settings also have doorbells or buzzers that indicate when a door has been left open or is being held open. In the same way that we must create systems to help children on arrival, so we must think about childrens safety as they leave the setting. Many of the systems that are put in place for when children arrive should also be followed when children leave. It is essential that children are not released into the care of someone who is not their parent or carer unless prior notification, preferably written, has ben given by the childs parent. Physical activities is essential for children of all ages as it helps to strengthen many parts of the body including to heart, lungs, bones and muscle. Physical activity is also linked to childrens need for stimulation. What children eat and drink has a important effect on childrens health. Children should have a majority of their calorie and nutrient intake at meal times. To help adult plan meal, the Food Standards Agency has produced the eatwell plate. This can be useful when considering the composition of a healthy meal. Hand washing is an essential activity that children need to learn. It needs to become part of the physical care routine so that children automatically wash their hands after going to the toilet, before meals and after playing outdoors. The setting should have writing provision for: accident records head lice sickness medication administration consent for, and the recording of, medicine administration food hygiene sun safety Some children have ongoing medical conditions or infections that are controlled by medication and so parents may ask to be administrate medicines. As medicines are a potential hazard procedures should be put in place to ensure that correct dosages are given and they are kept out of reach of children when not being administered. For any complains that arise as a result of an incident, correct and full documentation is imperative for both children and staff alike. Explain the various Heath and safety requirements needed for children attending the setting at the various different stages of child development Health and safety in the nursery environment requires adaptation for each different age group of children that are catered for in the setting. In every nursery, there are, in most circumstances, different rooms allocated for the various age groups enrolled. For example: babies for 6 weeks to 12 months young toddler for 12months to 2 years older toddlers for 2 years to 3 years pre-school for 3 years up to 5 years. Health and safety for babies in the nursery setting is concerned with scrupulous hygiene and a safe and secure room with clean, comfortable cots which are conform to the British Safety Standards. The baby room differs others in the nursery, as is a environment where many nurseries endeavour to create a home experience for the baby. This is achieved by incorporating homely furniture, mobile and brightly coloured posters. The health and safety implication for babies are concerned with hygiene, particularly surrounding the preparation of formula milk, nappy changing and application of barrier cream. Care must be taken by staff when making up baby milk to follow the instruction for making, storing and use of the made up milk. Baby milk may be made up in advance providing it is immediately cooled under running water then stored under refrigeration and used within 24 hours. Baby milk which has been made up in advance may be warmed gently in a jug of warm water immediately before given it to the baby. Un-finished bottles of feed must be discharged. It is very important that all the equipments used to feed and to prepare feeds for babies, has been throughly cleaned and sterilised before use. Cleaning and sterilising equipment removes harmful bacteria that could grow in the feed and make the babies ill. Some mothers who are breast-feeding their babies will bring in express milk either frozen or fresh to be used in bottles. The Department of Health recommend the following guidelines for storage: up to 5 days in the main part of a fridge at 4 grade C or lower up to 2 weeks in the freezer compartment of a fridge up to 6 months in a domestic freezer at minus 18 grade C or lower. Breast milk that has been frozen can be defrosted in the fridge and can be served straight from the fridge rather than warmed. The Heath and safety requirements for toddlers and pre-schools children different from babies, primarily because they are much more mobile and therefore different types of health and safety requirements apply. Measures to maximise protection for toddlers and pre-schoolers should include: safety covers for plug sockets secured windows which prohibit toddlers attempting to climb through them shatterproof film should be fitted to windows and any glass structures within the nursery building that may pose a shattering hazard doors should contain filled safety guards to prevent children from trapping their fingers kitchen and office areas should have safety gates which remain locked to prevent access to dangerous areas equipment should be safety and securely stored to prevent toddlers accessing materials that may injure them equipment should be age-appropriate and safe for toddlers. Indoor rooms should be 18-21grade C to avoid children becoming too hot. In worm weather, this temperature