Time Value of Money Essay Example for Free

Time Value of Money Essay Time value of money is useful in making informed business decisions. For example the net present value method can be used to help decide the best alternative among multiple alternative uses of a firm or personal financial resources. By discounting various alternatives to their present value one can compare the alternatives. Time value of money can also answer such questions as what ones investment will be worth at a certain point of time in the future, assuming a certain interest rate. Time value of money can also be used to compute such useful information as car, mortgage and other loan payments. Another use of time value of money in accounting is reporting of certain long-term assets and liabilities. Time value of money is based on the principle of compound interest. Each time there is a compounding period the new principal is increased by the interest from the previous period. Converting Before Using the Tables When using the tables, you may need to convert if, for example, in a lump sum situation there are more than one compounding periods in a year. Or you may need to convert (to monthly compounding) if, for example, you are working with an annuity situation involving a car loan that involves monthly rather than annual periodic payments. You often need to convert whether it is a lump sum or an annuity situation. Do the following conversions before using the tables. See some of the examples which follow these notes. For semi-annual compounding [or for deposits every six months in an annuity], take the annual interest rate and divide it by 2. Take the number of years and multiply by 2. For quarterly compounding [or for quarterly deposits in an annuity] take the annual interest rate and divide it by 4. Take the number of years and multiply by 4. For monthly compounding [or for monthly deposits in an annuity] take the annual interest rate and divide it by 12. Take the number of years and multiply by 12. Lump Sum Amounts Future Value of $1 = Present Value X Future Value of $1 Table Factor Present Value of $1= Future Value X Present Value of $1 Table Factor Use the $1 table when you are dealing only with a lump sum amount. (However when you have an annuity in the problem, do not use the lump sum table; instead use the annuity table. Use the annuity table even if you are looking for a lump sum, as shown in No. 4 which follows these notes.) Notice that there are four variables with lump sum situations: Present Value, Future Value, Interest Rate, and Period. You need to know three out of the four to figure out an unknown. You saw above how to compute Present Value and Future Value. Now suppose you want to find the interest rate. Present Value Approach: PV / FV = computed PV Table factor Go to the PV table. Where the table factor and periods intersect is the interest rate. Use this same approach to figure the number of periods when you know the interest rate and PV and FV. Annuities An annuity means a series of equal periodic deposits, or rents which can be either payments or receipts; they are made at equal periodic intervals. Use the annuity tables when you are dealing with equal periodic payments or receipts at equal periodic intervals. Use Ordinary Annuity table for payments made at the end of the period. Use Annuity Due table for payments made at the beginning of the period. Future Value of an Annuity = Annuity Deposit X Future Amount of an Annuity Table factor. Present Value of an Annuity = Annuity Deposit X PV of Annuity Table Factor Note the Annuity Deposit may be either a payment or receipt. Now say you wish to find the amount of the deposit, which could be either a periodic payment like a car or mortgage payment, or a periodic receipt such winnings from the lottery or more realistically monthly withdrawls of cash during retirement. Rent or Payment/Receipt = PV / PV of annuity table factor or Rent or Payment/Receipt = FV / FV of annuity table factor You cannot just use either of the PV or FV approaches. Use the PV approach if PV is the given information. You would have to use the FV approach if FV is the given information. Often you use the present value approach though. For example if you are buying a car and want to figure out the car payments, the current price of the car is Present Value. It is assumed to be the cash-equivalent price. A Few Practice Problems 1. You want to know how much you should deposit in the bank each month in order to have $10,000 in four years. What type of problem is this? A. present value of an annuity B. present value of an amount C. future value of an annuity D. future value of an amount The correct answer is C. First you know this is an annuity because it involves equal periodic payments to the bank at equal intervals. You know it is future value because you are asked to find what future amount your annuity will grow to. Even though it is growing to a single amount, be sure to note that you are looking for the future value of an ANNUITY. 2. You want to know how much you should deposit in the bank now in order to have $10,000 in four years. What type of problem is this? A. present value of an annuity B. present value of an amount C. future value of an annuity D. future value of an amount The correct answer is B. 3. Someone will pay you $10,000 in four years. You want to know how much it is worth to you now, assuming a certain interest rate. What kind of problem is this? A. present value of an annuity B. present value of an amount C. future value of an annuity D. future value of an amount The correct answer is B. 4. What single amount do you have to deposit in the bank now in order to be able to withraw $200 a month for the next five years? What kind of a problem is this? A. present value of an annuity B. present value of an amount C. future value of an annuity D. future value of an amount The answer is A. Even though a single amount will be deposited, it is still an annuity problem. Hint: any time a problem involves equal periodic payments, use an annuity table. 5. When you were born your parents set up a trust fund designed to accumulate $88,000 by the time you are 50 years old. You are 34 years old today. If you negotiate getting the money today, what will you get? Assume an 8% interest rate and annual compounding. First realize you are looking for present value. Today and now are hints you want present value. Next realize you need to subtract your current age for 50 years to get the number of years, which would be 16 years in this problem. So PV = FV X PV table factor for 8% and 16 years 25,687 = 88,000 X .2919 6. You are very rich and will be retired soon. You want to take out $416,000 every six months for 6 years. You can get a 6% interest rate. How much do you need to deposit in the bank today to make this happen? You are looking for the Present Value of an annuity , since you want the amount to deposit TODAY, and you will be withdrawing equal periodic payments. So use the annuity table even though you are putting a lump sum in the bank. PV annuity = Deposit X PV annuity factor ( 3%, 12 semi-annual periods) = 416,000 X 9.9540 = 4,140,864, the amount you need to deposit today. 7. Trego County wants to raise $4,000,000 to finance the construction of a new high school. The school board wants to make semiannual payments to repay the loan over the next 15 years. What will be the amount of the payments assuming the interest rate of 10%?

