Marketing and Refrigerators

MARKETING PROJECT BIMM(PGDM-A) GROUP MEMBERS: * BHOOMIKA JOSHI * HIRAL SAVLA * PRIYANKA VARDANI * SWATI DIXIT * SHRUTI SANCHETI * SNEHA UPADHAYA * RUMPA SARKAR INDIAN REFRIGERATOR INDUSTRY (MARKET ANALYSIS) Refrigerator market in India Refrigerators have been manufactured in India since 1950s. Till the 1980s players like Godrej , Kelvinator , Allwyn & Voltas controlled almost 90% of the market. Earlier the white goods sector was categorized as a luxury goods industry and was subject to oppressive taxation & licensing. The situation changed after the liberalization of the Indian economy in the early 1990s.The government removed all restrictions and now there is no restriction on foreign investments and licences are no longer required. Post-liberalization , a number of foreign companies entered the market and many domestic players also diversified into refrigerators. BPL & VIDEOCON who already had a presence in the consumer electronics market leveraged their strengths to en ter the durables sector. The refrigerator, today, quite simply is an indispensable item of everyday use. The refrigerator market has registered almost 40% growth over the last 4 years – from 3. 3million units in 2004/05 to 4. million units in 2008/09. With growing disposable incomes and a low penetration level for the category (34% even in urban India), the market is set to explode in the coming five years. The present scenario in India is that refrigerators have the most aspirational value after televisions. This shows that the growth rate of refrigerator is high. Today refrigerators are being manufactured in two basic designs which are: a) Direct Cool Refrigerator b) Frost Free Refrigerator In these two designs of refrigerators, the direct cool design market is much more than the expensive frost-free models.Although the growth is marginal in the direct cool models, the major factor for its growth is the availability of low priced models. Indian refrigerator market is valued at Rs 4000 crore. Refrigerators hold only 16% of consumer durable market that is valued at around Rs. 20,000-25,000 crore in India. Its market is growing at the rate of 7-8% annually. MAJOR BRANDS OF REFRIGERATORS IN INDIA: * Akai Refrigerators| * Allwyn Refrigerators| * BPL Refrigerators| * Daewoo Refrigerators| * Electrolux Refrigerators| * Frigidaire Refrigerators| * GE Refrigerators| * Godrej Refrigerators| Hitachi Refrigerators| * Kelvinator Refrigerators| * LG Refrigerators| Whirlpool Refrigerators| * Samsung Refrigerators| Sharp Refrigerators| * Siemens Refrigerators| * Videocon Refrigerators| * Voltas Refrigerators| * | SWOT analysis for Indian Refrigerator Industry Strengths: 1. Presence of established distribution networks in both urban and rural areas 2. Presence of well-known brands 3. In recent years, organized sector has increased its share in the market vis a vis the unorganized sector. Weaknesses 1. Demand is seasonal and is high during festive seasonal 2.Demand is dependent on good monsoons 3. Poor government spending on infrastructure 4. Low purchasing power of consumers Opportunities : 1. In India, the penetration level of white goods is lower as compared to other developing countries. 2. Unexploited rural market 3. Rapid urbanization 4. Increase in income levels, i. e. increase in purchasing power of consumers 5. Easy availability of finance Threats: 1. Higher import duties on raw materials imposed in the Budget 2007-08 2. Cheap imports from Singapore, China and other Asian countries COMPETITIVE FORCES IN INDIAN REFRIGERATOR INDUSTRY:The model of pure competition implies that risk-adjusted rates of return should be constant across firms and industries. However, numerous economic studies have affirmed that different industries can sustain different levels of profitability; part of this difference is explained by industry structure. Refrigerators constitute the second largest product segment within the Indian consumer durables sectors in Ind ia. On the basis of Michael Porter’s five forces model an industry faces the following competitive forces: Diagram of Porter's 5 Forces | SUPPLIER POWER Supplier concentration Importance of volume to supplierDifferentiation of inputs Impact of inputs on cost or differentiation Switching costs of firms in the industry Presence of substitute inputs Threat of forward integration Cost relative to total purchases in industry|   | BARRIERS TO ENTRY Absolute cost advantages Proprietary learning curve Access to inputs Government policy Economies of scale Capital requirements Brand identity Switching costs Access to distribution Expected retaliation Proprietary products| | THREAT OF SUBSTITUTES -Switching costs -Buyer inclination to substitute -Price-performance trade-off of substitutes| | BUYER POWER Bargaining leverageBuyer volume Buyer information Brand identity Price sensitivity Threat of backward integration Product differentiation Buyer concentration vs. indusry. Substitutes a vailable Buyers' incentives| DEGREE OF RIVALRY -Exit barriers -Industry concentration -Fixed costs/Value added -Industry growth -Intermittent overcapacity -Product differences -Switching costs -Brand identity -Diversity of rivals -Corporate stakes| Designing Competitive Strategies of Refrigerators: A market with competition may typically be occupied by: * MARKET LEADER- LG (29. 4%) * MARKET CHALLANGER- WHIRLPOOL (25%) * MARKET FOLLOWER- GODREJ (22%) MARKET NICHES- HAIER (5%) MARKET LEADER (LG) STRATEGIES: LG marketing strategy is to increase its market share. LG's new strategy aims to focus on the premium segment of the market that fetches greater margins as opposed to volumes. The company claims this will benefit its consumers, channel partners and stakeholders as it focuses on products that drive rapid growth and lead in their brand category to create value for customers. In India for more than a decade now, LG is the market leader in consumer durables and recognized as a leading technology innovator in the information technology.LG is the acknowledged trendsetter for the consumer durable industry in India with the fastest ever nationwide reach, latest global technology and product innovation. Indian challenges The challenges faced by LG when it entered the market in 1995 were: †¢ Low brand awareness about LG in India. †¢ One of the last MNCs to enter India. (Samsung, Sony ;amp; Panasonic entered in 1995 ;amp; LG in 1997. ) †¢ High import duty. †¢ Competition from local players and other multinational companies in the consumer Electronics segment †¢ Price sensitiveness of Indian consumers Factors for success:Innovative marketing strategies (pre-emptive defense) To make itself a known brand in this sector, LG has taken innovative marketing and promotional initiatives: †¢ Launch of new technologies in the sector. It has state of art, R;amp;D labs in Pune and Bangalore. (position defense) LG with its motive of â€Å"life’s good† Regional channel strategy and wide distribution network LG has adopted the regional distribution model in India. All the distributors work directly with the company. This has resulted in quicker rotation of stocks, and better penetration into the B, C, and D class markets.LG also follows the strategy of stock rotation, rather than dumping stocks on channel partners. LG has over 46 branch offices and another 110 area offices across the country. LG had set a target of developing 2,000 dealers in 2004, in addition to the existing 3,000 dealers all over India. LG MARKET SEGMENTATION: Market segmentation can be done on the basis of : * Geographic segmentation: Region: all metro cities and suburbs. * Demographic segmentation: Family size: 1-2, 3-4, 5+ Gender: male, female. Income: 3, 00, 000Rs and above. Social class: working class, middle class and upper middle class. Psychographic segmentation: Lifestyle: culture oriented, health oriented. * Behavioural segmentation: Occasio ns: festivals and regular occasions. Benefits: quality, service. Loyalty status: none, medium, strong, absolute. Readiness stage: unaware, aware, interested, desirous, intending to buy. LG MARKET TARGETING: * LG has targeted its market on the basis of the product that they are offering to the consumer, so they are following market specialization. * They are targeting: * Upper class segment * Upper end * They are targeting to those consumer who are more concern of style product. Their product is more of upper mid class and premium segment, their target audience are those consumers, who want quality product as the best price. * LG is now going to shift over to mid class segment and want to mass market their product. LG MARKET POSITIONING SRATEGY: * With the tagline Life’s Good ,LG positioning is to differentiate their products on the basis of technology which appealed to the consumer on the basis of health benefits. * With the tagline ‘Life’s Good’ its corpo rate philosophy to make people’s lives better, convenient and healthier. * Their positioning strategy is technologically intelligent and futuristic. As they are in upper and premium segment, so they are featuring that their brand is young, vibrant and premium. * They are talking about the value and changing lifestyles in their positioning strategy. LG PRODUCT RANGE LG refrigerators are divided into three categories :- 1. Single door refrigerators 2. Double door refrigerators 3. Side by side refrigerators Different models available under each category are :- 1. SINGLE DOOR REFRIGERATORS (price range varies from9400 to 15800 Rs) * 27O Lts – GL- 281 (3models) * 235 LTS – GL -245 (5models) * 215 LTS – GL 225 (4 models) ;amp; models ) 185 LTS – GL 195 (6 models) 2. DOUBLE DOOR REFRIGERATORS (price range varies from 14750 to 60900 Rs) * 604 LT – GR M712YSQ * 559 LT – GR B652YSP * 491 LT – GL 548 (2) * 466 LT – GL 528 (3) * 422 LT – GL 478 (2) * 390 LT – GL 405 (2) ;amp; GL 408 (2) * 350 LT – GL 365 (2) ;amp; GL 368 (3) * 320 LT – GL 335 (4) ;amp; 338 (2) * 290 LT – GL 305 (3) ;amp; GL308 (2) * 260 LT – GL 27 (2), GL 275 (3) ;amp; GL 278 * 240 LT – GL258 (3), GL 255 (3) ;amp; GL 254 3. SIDE-BY-SIDE REFRIGERATOR ( price range varies from 58000 to 175000 Rs) * 721 LT – GR P267BTB * 693 LT – GR P247JHM/ CSP 567 LT – GCP227 (3) * 581 LT – GCB21 (2) * 567 LT – GC L217 (2) MARKET CHALLENGER (WHIRLPOOL) STRATEGY With 25% market share whirlpool is the Market challenger for the refrigerator Market: Whirlpool’s international outlook was initiated in 1958 when it entered Brazil, but it was the ‘80’s that marked the beginning of Whirlpool’s aggressive strategy to be a world-wide competitor. India was identified as a growth market in late ‘80’s when Whirlpool Corporation entered into a joint vent ure agreement with TVS group to produce automatic washers at a plant set up in Pondicherry.This was a modest beginning was made to establish the Whirlpool brand in India. In 1995 Whirlpool Corporation acquired Kelvinator of India Limited and entered into the Refrigerator market in India. In late 1995 majority ownership was gained in the TVS joint venture and the two entities were merged to form Whirlpool of India Limited in 1996. Housewives: The advertising tagline is ‘Your magic in Homemaking’, which inspires the Indian housewife to buy its product. 