may be difficult to maintain and so extra fluids must be offered and children may be encourage to take off layers of clothing. The need for fresh air is about children having opportunities to breathe more oxygenated air. Indoors this means ensuring that is adequate ventilation, which also helps prevent the spread of airborne infections. Being outdoors in the fresh air seems to help children sleep and eat better. It is also means that children have access to sunlight which can support their intake of vitamins D. It is important to take measures to protect childrens skin from direct sunlight in the summer months, in order to prevent later skin cancer, but being out in the sunshine in the winter months is good for children. Light it is important to their health because it is linked to hormone regulation and this in turn can affect the sleeping patterns as well as the mood. The healthy development of babies and childrens brains requires that they must have opportunities for stimulation. This means providing play and activities as well as opportunities for sustained interaction and conversation with adults. Evaluate the various different procedures required to cover good hygiene within the nursery setting The nursery setting will have a policy and detailed procedures for infection control based on the advice from the Health Protection Agency. Hand washing is now of the most important ways of controlling and spread of infections, especially that cause diarrhoea and vomiting, and respiratory disease. The recommended method is the use of liquid soap, warm water and paper towels. Always wash hands after using toilet, before eating it handling food and after handling animals. All cuts and abrasions need to be cover with waterproof dressings. Coughing and sneezing easily spread infections. Children and adults should be encourage to cover their mouth and nose with a tissue. They need to wash hands after using or disposing of tissues. Spitting should be discourage. Personal protection equipment. Disposable non-powdered vinyl or latex-free CE-marked gloves and disposable plastic aprons must be worn where there is a risk of splashing or contamination with blood/body fluids. Goggles should also be available for use if there is a risk of slashing to the face. Cleaning of the environment, including toys and equipment, should be frequent, thorough and follow national guidance. Head lice spread by moving from one head to another. If there is an outbreak of head lice in the setting, it is important to inform parents so that everyone can check their hear. This includes the adults. It is also advisable for hair to be tied up wherever possible to prevent the spread. In the case of a child with a development of a illness, they should be discharged from the nursery setting as soon as possible. While the child is waiting to go home they should be isolated from this peers to minimise the risk of infection to other children. For a good hygiene in the nursery, it is necessary to briefly touch upon immunisation schedules to ensure protection from childhood disease. In situation where a childs immunisation scheme is not up-to-date parents should be encourage to contact their GP surgery to organise the immunisation that need to be carried out. In many settings, parents provide nappies for their children. Like many areas of physical care, this will be liked to parents preferences. Nappies need to be changed promptly and regularly so that babies do not develop a rash. It is important to carefully follow the procedures in the setting for changing nappies to prevent cross-infection. Disposable gloves and aprons should be worn and then take off when finished. This is to avoid any traces of urine or stools being passed to babies via the hands or clothes. Dirty nappies must be immediately disposed. The area where the baby is changed need to be cleaned throughly so that it is ready for the next change. Nappies should be changed in an area which is separate from areas in which food is eaten and prepared. It is essential that food is prepared, stored and cooked hygienically as gastrointestinal infection can be particularly dangerous for children due to their immature immune system which are susceptible to viruses and bacteria. There are three principles involved in the prevention of food poisoning caused by bacteria: prevent the bacteria from coming into contact with food prevent bacteria already present on food from multiplying and spreading to other items elimination of bacteria on food Preventing the bacteria from coming into contact with food is an important first step. The kitchen area must be kept clean and anyone handling foods must have good personal hygiene. The first step that should be taken before touching any food is to wash the wands with hot water and soap. Some raw products, such us meat, poultry and fish, are likely to contain bacteria. To prevent these bacteria from coming into contact with other foods, it is essential to use separate chopping boards and knives and also to wash hands after touching them. Food brought into the nursery for childrens packed lunches should be stored appropriately at the correct temperature. Cooked food should be checked to ensure that they are the correct temperature before being given to children. Identify the contents of a first aid kit, and