Toussaint LOuverture and the Haitian Revolution

Toussaint LOuverture and the Haitian Revolution This investigation will cover the topic of the Haitian Revolution (1791-1804) with the specific focus of the revolutionary leader, Toussaint LOuverture. The research question is: To what extent did the leadership of Toussaint LOuverture result in the success of the Haitian Revolution? Two of the sources used in this investigation include the translation of an autobiography of Toussaint LOuverture and a book on the Haitian Revolution. Memoir of General Toussaint LOuverture The autobiography of Toussaint LOuverture is a primary source as it was written by the revolutionary leader himself during his life. LOuverture wrote this account of the revolution and his role in it after the Haitian Revolution while he was in prison in 1803. This autobiography is significant to this investigation because it directly tells his account of the events and will be important in investigating LOuvertures role in the revolution. This document contains value for its origin because it is a first hand account of an important historical figure. The autobiography begins with LOuverture stating that he was commanded by the French government to give a truthful account and reflection, thus giving it its value from purpose. This source also has value from its content because LOuverture discusses battles, important figures, and communications between nations and leaders in great detail. This document is limited by its origin because LOuverture originally wrote this autobiography in French so the document in examination is a translation. A limitation in its purpose is that it was written to account the Haitian side of the conflict and therefore is biased because he was only examining one side. A limitation in its content is that this document is only one mans view and it does not present anything from the opposing French view. A Concise History of the Haitian Revolution The next source is a book on the history of the Haitian Revolution written by Popkins, an American professor and scholar. It was published in 2012, long after the events of the Haitian Revolution, and it is all based on archival research so it is a secondary source. This significance of this document to this investigation is that it will provide a big picture account and analysis of the Haitian Revolution and of Toussaint LOuvertures role. This source has value because it was created for the purpose of historical accuracy and looking at multiple views. Additionally, this source has value for its origin because the author had no personal connection to the events, eliminating potential bias due to the author belonging to one side of the conflict. The author is also stated to be an expert in French and Haitian history, further eliminating bias because of limited knowledge. A value in its content is that this book examines interpretations from many different sources. A limitation by the content of this source is that the author has no personal knowledge of the events of the Haitian Revolution or of Toussaint LOuverture. The source is also limited by its origin because it was created a long time after the events it covers. Additionally, it is limited because it was created for the purpose of making a concise overview of the Haitian Revolution, limiting the detail and specific knowledge included in it. Part B: Investigation Word count: 1255 The Haitian Revolution was a bloody uprising and the only successful slave revolt in history (Girard 28) . Haiti was a French slave colony until the slaves revolted against France. The revolution resulted in the liberation of the slave population and the creation of a black republic. The slaves had no formal organization and therefore relied on the leadership of one man: Toussaint LOuverture. General LOuverture was of African heritage, speaking a native African tongue as well as French (Myers 6). His life as a slave gradually improved as he was promoted to higher positions and was allowed to live a comfortable lifestyle, including family life, profit, and education (Rainsford 243). His access to education and literature was crucial to his ability to lead militarily and politically. He gained his freedom after fifty years of slavery, by which time he had developed strongly rooted ideals about his race and their emancipation (Beard 22). When the slave revolts began, LOuverture did not immediately join the fight and instead, seeing how brutal the uprising slaves were, decided to be patient (Rainsford 246). This demonstrates that LOuverture did not have any role in beginning the slave revolts because he did not join the cause until later. Once he did join the fight, he served as a soldier, and soon was promoted to various leadership roles, under a general known for his brutality (246). At this time, the slaves were filled with rage and passion and they carried out violent attacks. LOuverture saw this and realized that change was not going to come about in this manner. (244). This knowledge laid the basis for LOuvertures level headed approach to war and politics. The slave revolts were generally disorganized and haphazard (Rainsford 243), as none of these slaves had military or political training, let alone basic education. LOuverture