6th sense cooling: 6th sense cooling is the patent technology of whirlpool, with which it is trying to capture market share of the Indian refrigerator market.Economy: Whirlpool has understood Indian market very closely and has been launching products as per the requirement of the customer from different segments. Whirlpool segmented the market mainly on the basis of price and capacity. Price has been kept keeping the needs and wants of the customer and product is designed such that it is feasible to every customer. Whirlpool has segmented its refrigerators under three segment: WHIRLPOOL MARKET SEGMENTATION: a)Geographic segmentation: Region: all metro cities and suburbs areas. b) Demographic segmentation: Family size: 1-2, 3-4, 5+ Gender: male, female.Income: 1,50,000Rs and above. Social class: working class, middle class and upper middle class. c)Psychographic segmentation: Lifestyle: culture oriented d)Behavioural segmentation: Occasions: festivals and regular occasions. Benefits: quality, service, economically viable Loyalty status: none, medium, strong, absolute. Readiness stage: unaware, aware, interested, desirous, intending to buy. WHIRLPOOL MARKET TARGETING STRATEGY: * Whirlpool through its advertisements has been trying to target the housewives, trying to portray as a partner in homemaking. Hence, the prime target consumer for Whirlpool is Housewives. Whirlpool main targeting strategy is to p rovide economically viable household products. * They are also targeting in terms of capacity and usage nature of the consumers. Like they have different refrigerators for consumers with requirements of not very big capacities, i. e. Households, Small Shopkeepers and Bachelors etc, then different refrigerators for the middle class consumers who has average amount of income to dispose and different for the upper class or high class consumers, which includes people with high income and also industries which requires storage capacity of more than 310 Lts.WHIRLPOOL MARKET POSITIONING STRATEGY: Whirlpool has been trying to position itself as partner in homemaking. This has been pretty much evident from the advertisements of Whirlpool. Whirlpool’s advertising tagline is ‘Your magic in Homemaking’. This is Whirlpool’s advertising tagline. Whirlpool’s earlier tagline was â€Å"You ;amp; Whirlpool. The world’s best homemakers. † It has been evo lved to reflect the changed homemaker of today versus the yesteryears. Through Whirlpool’s intensive consumer research Whirlpool found that today’s homemaker believes in having everything perfect at home and takes pride in having achieved it!She has begun to look for that something exceptional, something additional in all the brands she chooses to help her achieve that. Whirlpool, as the brand that partners to this demanding homemaker of today, call this quality of hers as ‘magic’ and wish to be the home appliance brand that helps her create her â€Å"magic in homemaking†. Hence the new tagline â€Å"Your’s magic in the homemaking†. MARKET FOLLOWER (GODREJ) SRATEGY: The Godrej have always believed in the innovation. It has always emphasized on the development of new technologies. It invests large amount of its time and energy in R;amp;D.It goal towards strengthening its presence in the market by introducing higher performance refrigera tors for providing maximum benefit to consumers. The follower, Godrej is an adapter while following the leaders in the market. It has imitated the commercial refrigeration technique i. e. , direct cooling from the leader of the market but on the other hand it is the India's first complete range of refrigerators with â€Å"5 Star Energy Rating. † By launching an entire range of 5 Star Rated Refrigerators, it has raised the bar on product efficiency while delivering the best monetary value for the consumers.Thus it is successfully and efficiently moving towards its goal. Godrej marketing segmentation: a)Geographic segmentation: Region: all metro cities and suburbs areas. b) Demographic segmentation: Family size: 1-2, 3-4, 5+ Gender: male, female. Income: 1,50,000Rs and above. Social class: working class, middle class and upper middle class. c) Psychographic segmentation: Lifestyle: culture oriented d) Behavioural segmentation: Occasions: festivals and regular occasions. Benefit s: service, economically viable Loyalty status: none, medium, strong, absolute.Readiness stage: unaware, aware, interested, desirous, intending to buy. GODREJ TARGETING STRATEGY: Godrej produces wide range of refrigerators to cater to the different demands of different type of users. In each category, it produces large number of models. Each model has different features and different capacities. While purchasing a refrigerator, determine your requirements and preferences. Godrej refrigerators are designed to have very attractive looks and designs. They have very sleek and stylish frame. They can fit into even small flats and homes.These refrigerators are available in various colors, styles and sizes. Apart from exterior designing, the interior of the Godrej refrigerators is designed ergonomically to offer great convenience of use, so they are targeting middle and working class customers who desires stylish yet economically viable products. They have also introduced 5 star energy rat ing, it is the first complete range of refrigerators with five star rating. Therefore, they are taking steps toward energy saving and providing more economically viable products, by becoming environment friendly.GODREJ POSITIONING STRATEGY: The tagline of Godrej is ‘Brighter Living’. Godrej says that the only thing cooler than our fridges is the Kulfi we stash in our freezers. With several firsts : swivel, a humidity jog dial, freezer air-current design – Godrej refrigerators have not only stood the test time they have also run head to head in the race with modernity. Godrej EON fridges are available in a host of dashing colors to go with decor and mood. There are polybag suspenders to hang up veggies in fridge.So every day, they are trying to make the world brighter place, with their services and also cooler. Therefore, goes with their tagline brighter living. MARKET NICHER (HAIER) STRATEGY: It is quality price specialist as Haier operates at the highest end of the market. Haier’s strategy mainly concentrates on their constant efforts towards internationalization. Several Chinese manufacturers who entered India priced their products low by compromising on quality, thinking that Indian consumers preferred to buy low priced irrespective of their quality.This gave Indian consumers the impression that anything â€Å"made in China† would be cheap and of poor quality, but Haier break this Indian mentality by introducing high price product for upper premium class only, not compromising on the terms of quality. HAIER MARKET SEGMENTATION: a)Geographic segmentation: Region: all metro cities and urban areas. b) Demographic segmentation: Family size: 1-2, 3-4, 5+ Gender: male, female. Income: 8,00,000Rs and above. Social class: upper middle class, Upper lower class and upper-upper class. c) Psychographic segmentation: Lifestyle: culture oriented ) Behavioral segmentation: Occasions: festivals and regular occasions. Benefits: service, qua lity oriented. Loyalty status: strong, absolute. Readiness stage: unaware, aware, interested, desirous, intending to buy. HAIER TARGETING STRATEGY: Their targeting strategy is more customer-oriented. Haier understands the consumer needs better and reflects that in consumer offerings. It is a manifestation of today’s young couple’s lifestyle which connotes speed, style and togetherness. It targets upper premium segment by manufacturing wine coolers in the society.It is the niche segment in the Indian society as the use of the wines in the Indian houses is very less. Only few (very small in number as compared to the market) use the wines and thus Haier in the wine cooler segment caters the need of the only those customers that manufactures wine coolers (which are very few in the numbers with a particular unique demand) thus they are serving the niche segment. Hence their targeting strategy is to target upper premium segment. HAIER POSITIONING STRATEGY: Life is very invol ving and everyday it offers you new challenges.Haier has peeped into life and come up with ideas that make living enjoyable and joyous. The main brand Idea was that Haier products are Inspired by Life: this is now expressed as Inspired Living. There is also another perspective on Inspired Living. All Haier products are the result of closely studied actual usage patterns of home appliances, i. e. , inspired by everyday life. For example, Haier was the first to launch a Bottom Mounted Refrigerator in the country. It is based on a simple insight that refrigerator shelves are used far more often than the freezer shelf.So Haier has put the freezer at the bottom and refrigerator racks at convenient heights, so that you don’t have to bend your back frequently. As a late entrant into the category, Haier understands the consumer needs better and reflects that in consumer offerings. This is how they write the positioning statement: Haier is better than all other brands for easy adopter s because it offers them benefits that help them lead a better life as a result of our endeavour to understand life better and work technology around it.