discuss the importance of staff training in paediatric first aid First aid is the immediate response to someone with an injury or illness. First aid can prevent the injury on effects of the illness worsening. Children have accidents and may suddenly become ill and need help. We dont need to work in a childrens setting for long before we can be in a situation requiring someone with first aid knowledge and skills. Everyone who works with children should have paediatric first aid qualification. First aid certificates need to be renewed every 3 years from the completion date of the previous qualification. It is nursery manager responsibility to keep records which are regularly reviewed to ensure that staff receive training when it is required. Ofsted has certain requirements of anyone working in an early years setting, as regards their first aid skills. The responsibility of a paediatric first aider are simple. They need to: assess any situation in which a child appears to be ill or injured to: ensure own safety, and protect from any danger prevent further injury to the child prevent injury to other children provide care to a child who has suddenly become ill or injured until either medical help or an ambulance arrives the childs parent or carer arrives prevent the condition of the child becoming worse, if possible provide reassurance to the injured or Ill child and other children who may be involved in the area pass on information about the event or circumstance to the professional help or parents. First aid equipment, including personal protection, such as gloves and aprons, is only useful if we can identify it and use it appropriately. Wherever these are children, these should always a well-equipment first aid kit, kept in place where anyone needing it will quickly find it. A first aid kit should always be taken on outings away from the setting. The first aid kit should contain: disposable vinyl or latex-free gloves to protect first aiders hands from blood and other fluids scissors for cutting dressing and possibly clothing sterile gauze pads for covering small bleeding wounds adhesive tape for securing gauze pads large combined dressings for covering large wounds stretch bandage for holding dressing in place on body or limbs crepe bandage for supporting sprains to leg or ankle triangular bandage or sling for supporting arm or shoulder injury safety pins for fastening stings eye dressing for covering eye to protect it after injury or foreign body entry plasters for covering small cuts or grazes plastic bags to disposing soiled waste notepad and pen to making notes about the incident list of items in the first aid kit for checking the contents. References assessment 3 3.1 Personal experience Open study college, Nursery management level 3, study guide, page 47-52 3.2 Personal experience Open study college, Nursery management level, study guide, page 53 54 3.3 Personal experience Food hygiene course Open study college, Nursery management level 3, study guide, page 56 60

William Goldings Lord of the Flies :: Essays Papers

Lord of the Flies In the midst of a raging war, a plane evacuating a group of English boys from Britain is shot down over a deserted tropical island. Marooned, the boys set about electing a leader and finding a way to be rescued. They choose Ralph as their leader, and Ralph appoints Jack to be the leader of the hunters. Ralph, Jack, and Simon set off on an expedition to explore the island. When they return, Ralph declares that they must light a signal fire to attract the attention of passing ships. The boys begin to do so, using the lens from Piggy's eyeglasses to ignite dead wood, but they are more interested in playing than in paying close attention to their duties, and the fire quickly ignites the forest. A large swath of dead wood burns out of control. One of the youngest boys disappears, presumably having burned to death. At first, the boys enjoy their life without grown-ups. They splash in the lagoon and play games, though Ralph complains that they should be maintaining the signal fire and building huts for shelter. The hunters have trouble catching a pig, but Jack becomes increasingly preoccupied with the act of hunting. One day, a ship passes by on the horizon, and Ralph and Piggy notice, to their horror, that the signal fire has burned out; it had been the hunters' responsibility to maintain it. Furious, Ralph accosts Jack, but the hunter has just returned with his first kill, and all the boys seem gripped with a strange frenzy, reenacting the chase in a kind of wild dance. When Piggy criticizes him, Jack hits him across the face. Ralph blows the conch shell used to summon the boys and reprimands them in a speech intended to restore order. Yet there is a larger, more insidious problem than keeping the signal fire lit and overcoming the difficulties of hunting: the boys have started to become afraid. The littlest boys (known as "littluns") have been troubled by nightmares from the beginning, and more and more boys now believe that there is some sort of beast or monster lurking on the island. At the meeting, the older boys try to convince the others to think rationally: if there were a monster, where would it hide during the daytime? One of the littluns suggests that it hides in the sea, a proposition that terrifies the whole group.