joined the revolt equipped with the knowledge to lead a military and political uprising and the character to solicit followers (Rainsford 244). LOuverture had much success as a general fighting the French and a as a nation builder. He claims in his autobiography that the peace and economic success of the island were all [his] work (Louverture Memoir 295). It would seem that LOuvertures leadership had created a functioning society out of a slave state. Haiti had a working economy under his leadership because he focused the economy on the agricultural production which had been the status quo during French rule when the island produced large amount of coffee and sugar for Europe (295). Although many Haitians were angry with the relatively unchanged economy, it worked to stabilize the infant nation (Rainsford 240). General LOuverture was very successful at leading the slave armies. Along with his assisting generals, Christophe and Dessalines, he was able to pressure all British forces who were at the time in conflict with the revolutionaries to withdraw from the island (Bell 114). He was also very successful in negotiating with the French General Leclerc, who misrepresented Frances orders by attacking LOuverture and his forces. LOuverture was able to calmly respond by arranging a diplomatic meeting and creating a resolution about territorial boundaries, proving his advanced diplomatic ability (Louverture Memoir 296). He also proved advanced military ability by defending cities against French Gen. Rochambeau. One specific battle was at La Croix, during which LOuverture fought off Rochambeaus force which far outnumbered his own (304). Dessalines and Christophe also proved very capable and they worked cohesively with each other and with LOuverture (301).ÂÂ   LOuvertures leadership empowere d the Haitian people and the slave armies and his reputation had such a lasting effect that he became a heroic figure for anti slavery activism in the U.S. He was described by some activists in the mid-1800s as being among historys greatest men (Clavin 38).ÂÂ   His character became a symbol of anti slavery idealism and, on a larger scale, of racial equality (35). LOuverture was proof of the ability of black men to achieve feats comparable to white men, showing that the races were equal (38). His success had revolutionary implications because this was the first time a black slave population had ousted a white population (Popkins 6). It is consistently accepted by the preceding sources that LOuverture is the man who lead the Haitians to freedom and the start of an independent nation. However, LOuverture had no role in declaring the independence of the nation because at the time he was in prison in France. In 1802 LOuverture was imprisoned by France until his death in 1803 (Louverture Memoir 305). Thus, he was absent during the finals days of the revolution. After his imprisonment, Christophe and Dessalines continued the fight and forced out the French armies of Rochambeau and Leclerc (Dubois 41). It was Dessalines, in fact, who officially declared Haitis independence and named the nation (History.com). Popkins book, A Concise History of the Haitian Revolution, discusses the less romantic side of LOuvertures rule. LOuverture put in place an authoritarian government with the goal of protecting the freedom of the black population, with himself as the head figure (Popkins 90). The new government had to be able to pro tect the people from other revolts within the nation, as well as from invasion from other nations (91). The fact that there were other revolts within Haiti itself demonstrates that LOuverture was not completely successful at achieving unity. In a letter to the people of Haiti, LOuverture says that some of the Haitians provoke the disunity of citizens and the disorganization of the current state of affairs, showing that the country was not unified (LOuverture Letter). LOuverture implemented increasingly violent means to maintain his authority, because the Haitian people did not wish to cooperate with him and in fact, many resented his authority (Popkins 91). Popkins work tells the events from a different angle than the previously discussed sources. While Popkins is not directly contradicting Clavins statement that LOuverture was a great man, he provides us with some contradictory evidence of LOuvertures political achievement (Clavin 38). It becomes clear, then, that LOuvertures leade rship was not flawless, as it is portrayed in some ideological accounts of the man. In summary, Toussaint LOuverture was a qualified leader who rose to command the slave armies of the Haitian Revolution. He played an important role in unifying the slave armies as well as building a functioning nation. LOuverture was crucial in organizing the Haitians in revolution against the French and his authoritarian rule kept the nation together despite internal conflict. His character was admired by Haitians at the time and by American anti slavery activists. The general, however, does not play the singular role of Haitian liberator. LOuverture had no role in the beginning of the revolutionary cause, and he had no role in the declaring of independence. Furthermore, there are contrasting views of LOuverture: as an idealized hero and as