Cause and Effect Essay

As more everyday task, such as applying for jobs, banking, shopping, and obtaining general information move into cyberspace, those without computer access are finding themselves segregated from the rest of the digital world. It can be argued that because of the technological demand on today’s society, literacy in technology has become an essential skill for success in today’s society. The basics of computing skills must be supplemented with a set of both cognitive and technical skills, in order to lead to a more universal participation in a technological reliant society. Schools are not sufficiently training teachers; and teachers are not adjusting the curriculum to meet the growing needs of advancing technologies. There is no prevailing standard for what constitutes as fluency and government officials have taken a sluggish approach to equip citizens with the skills and information needed to access government services; especially since governments and businesses move more of their information services exclusively online. Governmental leadership is lagging in bringing society into the information age. Many of the schools throughout the United States are so substandard that a major overhaul is required to provide students with an adequate education. The current policy, which provides computers and Spousta 2 other related hardware but not the necessary training for students and teachers, furthers the inefficient use of resources. The government’s use of technology to provide, exclusive, online services causes a major issue among society as well. In some instances people don’t have computer access and are therefore denied from receiving certain needed services or information. Because a significant amount of the nation’s population are not online, and because the government puts most of its online information in English, and because the information is presented at a twelfth-grade level; millions of residents are further marginalized from the benefits because they either don’t speak English nor have a high education level. As technology further advances and we drift deeper into the information age, the demand for technological literacy among the members of society will continue to increase. Along the way there will be many issues that will eventually need to be addressed as technology advances and government and businesses move more information and services online. Consideration must also be given to those people who are less fortunate and technologically illiterate, or have limited to no computer access.