an authoritarian ruler. Many authors write of the general as an impressive man and a symbol of racial equality, yet there is also evidence of him being violent and unsuccessful in unification. To LOuvertures credit, the local situation was far to o combustible for gradual reform, and he did all that any man could to stabilize the nation (Brown 4). He did more than any other one person did in the efforts to establish the free nation of Haiti. In conclusion, General Toussaint LOuverture was a pivotal figure in the success of the slave armies and in the building of the Haitian nation, but he did not lead the Haitian slaves completely from oppression to republic. Part C: Reflection Word count: 412 In my investigation, I discovered that the modern-day view of Toussaint LOuverture is one of an idealized hero. His image has been used by many biographers to support anti slavery movements and to explore racial equality. Many secondary accounts of LOuverture give the man high praise and essentially create him as an ideological figure rather than a historical figure. While this situation provides ample works praising LOuverture, it creates an issue in which it is challenging for historians to find purely factual accounts as well as opposing accounts of his role in the Haitian Revolution. I examined primary and secondary sources in my investigation. The secondary sources proved valuable in that they provide big picture looks at the events surround LOuverture and the revolution. The primary source of LOuvertures memoir proved valuable because it provided first hand accounts of events which are likely to be accurate and truthful. I was challenged with my primary source because it provid e only small areas of information, lacking the big picture view of the Haitian revolution which I found in my secondary sources. I learned from this the challenges that historians face when creating secondary historical works based on primary sources. When doing my research, I located the parts of each work dealing specifically with Toussaint LOuverture. Some of my sources covered much more than my area of focus so I had to limit where I looked within each source. I then organized my sources by their purpose in my investigation: information on Toussaints life, positive views of his leadership, and skeptical views of his leadership. While in many areas of research facts can be obtained with pure objectivity, historical research does not have this luxury. In my investigation I gained awareness of the challenges historians face in finding accurate information. Historical archive-based research is challenging because all works contain some level of bias. Another issue I faced is that there is limited documentation available addressing the opposing sides to the Haitian Revolution. This is because the French and European people paid little attention to the slave revolts at the time (Popkins 10). This leaves historians with a limited scope of documentation from which to create secondary accounts. It is the role of the historian to discern the accuracy of sources by evaluating their value and limitations, which I did in my own investigation. I also learned from my investigation that the significance of historical figures may change over time due to historians purposes for writing. Works Cited Beard, John Relly. The Life of Toussaint LOuverture, the Negro Patriot of Hayti: Comprising anÂÂ   Account of the Struggle for Liberty in the Island, and a Sketch of Its History to the Present Period. Chapel Hill, NC: U of North Carolina, 2012. Questia School. Web. 15 Mar. 2016. Bell, Madison Smartt. Toussaint Louverture: A Biography. New York: Pantheon, 2007. Print. Beard, J. R., and James Redpath. Toussaint LOuverture: A Biography and Autobiography. Freeport, NY: for Libraries, 1971. Print. Brown, Gordon S. Toussaints Clause: The Founding Fathers and the Haitian Revolution. Jackson, MS: U of Mississippi, 2005. Questia School. Web. 15 Mar. 2016. Clavin, Matthew J. Toussaint Louverture and the American Civil War: The Promise and Peril of a Second Haitian Revolution. Philadelphia: U of Pennsylvania, 2010. Questia School. Web. 28 Mar. 2016. Dubois, Laurent. Haiti: The Aftershocks of History. New York: Metropolitan, 2012. Print. Girard, Philippe R. Haiti: The Tumultuous Historyfrom Pearl of the Caribbean to Broken Nation. New York: Palgrave Macmillan, 2010. Print. History.com Staff. Haitian Independence Proclaimed. History.com. AE Television Networks, 2010. Web. 11 Apr. 2016. LOuverture, Toussaint. Letter to the Citizens of Color and Free Negroes of Saint-Domingue by Haiti 1791. Themarxists.org. Trans. Mitch Abidor. Marxists.org, 2007. Web. 09 Apr. 2016. Louverture, Toussaint. Memoir of Toussaint LOuverture. Boston: James Redpath, 1863. Print. Myers, Walter Dean, and Jacob Lawrence. Toussaint LOuverture: The Fight for Haitis Freedom. New York: Simon Schuster for Young Readers, 1996. Print. Popkin, Jeremy D. A Concise History of the Haitian Revolution. Malden, MA: Wiley-Blackwell, 2012. Questia School. Web. 15 Mar. 2016. Rainsford, Marcus. An Historical Account of the Black Empire of Hayti Comprehending a View of the Principal Transactions in the Revolution of Saint Domingo, with Its Antient and Modern State. London: J. Cundee, 1805. Print.

Haraway’s A Cyborg Manifesto Essay -- Science Technology Social Femini

Donna J. Haraway’s "A Cyborg Manifesto Haraway’s provocative proposal of envisioning the cyborg as a myth of political identity embodies the search for a code of displacement of "the hierarchical dualisms of naturalized identities" (CM, 175), and thus for the breakdown of the logic of phallogocentrism and of the unity of the Western idealized self. Haraway defines the cyborg as "a cybernetic organism, a hybrid of machine and organism, a creature of social reality as well as a creature of fiction" (CM, 149). Her argument is introduced as "an effort to build an ironic political myth faithful to feminism, socialism, and materialism" (CM, 149). She claims blasphemy and irony as her vantage tools. Blasphemy invokes the seriousness of the stance she adopts, as well as her distancing from the moral majority without breaking with the idea of community and connectivity, and "irony is about contradictions that do not resolve into larger wholes, even dialectically, about the tension of holding incompatible things together because both or all are necessary and true [†¦]. It is also a rhetorical strategy and a political method" (CM, 149). Thus, she posits the embracing of difference and partiality as a different perspective on identity, while the "Manifesto" of the title evokes notions of political commitment and avant-garde activism, alongside with historical reverberations of Futurists’ acclamations to the new machine-age. Haraway’s cyborg is a blending of both materiality and imagination, pleasure and responsibility, reality and the utopian dream of a world without gender and, maybe, without end. We are all hybrids of machine and organism. The cyborg is our ontology, a creature in a post-gender world with "no origin story in the... ...and involvement of the female writers into the questioning and subversion of objective transparency. Finally, the prominence of the visuality and corporeality of/inside the Literary Annual openly challenges the masculine illusion of modesty. Abbreviations CM: "A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century". MW: Modest_Witness@Second Millennium. Works cited Haraway, Donna J. "A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century". Simians, Cyborgs, and Women. The Reinvention of Nature. London: Free Association Books, 1991. ---. Modest_Witness@Second_Millennium. Feminism and Technoscience. New York: Routledge, 1997 Hunt, Leigh. "Pocket-books and Keepsakes". The Keepsake. Ed. William Harrison Ainsworth. London: Hurst, Chance & Co., & Robert Jennings, 1828.