Royal Government of Cambodias Efforts to Achieve

In September 2000, all 189 member provinces of the United Nations General Assembly adopted the Millennium Declaration, since the universe leaders agreed to put a time-bound mark, 2015, to accomplish eight ends for battling utmost poorness, hungriness, diseases, illiteracy, environment debasement and favoritism against adult females. The eight ends are: ( 1 ) End poorness and hungriness, ( 2 ) Universal instruction, ( 3 ) Gender equality, ( 4 ) Child wellness, ( 5 ) Maternal wellness, ( 6 ) Combat HIV/AIDS, ( 7 ) Environmental sustainability, and ( 8 ) Global partnership. These ends are now best known as the Millennium Development Goals ( MDGs ) . Following this United Nations Millennium Summit in 2000, Cambodia developed its ain set of MDGs called Cambodia Millennium Development Goals ( CMDGs ) , concentrating on poorness relief and human development. The Royal Government of Cambodia ( RGC ) is steadfastly committed to rush up its national advancement in order to run into the planeta ry ends and marks. After January 7, 1979, Cambodia initiated a steady procedure of development that has produced important advancement over the old ages. To do the accomplishment of the MDGs a world for all Cambodians, the RGC has been strongly committed to speed up more attempts, guarantee greater leading for consequences at all degrees of society, promote trusted partnership in development, enhance external development resources mobilisation, and guarantee effectivity of the usage of development resources since The General Election 1993. All development stakeholders in Cambodia, including representatives of authorities, civil society administrations, the private sector, and the external development spouses ( EDPs ) have been encouraged to work together with the RGC that has been moving as a leader, coordinator and facilitator so far toward its ain MDGs, CMDGs. Cambodia has nine Millennium Development Goals: ( 1 ) Eradicate utmost poorness and hungriness, ( 2 ) Achieve cosmopolitan primary instruction, ( 3 ) Promote gender equality and empower adult females, ( 4 ) Reduce kid mortality, ( 5 ) Improve maternal wellness, ( 6 ) Combat HIV/AIDS, malaria and other diseases, ( 7 ) Ensure environmental sustainability, ( 8 ) Forge a planetary partnership for development, and ( 9 ) De-mining, explosive leftovers of war, and victim aid[ 1 ]. Since Cambodia has been a post-war state, attempt in cleaning land countries affected by mines and explosive leftover of war has been a long-run development docket of the RGC. In this respect, the RGC has adopted the â€Å" De-mining † as its ain Millennium Development Goal, CMDG-9 in add-on to the eight original planetary ends. As this paper focuses on MDG-2 and CMDG-2, three relevant facets need to be closely examined: major current policies and programmes lending to CMDG-2, cardinal challenges for run intoing CMDG-2 marks, model for run intoing the key challenges and making CMDG-2 marks, which will be discussed in item in the following subdivisions.Development Context in CambodiaThe wide aim of this chapter is to briefly discourse the last-four-decade development state of affairss in Cambodia happening in such an environment that this state had undergone its really distinguishable historical period of re-building and developing a society from the beginning of 1979 when the state rose once more from about four old ages of about entire devastation of societal and economic establishments and decimation of work force. Given this alone historical background of doing attempts to re-build and develop such a post-conflict society, it is of import to look at the development context in Cambodia in three distinguishable periods. The first was from 1979 when it emerged from about four old ages of genocidal government. Everything had to get down from abrasion, from below land nothing. The 2nd was from 1993 to 1997, when in mid-1997, the state was all of a sudden troubled by two unrelated crisis, viz. externally the East Asia economic crisis and internally the sudden political divisions and breaks, both happening about at the same time. The 3rd has started from 1998, with the formation of the 2nd RGC, until now, a period of peace, stableness and uninterrupted growing and advancement. Since 1998, Cambodia ‘s image has been unusually altering. It is now indispensable to uncover the state of affairss of socio-economic development procedure in Cambodia by manner of showing a wide overview of major accompl ishments and major facets of deficits and future challenges. Major accomplishments and developments since 1998 include the undermentioned. The betterment of political stableness, security, and peace by the authorities based on a steadfast foundation of the broad multi-party democracy. The respectful for human rights and self-respect has been strengthened. The authorities besides enhanced the good administration through province reform and judicial reforms and armed forces reforms. While the authorities is keeping low rising prices and a stable exchange rate, macroeconomic stableness and dual digit economic growing has been ensured. Furthermore, bettering agricultural productiveness, building a rural economic base, and turning the industrial sector are what the authorities has been strengthened in order to do national economic system become more competitory. Besides, the services sector has besides expanded quickly by promoting the private sector, so that both economic and fiscal sectors will be more developed. The irrigation, energy and teleco mmunication substructure has improved significantly. In add-on, concentrating on betterment of the instruction and wellness sectors are the mark of beef uping institutional and human resource capacity by the authorities. Last but non least, the authorities has boosted partnership with all stakeholders, peculiarly, private sector, and official development spouses. Deficits and future challenges include the undermentioned major facets. These important advancements still remain as challenges and have non to the full react to the existent demand of the people. The jurisprudence enforcement is still need to better every bit good as the bench. Furthermore, planetary economic instability and fiscal crisis has lag planetary economic every bit good as Cambodia since it increases in oil monetary value and nutrient monetary value, besides depreciation of US dollar. Furthermore, although poorness rate has significantly reduced through high economic growing, the rural poorness rate remains high. Besides, authorities besides needs to guarantee traffic safety and good preservation of the route web across the state. Further development of air power substructure, including betterment of airdromes in the whole state and flight safety, still continues to be a significance undertaking to develop the touristry. Electricity in rural countries is still limited, and its duty remains high compared to neighboring states, and is a large trouble in beef uping the fight. Additionally, a societal job which harms public assistance of the Cambodia young person is the production and trafficking of illegal drugs. Promoting wellness attention services and clean H2O in rural countries needs to be fixing in order to run into the marks set in the Millennium Development Goals. Furthermore, the major factors that handicap adult females from lending to socio-economic development are the human trafficking, and deficiency of instruction.Current Status of Achieving CMDG-2This chapter will reflect the current state of affairs of Cambodia ‘s attempts in accomplishing the Cambodia Millennium Development Goal 2 ( CMDG-2 ) by showing the advancement made so far in doing certain that all Kampuchean kids are able to finish a full class of primary schooling and the challenges in drawing off the marks set under this end. As all the nine ends of the CMDGs had been structured in such a manner that each end contains overall marks and specific marks, it is of import to larn about the inside informations of the CMDG-2. The CMDG-2 contains two overall marks, overall mark 1 is to guarantee all kids complete primary schooling by 2010 and nine-year basic schooling by 2015, and the overall mark 2 is to extinguish gender disparity in nine-year basic instruction by 2010.[ 2 ] First of wholly, the overall mark 1 is to guarantee all kids complete primary schooling by 2010 and nine-year basic schooling by 2015. The RGC have made singular stairss over the past nine old ages in bettering entree to instruction. This primary instruction advancement is attributed to a big enlargement of school substructure, the preparation and deployment of instructors, concentrating on distant countries, guaranting entry of 6 old ages old in primary school and the decrease in parental cost barriers. Besides, the lower secondary school is besides low, and it is chiefly because of two grounds, the slow advancement of flow rates in primary schools and the high degree of bead out in lower secondary schools. Furthermore, it will non be affected well until the internal efficiency in primary instruction is significantly improved. All in all, the chief current challenges are to better the primary flow rates every bit good as entree and passage rates to take down secondary school, which are related to the instruction quality issue. Consequently, there must be the focal point over the following six twelvemonth since the recent rates of lower secondary school advancement is about 53 per cent[ 3 ]. Second, the overall mark 2 is to extinguish gender disparity in nine-year basic instruction by 2010. Equality and non-discrimination are of import facets of the right to instruction. Gender inequalities in primary and lower secondary instruction have been eliminated. They have been reversed perchance as a consequence of a policy of supplying scholarship to hapless misss in classs 7 to 9 in the instance of lower secondary school. This noteworthy consequence was besides accomplished by a systematic focal point on preparation and using female instructors which make the per centum of female instructors at primary degree has reached 46 per cent of the sum in 2009 and 2010[ 4 ]. In decision, the chief challenge of the overall mark 2 is to do the equality between male childs and misss, so that the figure of pupils will be increased. There are some cardinal elements that have contributed to cover with the tremendous staying challenges in the instruction sector. First, the usage of a Sector Wide Approach has provided a mechanism for back uping development cooperation aid with the demands of the instruction sector. Second, many instruction plans was effectual in cut downing repeat and drop-out rates, increasing publicity rate and school attending in Grade, every bit good as bettering the quality of instruction and schoolroom environment. Last, the enlargement of lower secondary schools and a multi-grade instruction plan is the manner to procure full coverage in all communes and the decrease of uncomplete primary schools. It can be by and large concluded that guaranting just entree to instruction for all and beef uping the quality of instruction have been and remain high precedences that are to be realised by the Royal Government Cambodia.IV. Key challenges for run intoing cmdg-2 marks and major current schemes to turn to the cardinal challenges and make cmdg-2 marksThis chapter will discourse cardinal challenges faced by the RGC and its Development Partners in run intoing CMDG-2 marks and the RGC ‘s policy model to turn to the cardinal challenges and to make CMDG-2 marks. 4.1 Cardinal Challenges: Although important advancement, as reflected in the old subdivision, has been made, it is logically argued that the following two major facets in the instruction sector represent critical challenges for run intoing CMDG-2 marks: First, there is a demand to guarantee just entree to instruction services by constructing schools every bit near as possible to abodes, cut downing the figure of uncomplete primary schools, increasing operational budgets to schools, increasing the supply of instructors, supplying houses to instructors and edifice residence halls for pupils in deprived countries, particularly misss. Access shall besides be expanded for kids in early childhood instruction, every bit good as those with disablements and those from minority groups. Ensuring community or private battle in this procedure is a cardinal for long-run success. Second, it is critically of import to better the quality and efficiency of instruction services by increasing the proviso of school instructional stuffs, libraries and research labs, go oning to further develop the course of study, increasing acquisition hours and supplying scholarships ( hard currency and nutrient ) to hapless pupils, heightening instruction and direction capacities, bettering schools ‘ environment ( supply of clean H2O and latrines ) , spread outing vocational orientation, increasing review of disposal, finance and educational quality confidence. It is besides indispensable to better developing systems for instructors and direction staff and to associate them with calling waies and publicity with the purpose of heightening their motive. 4.2 Priority Schemes: To guarantee just entree to instruction services, the following strategic actions need to be put in topographic point. First, to spread out entree to early childhood instruction plans for 3 to under 6 twelvemonth olds aimed on those communes with low net admittance rates and high repeat rates in primary schools. Second, to guarantee entry of all 6 twelvemonth olds into primary school including marginalized groups such as kids with disablements, cultural minorities, and so on. Third, to cut down parental cost barriers of all facets such as informal payments and increase the figure of scholarships for pupils from hapless households, particularly misss to guarantee their entree to primary and secondary schools. Fourth, to supply proficient and vocational instruction, life-skill instruction and vocational orientation in general schools. Fifth, promote partnerships between the public and private sectors and development spouses to increase support for the proviso of local life accomplishme nts and vocational preparation and basic/required professional accomplishments responsive to the demands of the societal and labour market. Sixth, to guarantee the rationalisation of the Numberss of educational staff in distant countries. Seventh, to go on the proviso of new schools and community acquisition centres or extra installations to incomplete primary schools. Eighth, to heighten parent or community engagement in all phases of schooling, particularly by commune councils. To better the quality and efficiency of instruction services, the following prioritized actions need to transport out. First, to cut down repeat and drop-out rates at all classs. Second, to better the quality of instruction, larning and research at all degrees nationally. Third, to implement the new course of study policy, including the primary and lower secondary instruction which focal point on the figure of learning hours. Fourth, to better instructor ‘s preparation and increase service wage and inducements linked to teacher public presentation and criterions. Fifth, to increase public fiscal answerability and educational establishments ‘ duty sing operational budgets and determinations on plans. Sixth, to increase transparence and better public presentation monitoring and answerability of instructors, schools and higher instruction establishments. Seventh, to better the quality and efficiency of proficient and vocational instruction, life accomplishment instruction an d vocational orientation. Eighth, to better the quality and efficiency of physical instruction and athletics plans and school wellness. Last but non least, to increase the quality and efficiency of young person development plans taking to socio-economic development.V. ConclusionIt can be logically concluded that in order to successfully make the CMDG-2 marks, the RGC ‘s should guarantee that all Kampuchean kids and young person have equal chance for entree to both formal and informal basic instruction, without favoritism. Equally of import, the execution of those schemes need to be followed to make a civilization of freedom, peace, regard for human rights, democracy and justness every bit good as a civilization of avoiding force, forestalling drug usage, kid and adult females trafficking and eschewing societal favoritism. More attending shall be paid to better the quality of instruction by promoting instructors every bit good as outstanding pupils, upgrading learning methodolo gical analysiss, bettering plan, schoolroom conditions and larning stuffs, and making libraries and research labs. To guarantee just chance, the authorities should set up residence halls for pupils, particularly female pupils, increase scholarship for hapless pupils, and construct schools for all degrees in the metropolis every bit good as rural and distant countries. As good, preparation of qualified instructors in equal Numberss need to transport out in an effectual mode and teacher deployment policy shall be implemented expeditiously. The partnership between authorities and private sector and development spouse communities like external development spouses and civil society organisations need to be strengthened in order to better the quality of instruction sector by seting more accent on a participatory attack in the development of any possible schemes that will efficaciously response to labour market demands and to the state ‘s development demands. The authorities besides needs to turn informal instruction through literacy and vocational plans, and make learning centres of equity plans. In a broader socio-economic development context, it can be argued that to run into all CMDGs marks in general and CMDG-2 marks in peculiar would be constrained by the uncertainnesss in the planetary fiscal markets and the timing of economic recovery in advanced economic systems, the increased incidences of natural catastrophe caused by planetary clime alteration, and epidemic, which has serious deductions for the state ‘s attempts in raising up the well-being of all Cambodians. Therefore, to react to ongoing and emerging challenges caused by alterations in external environment and to convey about effectual results will necessitate periodic accommodations of allotments of both domestic and external development resources that are globally limited in order to guarantee that these resources are better aligned to national development precedences.

The Co-operative Bank Brand positioning Project Essay

The Co-operative Bank Brand positioning Project - Essay Example Brand positioning of an organization involves the following steps: 1. Identification of the direct competition of the business (including players offering products or services amongst bigger portfolio of solutions) 2. Understanding of the brand positioning of the competitors in the market. 3. Documentation of the own positioning of the company. 4. Comparison of company’s positioning with its competitors in order to identify the possible areas of differentiation. 5. Development of distinctive differentiated and value based brand positioning concept. 6. Creation of a positioning statement with customer value propositions and messages used for the purpose of communication development throughout the target audience. In order to develop a distinctive place in the operational market, an organization should choose a target market followed by the creation of a differential advantage in their mind. Thus, brand positioning is the medium by means of which the company can convey to its cu stomers that what it desires to achieve for them. It can be said to be an activity of creation of the brand offer in such way that it will occupy a separate value and place in the mind of the target customers. It includes identification and determination of the similarity as well as difference for ascertainment of the correct brand identity and creation of proper brand image. An effective brand positioning helps in directing the marketing strategy by explanation of brand details, distinctiveness of the brand, its similarity and dissimilarity with competitive brands and specific reason for using the brand. It is the base of development or increase of required knowledge or perception of its customers. It is the only feature which distinguishes the products or services of a company from its competitors. Financial condition of Cooperative banks in Europe The financial crisis situation of the countries and financial institutions are not over. The financial condition is far away from its stability and the confidence of the public in the financial institutions is very weak (Groeneveld, 2011). The Cooperative Banking Group has weathered/battered present and previous periods of the financial distress situation relatively well (Acadia, et al., 2010; EACB, 2010; Wyman, 2008). The cooperative banking group has recovered from the financial crisis situation of the period of 2007-2008 in a better pace as compared other shareholders value or the listed banks. The financial crisis leaded to the critical assessment of the business principles, models and rules in the banks. The top priority is given to safeguard of the stability in the global financial system. A major effort was given on the restoration of confidence of the customers on the financial sector. The Basel Committee on Banking Supervision has announced high capital and liquidity requirements for the financial systems and banks as the preventive measures for reducing the financial crises to some extent (Basel Committe e on Banking Supervision, 2010). This regulatory reform will result in the shift of the funding structure from the short term and volatile sources to long term and stable sources like capital and other deposits (Kodres and Narain, 2010). This financial crises situation has resulted in the increased awareness of the investors related to the capital endowments of the banks. Thus, it is likely that the market participants will request for additional buffers above

Classroom Environment Essay Example | Topics and Well Written Essays - 750 words

Classroom Environment - Essay Example This supports the school philosophy where it states that â€Å"Creative Care Preschool provides a clean, safe and nurturing environment. It offers rich, age-appropriate learning materials/ experiences for children, carefully planed and prepared by teachers each day. Creative Care Preschool is a place where children free to explore, touch, experiment and ask many of their questions, supervised by adults in school so that they can discover the answers to these questions themselves.† (Creative Care Vision, Mission and Philosophy, 2010, p. 1) In general, the classroom environment should reflect the goals and expectations of the teacher. It will also dictate somehow to the children how they will behave (Brewer, 2001). Space allocation reflects the priorities of the curriculum. According to Boulton-Lewis & Catherwoods (1995), when the quality of the physical environment declined, teacher restriction and control increased, the teacher’s behavior became less friendly, the students became less interested and involved, classroom rules increased, and conflict among children increased. Likewise, Kepler (1995) observed that the learning environment influences, and directly contributes to, children’s behavior and levels of learning. It seems teachers at Creative Care Preschool are well aware of this, as they have structured the physical environment in such a way that children feel free to be themselves. The environment is one that is open and stimulating in order to encourage children to participate, explore, and learn. A stimulating environment provides the teacher with many opportunities to observe where a child’s interests lay as well as those areas the child may be tentative in (Danoff, Breitbart & Barr, 1977). The environment should also be flexible and spontaneous to accommodate children’s play that is essential in a preschool classroom, and is

Dark Ages in the Western Europe Essay Example | Topics and Well Written Essays - 1250 words

Dark Ages in the Western Europe - Essay Example There were constant battles amongst Lords from all over Europe. (Paul B. Newman 121-124). This was as a result of Rome having been in power for a very long period of time, that is, 700 years. The emperor was the ruler of everything. This is what stimulated individuals to wage war in a bid of rising to power and land acquisition. The fighting had various adverse effects among them being destruction of the resources and stagnation of the cultural growth. In addition to this, it is inevitable in any fighting, there were lots of lives of innocent individuals that were lost in battle as the Lords fought with each other to quench their thirst and hunger for power and land. This resulted in children losing their parents, husband losing their wives and vice-versa and so forth. As a result of the lives lost, there was a decrease in the population which in turn led to economic depression. This is because the merchants and traders had reduced number of people that would buy their goods. This le d to the accumulation of their products hence resulting in merchants and other traders operating at a loss.Another issue was to do with reduced attention given to buildings in terms of expansion and architectural development (Morris Berman pg 14-15). It is until the 8th century that there arose a renewed interest in the Romanesque architecture.In terms of technology, despite of the notable positive impacts that come with it, there was retarded development. There was insignificant contribution by scientists

Drinking and Driving Essay Example | Topics and Well Written Essays - 500 words

Drinking and Driving - Essay Example As a result, we have lost many lives of people through accidents that are caused by drunk drivers (Stearn 49). It is this increased accidents caused by drivers who drink and drive that have left us with many question in regard to what we should do to stop it hence leading to this study. In order to ensure credibility of this study, researchers will use accurate and real time data that will be collected from different departments of traffic across the world (Stearn 77). Decent methods of data collection will also be used so as to enhance credibility and accuracy of the data collected. If we manage to stop people from drinking and driving, we will reduce road accidents by about 50%, and improve transport systems all over the world. Therefore, it is responsibility of everybody to come up and help address this issue (Grosshandler & Grosshandler-Smith 42). Currently, there are many orphans and children with single parents who lost their parents through road accidents that were caused by drinking and driving. Hence, these orphans have become burden to society and government (Grosshandler & Grosshandler-Smith 60). Many families have also lost their breadwinners via drinking and driving hence they live in poverty. Since drinking and driving has proved to be a global problem, all governments are supposed to come together and address it thoroughly. They should use all means possible to ensure that this problem has come to an end (Mendralla & Grosshandler 54). Strict laws and penalties will reduce significantly the problem of drinking and driving. This is because in most countries, traffic laws are not strict thus people do not fear fines which in turn encourage drinking and driving (Mendralla & Grosshandler 63). Drinking and driving is one of the major factors which cause many problems in the by societies and governments all over the world

Madeleine Essay Example | Topics and Well Written Essays - 1500 words

Madeleine - Essay Example The talks with the prostitutes in her neighborhood started altering Madeline morals. However, she moved to St. Louis to live with a friend while she was seventeen. She began to work in a factory but realized she was pregnant after working for a few months. She thus ran away from the friend’s house and moved into a brothel within Kansas since she could not support herself financially. To hide her identity, she invented the name Madeleine Blair. She later lost her baby and almost managed to avoid being engaged in sex trade when she migrated to Chicago. In Chicago, she started her life working in a department store. However, the salary is meager and she could not support herself. She ended up getting back to prostitution. Therefore, the major reason why Madeleine got into prostitution was the unplanned pregnancy. When she realized she was pregnant, she was ashamed of herself and left her friend’s house. Since she had no means to support herself she ended up getting into pr ostitution. Another reason that led Madeleine get into prostitution was her early exposure to talks regarding prostitution. She had lived in environments where prostitution was considered a lesser vice. Therefore, she easily got into the sex industry when she was compelled by her financial needs. Although she was aware of the existence of sex industry, she had tried to avoid being a prostitute by searching for a noble job since she wanted to retain her respect. However, the dire need for money and her condition of being pregnant drove her into the industry. Alter some time, her desire for money increased making it hard for her to leave the sex industry. She started migrating from brothel to brothel and ended up establishing her own brothel in Canada. 2) What does her story tell us about life during the late Gilded Age? How was she affected by industrialization, urbanization, rural decline, and the social problems associated with these transformations? In the Autobiography, Madeleine approves that the sex industry was of great economic benefit to the western countries. Madeleine considers prostitution as the only way that women could contribute to economic growth. Even the authorities and most people in Canada viewed sex industry as important in enhancing economic growth. Men considered brothels as crucial and would even go to nearby town in search of sex if there were no brothels in their locality. As industrialization progressed, men started earning better salaries. Most of them spent part of their salaries to pay for sex. This demonstrates that industrialization contributed to increase in prostitution. Madeleine describes her brothel as one that constituted an important social and economic component. It fulfilled the needs of the working class (Anonymous 180-184). To the girls who worked in the brothel, it was their source of income hence a form of employment. Moreover, the local municipal authorities greatly benefited from the bribes that Madeleine gave the m. The common people viewed prostitution as an important component of the local economy that was beneficial to all. Women could get employment, the authorities made profits, and men had some place to spend their leisure time. Therefore, people viewed brothels as institutions as important sector of the economy that enhanced exchange of money. With industrialization, there was increased number of women in urban centers. To them, prostitution was a noble way of earning

Genetically modified organisms (GMOs) Research Paper

Genetically modified organisms (GMOs) - Research Paper Example Genetic engineering allows individual to identify genes that are weak and defective. This presents a source of an opportunity for them to be replaced by healthy ones. Such genes are normally resistant to diseases, bad weather conditions and enhance production of cells. Domestic Plants and animals which have undergone genetic engineering always have got greater productivity as compared to the indigenous ones. Different techniques can be used to create Genetically Modified Organisms depending on the level of technology applied. In order for one to make a GMO, he/she needs to have the gene you want to transfer, the recipient organism and a vector to carry the gene to the recipient of the transferred gene. The gene that is to be transported is first cut out and separated from its original organism. Different genes may be taken from different organisms depending on the types of traits that are needed. These cut genes are then dipped into a vector that can get into the cells of the recipient organism. This is because genes of an organism will always reject any foreign material and therefore in order to make it get used to a new environment and for the recipient to accept it; a vector is used. The genes can be sliced together depending on the requirement and the traits needed. After this, these genes are then inserted into the recipient organism/gene. Once in the recipients’ cell, the g ene will insert into the recipient’s genome. As a result, during any time of replication or gene transformation when new cells are made, the transferred gene will also be present in the DNA of each newly made cell. Whether in open air markets or supermarkets, GMO products are nowadays found everywhere. Though one cannot automatically know whether a product is a GMO or not, as there is no legal requirement to label GMO products, as a result, GMO find their way into the local markets and supermarkets. Some

Ultra Orthodox versus Secular Jews among the Israeli Term Paper

Ultra Orthodox versus Secular Jews among the Israeli - Term Paper Example The world view also comprises of the knowledge of what is held to be true and what is considered false by the individual or society. The world view also includes the ethics held. This therefore means that people with different world views will have different thoughts and attitudes about a given subject. This can be a potential cause of conflict in a multicultural setting. An example of a community that has diverse world views is the Israeli community. The different world views present in the Israeli society means that there are many attitudes that are held in the society towards issues such as sexuality and intimacy. The different world views present in the Israeli society include the ultra orthodox Israeli Jews and the secular community. The two communities are different in the way that they interpret the world around them, and how they carry on their day to day activities. The fundamental difference between the two groups can be seen in their religious beliefs. The differences in r eligions mean that the two groups will have different codes of behavior and ethics. The differences however extend to the values that they hold in regards to different aspects of life. This means that the two groups have different world views when it comes to their views on intimacy and sexuality. The ultra orthodox community in the Israeli culture for example is very strict on matters of sexuality and intimacy. The boys and the girls are not allowed to mingle freely. They are instead expected to attend separate schools. Interaction between the two sexes is discouraged. In regards to intimacy and marriage, the norm in the society is that the man is introduced to the woman for the purposes of marriage. Intimacy between the sexes is reserved for the purposes of procreation. In this society, there is a rule that specifies that all male ejaculations should be vaginally contained. This is reflected in the big families that are characteristic of the community. Marriages are also expected to take place at a young age. Other than that, all forms of intimacy between the men and the women are discouraged. In all sectors of life, the men and the women remain segregated. The ultra orthodox community does not encourage awareness of one’s sexuality for the community. This is reflected in the restrictions that are placed in access of information from the internet and from the mobile phones. The women are generally looked upon as the lesser sex and some of the ultra orthodox publications even have a policy of not publishing pictures of women. Women are expected to maintain a decent style of dressing which is characterized by long skirts or dresses, high necklines that do not expose their bodies and the married women are expected to cover their head. All forms of intimacy and contact before marriage are forbidden which often prevents the people from forming positive and intimate relationships. In this society, intimacy is accepted in the confines of the marriage institu tion. And most people get into marriage without any prior knowledge or experience in matters of intimacy and sexuality (‘The Status of Jewish and Palestinian woman in Israel’). The views that are held by the orthodox on intimacy and sexuality can be attributed to the ideals that they hold on their religious practices. The ideals of the community are based on the teaching of the torah. They therefore do not

Public administration Assignment Example | Topics and Well Written Essays - 750 words

Public administration - Assignment Example He further adds, should precaution measure be taken into place, disasters would not be so disastrous because preparedness would be the order of the day with leader being on the frontline championing for effective management of disasters. The writers use game theories and Schelling curves to look at distributed decision making and show their usefulness in many classes of problems and in shaping the understanding of payoff functions for the problem in question. The major concept illustrated in the book by Gerstein, (2008) through those theories is that rarely is a disaster accidental, rather, there is always signs way before it happens. Theories, that disasters are bound to happen, can only be argued by leaders who are not ready to take responsibility of their actions because they tend to flirt with disaster. Decision making processes must be guided by previous disasters and leaders should not live in assumptions, disasters can be controlled if leaders in public administration lived up to their billing. Chapter 1 examines the Columbia tragedy focusing on Rodney Rocha, a NASA engineer who tried to get the agency to determine the true risk to Columbia, but eventually giving up and later observing the tragedy occur. The second chapter explores hurricane Katrina and the question remains why so little was done when danger was imminent, according to Gerstein, (2008), if leaders were serious enough regarding their public duties, there would have been a damage control and the results would not have happened the way they happened. The space shuttle challenger and the chernobyl were next explored in the next chapters and again, warnings were ignored. Another case explored is the vioxx study that led to numerous deaths in Vietnam only because the company in charge did not inform the public on the dangers when they found out, rather they continued to do research. Â  In chapter 10 of the book,

Electronic documents Essay Example for Free

Electronic documents Essay Before the birth if the World Wide Web, people used to rely solely on written and printed documents on paper. Researches depended on books and journals that can be found in libraries and bookstores. When one needed to look for a source, they would know only one place to look into which are libraries. This has been the traditional way of learning and still continues to become one of the main ways to learn. However, since the birth of the internet, electronic medium have come out and they have been used as sources by most students and scholars. Most users of such technology have enjoyed its services as it offers convenience at most. With a lot more advantages to this new medium, researchers can find different data in just one click and a few seconds. Paper documents have long been used even before the idea of electronic documents was brought up to the minds of people. There was even a time when it was the only medium known to mankind. Before Google and Yahoo, there were only but dictionaries and thesauruses. But why is it that paper documents seem to have been forgotten and buried immediately by its users as soon as electronic sources and the cyberspace arrived? This paper will discuss the advantages and disadvantages of both paper documents and electronic documents. Perhaps readers will become enlightened as to why people have chosen electronic documents over paper documents most of the time. The paper will also be able to show which medium should be used in certain aspects which will depend on the needs of the users, depending on the strengths and weaknesses of both media. ARGUMENTS One of the main reasons why electronic documents are chosen over paper documents nowadays is because of the convenience that it offers. Looking for electronic documents can be done at home as long as you have a computer which is something that almost every home has. Yes, due to the widespread of electronic documents and the students’ preference of such over paper documents, computers have been in demand as well, and are almost a necessity for every student or professional. The convenience that electronic documents offers is far from what paper documents have in store for its users: manual searching and reading, especially when looking for a specific topic. This takes up a lot of time and energy. However, it teaches researchers to research well and not solely rely on instant searches. In line with convenience that electronic sources offer is the summaries and reviews that can be found online or even in word processors. This is a feature that can help users access information faster and have a better understanding on a certain document or topic. However, a fallback of this is that, most of the time researchers rely too much on the summaries and reviews and tend not to read the whole section anymore. This â€Å"shortcut† can either work as an advantage or a disadvantage, depending on the usage of readers. Although a lot of people own computers and laptops, there are still a few who do not. And this is due to the fact that computers can be expensive. An alternative to not owning a personal computer for access to electronic documents is to go to internet shops. However, such services are not free, unlike for paper documents which can be found in different libraries. Most documents that are in paper can be bought, but most of the time, they can be borrowed, which is one advantage over electronic sources. Electronic sources are often questioned of its credibility as there are a lot of sites which can be accessed by anyone, even those who are not experts on areas that they have written about. Take for example sites such as Wikipedia. org and About. com. These sites give fast but unreliable information. But since these sites give complete documents, a lot of researchers settle for them, which becomes a disadvantage for electronic sources. There are also some who claim to be experts but are hard to verify. The main problem with electronic sources is that, people behind the internet are hard to trace which makes it hard to find out whether one site is credible or not. Paper documents however have all the details and information essential to prove that such documents indeed come from credible sources. Most of the time there is a background of the author located inside the book, which proves the credibility of the document. This is done with some electronic sources as well, but in very few. Filing is one of the issues between electronic and paper documents. The problem with paper documents is that they get destroyed in floods, rains and fires. They easily get lost as well, especially if the filing was not very organized. For example, books in libraries can be easily lost if they are misplaced in the wrong shelf. However, electronic sources are easier to manage as they can be found in just one click. Databases will not get destroyed when they get wet or burned, as long as they are stored properly or even uploaded on the internet. The downside of electronic sources on this matter is that viruses can get to different documents saved in a personal computer which will lead to the deletion of such files. Also, there can be a lot of errors that can possibly happen in this technology which might endanger the presence of electronic documents. For example, computers crash for no reason at all and in one click, files can be thrown away and most of them can never be recovered. A major downfall of paper documents is its effects on the environment. Of course, it is common knowledge that papers come from trees. To produce one ton of paper, 17 trees are cut down, so paper documents take a lot out of the environment, not only through trees but also through water. To produce a paperback book, 28 liters of water is consumed, which can be a week supply of water for an individual. These facts only show that papers consume a lot of from the environment which might turn out to be very costly for humans in the future. Although electronic sources have turned out to be very convenient for its readers and users, it has become the opposite for publishers. The internet has a lot of issues as to its legality. There are a lot of illegal downloads which causes authors and publishers to lose credit from their work. The copyrights of different sources are pushed aside as there are a lot of free accesses to different sources and documents. A plus side on paper documents however is that it is highly accessible and very much portable. There are libraries everywhere and money is almost not a requirement. Also, the grammar and spelling is better because paper documents go through rigorous copyediting to ensure the quality of the documents, which in turn, makes it more reliable for the researchers and scholars using such medium. Electronic sources have lower production costs than paper documents. This is because paper documents have to be mass produced individually while electronic sources can reach millions of people in just one site. For example, one book has to have thousands of copies for it to make a mark. However, one source only needs to be posted in one site and needs words of mouth for it to reach a lot of people. This makes the distribution of information through electronic sources faster and easier. Documents that are electronic will be able to last for a long time as there are no storage costs as opposed to paper documents that require a lot of space. Storage costs a lot and so does shipping, and if such documents do not get sold, storage will still need to be paid for, which is why storage time is limited as much as possible. Cyberspace is almost unlimited as it is evolving every day, which is why people can rely on the fact that what they found yesterday will still be in cyberspace the next weeks, months or even years. Although it was discussed earlier that paper documents are portable, electronic documents are more portable since the beginning of diskettes, Compact Discs and Flash Drives. The information that has been researched from the electronic source can now be saved in different storage devices (flash drives are commonly used today). Such devices can be placed in pockets and purses and almost do not weigh anything, as compared with paper documents that have huge masses and sizes that are very difficult to carry around. There are a lot of arguments which have been discussed. It is not easy to weigh the advantages of both medium as they have been very helpful to researchers, students, professionals and those who simply need information. Others may say that paper documents have been outdated a long time ago and electronic documents are the new paper documents in this generation. But there are still some who prefer paper documents over electronic sources which is not so bad since people lived through paper documents way before electronic documents came to life. Bibliography Lunsford, K. (1995). Electronic Texts and the Internet: A Review of The English Server. In K. Lunsford, Computers and the Humanities (pp. 297-305). Springer.

Constructivist Theory of Knowledge in the Curriculum

Constructivist Theory of Knowledge in the Curriculum 1. The Constructivist Theory of Knowledge This theory has emerged from psychological theories around human learning and knowledge acquisition. Within this theory, the main preposition is that people construct knowledge and infer meaning to concepts through experience. It is a theory which is principally credited to Jean Piaget, who used scientific data to prove that the theory was of some validity. In relation to education, constructivist theories have had a significant impact on pedagogy, even though constructivism is not a pedagogy in and of itself. Within constructivism, the idea is that people respond to new knowledge by internalising it and accommodating this knowledge into their existing internal schema, the personal constructs of meaning and understanding that are unique to them. This explains one of the key facets of constructivism as applied to knowledge acquisition, that learners learn individually, and their knowledge is individually constructed and, arguably, unique to them. Therefore, learning is derived from sensory input from which the learner constructs knowledge. This seems rather simplistic, but runs counter to a number of previous theories, particularly the long-standing belief that knowledge is universal, because instead the learner must engage with the world or their social context or environment in some way, in order to learn. In constructivism, theorists posit that learners learn as they learn, in that while they are learning knew knowledge they are learning on many levels, about more than just the facts they are acquiring[1]. For example, if the student is learning about different materials, such as wood, plastic and metal, they are learning about the nature of these substances, but also they are expanding their vocabulary, learning what these substances look and feel like, and, are also processing examples of how these materials are used, and why. Applying this knowledge to their social world allows them to test their new understandings and to see what elements of their environment are constructed out of these different materials. The construction of meaning is a mental process which is enhanced by physical activities[2], but cognitive engagement with learning is key. In constructivism, learners are central to the learning process, not the knowledge they are required to acquire. Learning is both context ual and social, and so in primary science, for example, collaborative activities and experiments engage learners socially as well as individually. Learners need time to learn, but they also need opportunities to review and revisit the new knowledge, as it becomes internalised and takes its place as a building block for further learning. Primary science teaching appears to fit very well with this approach to understanding learning, because it builds from initial concepts and exploratory activities into more complex activities. As time progresses, the curriculum is designed to revisit knowledge on several occasions, and to put that knowledge into practice. How far this works for primary science, however, may depend on a number of factors[3]. This does seem to be a very constructivist approach, and while it works well in primary science, this author wonders if there are other subjects which might not so easily suit constructivist explanations of learning. As a practical subject, science at all levels allows students to take more control of their learning experiences[4] and to engage fully with new knowledge[5]. However, this theory also acknowledges that learning requires a degree of motivation, and this may be the biggest challenge to any educator[6]. 2. Discuss the issue of progression in a child’s learning in the context of a critique of the materials and properties strand of the national curriculum and the associated QCA schemes of work. The notion of progression builds upon issues of constructivism by starting what appears to be a cascade of learning through directed activities. The guidance for the materials and properties strand of the curriculum, particularly espoused in the QCA schemes of work, seem to start with an initial encounter with key concepts, such as the nature of materials, through focused activities[7]. For example, children in reception to Year 1 might be asked to identify types of materials, such as glass, wood, metal, and discuss the ways in which these are used, such as, windows are usually made of glass, or doors are usually made of wood. This knowledge is then built on later on in their learning process by learning more in detail about the properties of these different types of materials, through new information, and testing that information to learn about the properties under investigation. For example, learning about stretchiness would allow students to understand both the concept and the kin ds of materials which display this property, whilst also acquiring the new knowledge of different terms and their application. So progression of learning requires the student to understand what a property is, and the kinds of words used to describe and to explore it. The learning process challenges the student to ask questions about different properties, and then, through these answers, to apply these concepts to other materials and their properties. Progression is thus based on the student engaging at all stages, and only once the student has grasped initial concepts can they move on to the testing of those concepts in more and more detail. However, the challenge of basing a curriculum and set schemes of work on this concept of progressive learning, in this case, is that all students do not learn at the same rates, and therefore the progression of the class may be limited to the speed of the slowest student rather than responding to individual learning. However, this approach also allows students to not only revisit knowledge but to simultaneously signpost their learning[8], which may help build confidence, self-esteem and self-efficacy. The continuous programme of study that is the National Curriculum aims to ensure progression from primary to secondary school, in particularly, is less marked and more straightforward, although this is not the case for many educators. However, in principle, within science, the curriculum allows students to acquire the fundamental understandings necessary to advance to more complex science and scientific investigation. 3. How does the recognition of concepts of evidence affect a teachers approach to progression and assessment of pupils understanding in Sc1? Concepts of evidence is a fundamental scientific principle in relation to the acquisition of any kind of real scientific knowledge and understanding. Every part of the progression from S1 requires that students can recognise and work with ‘evidence’ acquired from practical activities[9], such as information gathering, observation and recording of these observations, and experimentation[10]. Experimental and investigative work in this subject, at this level, requires students to engage in the following kinds of activities: planning investigations; deciding what to change, what to keep the same and what to measure; deciding whether a fair comparison was made; and using results to draw conclusions[11]. These require students to have internalised what constitutes ‘evidence’ in scientific studies. However, in science, cognition and learning, and in particular, reasoning, is characteristically different than in other subjects, because this reasoning is carried out using ‘evidence’. Learning to work scientifically relates to a rage of ‘concepts of evidence’, which might include the purpose of observation, and how to carry out observation for specific reasons, recognising what constitutes a scientific question that can practically be investigated through accepted scientific processes, the need to carry out multiple measurements, and the need to develop through these new skills in carrying out measurement processes, and different ways of recording data and presenting findings. It also involves understanding different kinds of experiments and the kinds of results that can be gained from these. However, these kinds of concepts must be learned from engaging in practical activities, and in relation to progression from Sc1, understanding the principles of scientific activities must be demonstrated through carrying out the activities and working through these to achieve specific goals. This runs somewhat counter to the notio n of individual learning, however. However, it is not enough that students can carry out the activity required, because they need to be able to see beyond establishing ‘facts’ and look for alternative explanations or interpretations to illustrate their ‘evidence’. Not only must they be able to frame their investigations in the right language, and choose the right kinds of questions[12], they also need to be able to learn how to make robust measurements, with support and input. What this demonstrates is that it is not enough for students to learn superficially how to do an experiment, and how to record results. For students to progress, they need to be able to discuss observations and inference, questions and areas of investigation, and the different ways to produce ‘evidence’ to explain relationships or causality. And the literature does show that even young children can develop these kinds of capabilities, if they are properly supported. Therefore, the modern approach to science education where knowledge acquisition appears to be fully constructivist, particularly in relation to testing of ideas and principles, appears well suited to students developing key scientific skills, which at the next stage of their education form the basis for deeper understanding and manipulation of more complex and challenging tests and variables. Yet it could also be argued that to teach almost by rote, by following the schemes of work set out by the QCA and DfES is also to stifle individuality in learning, because not all students will grasp these concepts at the same time, or even in the same ways. Science is about universal laws and the testing of theories[13], but in order to allow students to develop a true understanding of basic principles[14], perhaps it is time for educators themselves to reconsider what are their ‘concepts of evidence’ for readiness to progress to the next level. References Gibson, J. (1998). Any questions any answer? Primary Science Review, 51, 20-21. Gott, R. and Johnson, P. (1999) Science in schools: times to pause for thought? School Science Review81(295) 21 -28 Gunstone, R.F. and Mitchell, I.J. (2005) Metacognition and Conceptual Change Teaching Science for Understanding 133-163 Hollins, W. Whitby, V. (1998). Progression in Primary Science. Great Britain: David Fulton Publishers. Johnson, P. and Gott, R. (1996) Constructivism and Evidence from Childrens Ideas. Science Education 80(5); 561-577. Osborne, J. and Simon, S. (1996) Primary Science: Past and Future Directions Studies in Science Education 26 99-147 Paivi, T. (1999) Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university International Journal of Educational Research31 (5) 357-442. QCA/DfES (2008) http://www.standards.dfes.gov.uk/schemes2/science/sci3c/sci3cq2?view=get  Accesed 23-10-08 Reinhartz, J. Beach, D. M. (1997). Teaching and Learning in the Elementary School: Focus on Curriculum. New Jersey: Prentice-Hall. Shepardson, D. P. (1997). Butterflies and beetles: first graders ways of seeing and talking about insect life cycles. Journal of Research in Science Teaching, 34(9) 876-889. So, W. M. W. Cheng, M. H. M. (2001). To facilitate the development of multiple intelligences among primary students through science projects. Asia-Pacific Forum on Science Learning and Teaching, 2(1), Article 4. Available at: http://www.ied.edu.hk/apfslt/v2_issue1/sow/. Accessed 23-10-08. Watts, M., Barber, B., Alsop, S. (1997). Childrens questions in the classroom, Primary Science Review, 49, 6-8. White, R. and Gunstone, R. (1992). Probing Understanding. London: Falmer Press. 1 Footnotes [1] Paivi, T. (1999) [2] Shepardson, D. P. (1997). [3] Gott, R. and Johnson, P. (1999) [4] Gibson, J. (1998). p 20. [5] White, R. and Gunstone, R. (1992). [6] Reinhartz, J. Beach, D. M. (1997). [7]QCA/DfES (2008) [8] Gunstone, R.F. and Mitchell, I.J. (2005) [9] Hollins, W. Whitby, V. (1998) [10] So, W. M. W. Cheng, M. H. M. (2001). [11] QCA/DfES (ibid). [12] Watts, M., Barber, B., Alsop, S. (1997). [13] Osborne, J. and Simon, S. (1996) [14] Johnson, P. and Gott, R. (1996)

Case Study Of Downs Syndrome

Case Study Of Downs Syndrome Paul Z is a 30 year old man who has a Learning Disability and Downs syndrome. He lives at home with Mrs Z, his mother who is his main carer and 18 year old sister S who goes to Sixth Form College and hopes to go to University. Mrs Z is devoted to Paul and gave up her part time job when he left school twelve years ago to look after him full time. Mrs Z who was widowed two years ago has recently been prescribed anti-depressants by her GP as she was not sleeping well and finding life difficult to cope with. Paul is able to complete his personal care and dresses himself appropriately, although he does sometimes need prompting or supervising depending on his mood that day. Mrs Z finds it very difficult to leave Paul at home for any length of time even though he is likely to be able to cope on his own for a few hours. She will occasionally leave him with his younger sister S but she has exams and a very full social life of her own. Neither has Mrs Z been willing to allow Paul to access community based activities, other than the Day Centre which he attends two days per week, because she fears for his safety. Paul really enjoys the Day Centre where he has been given his own shelf in the greenhouse and a patch of garden where he grows flowers and vegetables which he takes home to eat. Paul would like to increase his social activities, develop his independent living skills and have access to a bigger garden to grow more vegetables and to possible sell them. Pauls interests include watching films, reading comic books and playing computer games and football. He also enjoys swimming and accompanies Mrs Z when she goes. Paul is very sociable and well liked by all who meet him. Mrs Z does not drive and both she and Paul are dependent on public transport. Paul requires support when in the community as he could be extremely vulnerable if left on his own because of his friendly and trusting nature. Paul has a good understanding of everyday things but due to his learning disability tends to make decisions based on his every day experience and eagerness to please and may not have necessarily understood or taken into account all the information which might affect the decision. He can appear to have a better understanding of things than he has and he needs to be supported when making more complex decisions. Paul is also very difficult to understand verbally and uses his own language with a form of Makaton and picture Symbols. When he becomes anxious or worried he can be aggressive even towards those who he knows well. Also due to his poor communication skills he finds expressing himself very difficult. 3 practice related questions: In the context of Pauls circumstances provide a critical analysis of: Which types of assessments would need to be implemented, how these would be most appropriately conducted and by whom The first assessment that would need to be implemented would be an assessment of Pauls need for community care services. As Paul has a learning disability and Downs syndrome, there will be assessment barriers that need to be taken account for and overcome to enable Paul to participate fully in the assessment process. In addition this will ensure that the relevant and necessary information is gathered to accurately assess Pauls need for community care services. As described Paul has poor verbal communication skills, this could make it difficult for Paul to express himself during the assessment process. Furthermore Paul may need help in making sense of and understanding information, this would need to be addressed to maintain Pauls full involvement and level of understanding in the assessment and for any decision. Pauls challenging behaviour would need to be taken into account so not to cause harm to him or others. Pauls assessment would normally be conducted by a social worker from Pauls local social services department (NHS Choices, 2009). The social worker would need to find ways of dealing with these potential barriers before the assessment takes place. Paul communicates using his own language; with this in mind it may be appropriate to have someone who knows Paul well to be part of the assessment so they are able to interpret the information to the assessor. Pauls mother or sister could do this Alternative communication-picture symbols social worker could use these/interper however Paul is eager to please so may tell interviewer/social worker what they want to hear. May be case if mum/sister is present so an independent advocate may be advisable. As Paul can get aggressive-build the relationship up before assessment. Carers assessment Mothers own s47 assessment The issues relating to risk, proportionate response and capacity Risk assessment, vulnerable adult, MCA, IMCA How you would work to promote Pauls independence and his right to make his own choices, with whom would you cooperate to achieve this and which theoretical perspectives would inform your practice. Person centred planning-Valuing people Social model of disability 3 Legal Questions: What statutory duties, if any, does the local authority have in respect of assessing and providing community care services to Paul and/or Mrs Z? Please identify the relevant legislation. In respect of assessing Paul, the local authority under Section 47(1) of the National Health Service and Community Care Act 1990, has a duty to assess his needs and depending on the result of that assessment, will decide whether Pauls needs call for the provision of community care services. As Brayne and Carr (2010, pp.541) states there are two clear steps that are required by s.47(1)-an information gathering exercise and a decision making process. During the decision making process, the Local Authority will follow the guidance set by the Fair Access to Care Services Guidance for Adult Social Care Needs issued by the Department of Health in the Local Authority Circular 2002 (LAC 2002 13). The eligibility criteria is based on the risk to independence caused by an individuals presenting needs. End with saying about cc services to link to next paragraph. Community Care services are a range of services that are generally provided by social services to enable the people who are receiving them to remain living within the community rather than moving, for example into residential care (Clements and Thompson, 2007). The main statue that directs community based services is Section 29 of the National Assistance Act 1948. This gives local authorities the power and duty to provide domiciliary care services to disabled people who fall within the definition as defined by the act and who are in need of such services. Services can be provided within the service users home or elsewhere, such as a day centre. As Paul has a learning disability and Downs syndrome, he would be eligible for these services. Under s.29 of the NAA 1948, Paul could receive arrangements to support him with gaining independent living skills, services for recreational and social activities and assistance with setting up his own business so he could sell his vegetables. Paul, under s.29 of the NAA 1948, is defined as being disabled and therefore Local Authorities have further power and duties to provide services under Section 2 of the Chronically Sick and Disabled Persons Act 1970. This section offers a wide range of services that could be available to Paul. He could benefit from outings outside of his home, assistance with travel arrangements for such outings, practical assistance within his home and holidays. Mrs Z is Pauls main full time carer and so would be entitled to an assessment under Section 1 of the Carers and Disabled Children Act 2000, of her own needs in terms of her ability to provide and to continue to provide care for Paul. A carer, as described in the legislation, is an individual who provides or intends to provide a substantial amount of care on a regular basis for another individual aged 18 or over. Within s.1 of the CDCA 2000, Mrs Z, would still be eligible for an carers assessment even if Paul was to refuse a community care assessment himself. The local authority involved in this case, has a statutory duty, under the Carers (Equal Opportunities) Act 2004, to inform Mrs Z of her right to an assessment and must take in to consideration whether Mrs Z works or wishes to work or would like to undertake any education, training or leisure activities. The results of Mrs Zs assessment would be considered during the decision making process of Pauls need for the provision of community care services. If Paul was going to be placed in residential care what statutory duties or powers does the local authority have to place him in residential care, and what statutory duties does the local authority have in respect of the choice of accommodation. Would your answer differ if Paul lacked mental capacity to decide where he should live? If Paul was going to be place in residential care, the local authority has a duty to provide this under Section 21 of the National Assistance Act 1948. Within this act it states that residential accommodation must be provided for persons aged eighteen or over who by reasons of age, illness, disability or any other circumstances are in need of care and attention which is not available. Once Paul has been assessed as eligible for accommodation As Clements and Thompson (2007, pp.222-223) states the NAA 1948 (Choice of Accommodation) Directions 1992 constitute one of the few examples of genuine choice that individuals have in relation to their community care services. The NAA 1948 (Choice of Accommodation) Directions 1992- gives individuals genuine choice that individuals have in relation to their community care services. When they are engaged, the directions give service users a legal right to choose setting of their residential care. Once a social services authority has assessed a person as eligible for accommodation under NAA 1948, S21, it is then obliged to make arrangements to accommodate that person in a care home of his or her choice provided that the conditions in direction 3 of the NAA 1948 (Choice of Accommodation) Directions 1992 (as amended) are satisfied. S1(2) MCA 2005 -presumption of capacity S2 MCA 2005 Decision must be time and issue specific. S4 MCA 2005 if lacks mental capacity then a best interest decision is required c)In the context of the case study please identify any vulnerable adults and say why and in what circumstances you consider them to be vulnerable. What assessments if any would you carry out and what measures if any would you put in place to protect them? Critically analyse which other individuals and/or agencies, if any, you would involve in the safeguarding process. Assessment There are a number of statutes that deal with the matter of assessment. The overarching duty on local authorities is set out in the NHS and Community Care Act 1990. NHS and Community Care Act 1990 Section 47(1). This imposes a duty on local authorities to carry out an assessment of need for community care services with people who appear to them to need such services and then, having regard to that assessment, decide whether those needs call for the provision by them of services. An assessment is triggered where : The person appears to be someone for whom community care services could be provided and The persons circumstances may need the provision of some community care services There are a number of other Acts which deal with the matter of assessment: The NHS and Community Care Act 1990 Section 47(2). If, during the Section 47(1) assessment the person is identified as being disabled *, that person has additional rights as set out in Section 47(2). This requires local authorities to make a decision as to the services required under Section 4 of the Disabled Persons (Services and Consultation and Representation) Act 1986. Note: * see Section 29, National Assistance Act 1948 below Disabled Persons (Services and Consultation and Representation) Act 1986 Section 4. This imposes a duty on local authorities to decide whether the needs of a disabled person call for the provision by the Local Authority of any services in accordance with Section 2(1) of the Chronically Sick and Disabled Persons Act 1970. National Assistance Act 1948 Section 29 (1). To qualify for services under this Section persons must be:   Ã‚  Ã‚  aged 18 or over who are blind, deaf, or dumb, or who suffer from mental disorder of any description, and other persons aged 18 or over who are substantially and permanently handicapped by illness, injury, congenital deformity or such other disabilities as may be prescribed by the Minister. The definition of disabled person should be interpreted in this context to mean people over 18 years who have a permanent and substantial disability such as learning disability, physical disability, sensory impairment, mental health difficulties, chronic illness or any combination of these. LAC(93) 10 Appendix 4 asks councils to give a wide interpretation to the term substantial to take full account of individual circumstances and a flexible interpretation to the term permanent in cases where they are uncertain of the duration of the condition. Examples include episodic or recurring illness, intermittent disability / conditions. People who are disabled within the terms of this definition are not obliged to register with the Department, nor is access to assessment and services dependent on registration. Chronically Sick and Disabled Persons (CSDP) Act 1970 Section 2. This places a duty on local Authorities to assess the individual needs of everyone who falls within Section 29 of the National Assistance Act 1948 above. back to top Assessment of Carers The Carers and Disabled Children Act 2000 Section 1. This section gives carers, aged 16 or over, the right to an assessment of their ability to provide care or continue to provide care: Where they provide or intend to provide a substantial amount of care on a regular basis for another individual 18 or over And the local council is satisfied that the person cared for is someone for whom it may provide or arrange for the provision of community care services. This right exists even where the person cared for has refused an assessment by the local council social services department or has refused the delivery of community care services following an assessment. Note: The Carers and Disabled Children Act 2000 will only rarely be used by councils looking at the needs of 16 and 17 year old carers. Where it is used in these circumstances the assessment must be child centred and follow the guidance set out in the Framework for the Assessment of Children in Need and their Families (paragraphs 3.61 to 3.63.) (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). The Carers and Disabled Children Act 2000 Section 6 . This section provides that a person with parental responsibility for a disabled child has the right to an assessment from the local authority of their ability to provide (and to continue to provide) care for the child. The local authority must take that assessment into account when deciding what services, if any, to provide under section 17 of the Children Act 1989. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). Disabled Persons (Services Consultation and Representation) Act 1986 Section 8. Carers also have rights under this section which requires local councils to have regard to the ability of the carer to provide or continue to provide care when deciding what services to provide to the disabled person. In these circumstances the assessment of the cared for person must take account of the carer situation and record this as part of the assessment of the cared for person. This requirement exists even where the caring role is not of a regular or substantial nature. back to top Mental Health Act 1983, section 117 requires a local authority jointly with the Health Authority to provide aftercare services for people leaving hospital after being compulsorily detained. It is implicit in such a duty that a process of assessment must be undertaken prior to discharge to identify needs and how they will be met. The delivery of all mental health services is framed within the Care Programme Approach (CPA) which provides the framework for all patients, both in hospital and in the community. Among the key elements of the CPA are: Systematic arrangements for assessing peoples health and social care needs The formulation of a care plan which addresses those needs The appointment of a Care Co-ordinator Regular review of the care plan. Other specific assessment requirements within Mental Health are determined by Sections 2, 3, 4 and 7 of the 1983 Mental Health Act. These sections require an Approved Social Worker to undertake an assessment of an individuals mental health along with key health colleagues. back to top Provision of Services Fair Access to Care Services and the Duty To Provide Once a community care assessment is carried out, councils need to make decisions about whether to provide support or not to individuals. Fair Access to Care Services (FACS) provides councils with an eligibility framework for adult social care to identify whether or not the duty to provide services under the following legislation is triggered. (Ref. Fair Access to Care Services policy and practice guidance). The duty on social services to provide or arrange services is triggered only for those people with eligible needs that is needs above the threshold for services line. The national FACS policy LAC (2002)13 states that councils may take account of the resources available to them in deciding which needs to meet. Needs that are identified as eligible needs and which sit within the laws relating to a duty on Social Services to provide services must be met. How those needs are met is a separate issue. Provision of services takes place primarily under: The National Assistance Act 1948, Section 21 and Section 29 The Chronically Sick and Disabled Persons Act 1970, Section 2 The Health Services and Public Health Act 1968, Section 45 The NHS Act 1977, Section 21 Mental Health Act 1983, Section 117 Carers and Disabled Children Act 2000 Community Care (Direct Payments) Act 1996 back to top Duty to arrange/provide services for people with Eligible Needs National Assistance Act 1948 Section 21(1). Concerns the provision of residential accommodation to certain groups of people over 18 years who through age, illness, disability or any other circumstances are in need of care and attention which would otherwise be unavailable to them. The duty is owed to people ordinarily resident in the Local Authoritys area. National Assistance Act 1948 Section 29. The local council has a duty to exercise its powers for people ordinarily resident in its area and must provide: A social work advice and support service Facilities for rehabilitation and adjustment to disability Facilities for occupational, social, cultural and recreational activities Chronically Sick and Disabled Persons Act 1970 Section 1. This section imposes a duty on local authorities to provide information about relevant services. Chronically Sick and Disabled Persons Act 1970 Section 2 (1). This section sets out the types and range of services that local councils should have available to meet the needs of disabled people *. These include: provision of practical assistance in the home; provision of recreational facilities outside the home or assistance to take advantage of educational facilities; provision of assistance with works for adaptation in the home; provision of meals. Note: * See Section 29(1) of the National Assistance Act 1948 above. National Health Services Act 1977 Section 21. This section identifies that services can be provided in relation to expectant mothers, prevention and after care and that home help and laundry facilities are functions exercisable by social service authorities. Schedule 8 identifies the power to provide and maintain day centres or similar facilities and power to arrange services specifically for people with alcohol and drug problems. Also to provide laundry services as part of the input of home help services. Mental Health Act 1983 Section 117(2) This section creates a joint duty on the local Health and Social services Authorities to provide after care services to various categories of people who have been detained in hospital for as long as the person needs them. Aftercare services are not defined in the Act but will include social work support in helping the ex-patient with problems of accommodation or family relationships, the provision of domiciliary services and the use of day centre and residential facilities. Community Care (Direct Payments) 1996 Act This sets out the circumstances when direct payments should be considered. It gives local authorities the power to offer people cash payments as an alternative to arranging social care services to meet their assessed, eligible needs. (Ref Direct Payment policy) Carers may also have access to Direct Payments. See Carers and Disabled Children Act 2000 Section 5 powers set out below. Health Services Act 1968 Section 45. The Local Authority has a power to make arrangements to promote the welfare of older people. The Carers and Disabled Children Act 2000 Section 2. Under this section the Local Authority has powers to provide services for carers following a carers assessment (whether joint or separate) under Section 1 of this Act. Services to carers are not defined by the Act. The local authority may provide any services they see fit to provide and which in their view help the carer care for the person cared for. These services may take the form of physical help or other forms of support such as training or counselling for the carer. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance). The Carers and Disabled Children Act 2000 Section 5. This section extends the option of Direct Payments to carers aged 16 years or over who care for a person aged 18 or over. (Ref The Carers and Disabled Children Act 2000 policy and practice guidance).