The Cause And Effects Of Acid Mine Drainage Essay -- essays research p

The Cause and Effects of Acid Mine Drainage INTRODUCTION Imagine going fishing on a cool Autumn day, the trees are all different shades of orange, brown and red and the birds are singing their beautiful songs, but their is a serious problem because when you arrive at the river all plant and animal life are gone. This is by no means a recent phenomenon. This is due to the effects of acid rock drainage (ARD). This is a problem that has been occurring since ancient times, but it was not until the 1800's when fast growing industrialization and heavy mining that it caught alot of attention. Acid rock drainage is the term used to describe leachate, seepage, or drainage that has been affected by the natural oxidation of sulfur minerals contained in rock which is exposed to air and water. The major components of ARD formation are reactive sulfide minerals, oxygen, and water. Biological activity and reactions is what is responsible for the production of ARD. These reactions make low pH water that has the ability to mobilize heavy metals contained in geological materials with which it comes in contact. "ARD causes a devastating impact on the quality of the ground or surface water it discharges to. (Ellison & Hutchison)" ACID MINE DRAINAGE Within the mining process there are several sources that cause ARD. No matter what activities occur, ARD usually occurs when certain conditions are met. These conditions are the factors that limit or accelerate the release of ARD. The initial release of ARD can occur anywhere from a few months to many decades after the sulfide containing material is disturbed or deposited. ARD has been associated with mines since mining began. When ARD occurs due to the effects of mining it is called acid mine drainage, or AMD. The coal mining industry here in the eastern United States has been associated with a major source of AMD for decades. When water comes in contact with pyrite in coal and the rock surrounding it, chemical reactions take place which cause the water to gain acidity and to pick up iron, manganese and aluminum. Water that comes into contact with coal has a orange-red yellow and sometimes white color. The metals stay in the solution beneath the earth due to the lack of oxygen. When the water comes out of the mine or the bor... ...ansform organic material and nutrients.(Bastian 1993) Natural and constructed wetland have been used to treat wastewater. The first one that was ever constructed was in 1982. There are over 200 systems in Appalachia alone.(Bastian 1993) Even though this is safer for the ecosystem it is found that at most sites, chemical treatment is still necessary to meet efficient standards, but the costs of chemical treatment is greatly reduced with the initial biological treatment. Most operators find that the costs of the construction of the wetlands are made up within one year due to the money saved on chemicals. CONCLUSION In conclusion, acid rock drainage is a big problem all throughout the world due to alot of industrialization and mining. This is not only a serious problem around the world, it touches home here, especially here in Appalachia, but it seems to be under or getting under control with all the new regulations and standards the EPA is setting. Low pH and a high acidity level is harmful to us our wildlife and our plants. With the help of more education and more research it will not have to be a problem for our future.

Summary of Pirates of the Caribbean :: essays research papers

This story is about a boy named Jim Hawkins who lives at an inn that his mother and father run and watch over. So one normal day, a pirate looking man walked into the door for somewhere to stay in for a couple of nights. This pirate looking man was called the captain {Bill}, because he never told the Hawkins family what his real name was. So every day the inn family would provide him with food and shelter and Rum. He would always drink to much rum and he would become every drunk and inconsiderate of others. Jim’s father was getting very sick as the cold winter came along and working so much while running the inn. He soon died and his wife and child had to take care of the inn by themselves. A day or two later Bill the captain had a stroke because of the amount of rum he had drank while he was with the Hawkins family in their inn. Soon as the captain kept on drinking he soon passed away. When he died, Jim and his mother look for a key to open his suitcase which they think they can get their money that Bill had owned them cause of his stay at the inn and the meals they provided for him. The found some interesting things in his ripped coat such as the key which they were looking for, and other materials that shipmates carry with them. They also find a letter, and a treasure map, which they decide to take off for a journey to find the missing treasure that no other pirate or other human-being has come before. While on the road on the start of the journey they notice a lantern shinning about a decent couple feet away coming toward their direction. They were also looking for Bill’s treasure map that someone had given him to look for the treasure, but soon stumbled upon him when they walked into the Hawkis inn and noticed he was dead. So the mad men walk away from the inn from nothing but dead bill. Jim and his mother walk to Mr. Trelany’s house to tell him the news but the maid that answers his door, tells them that he is over the squire’s house. After the joy and excitement of the people that were going on this journey they found a ship and a couple new experienced ship mates.

My Mugged Response Essay

In lesson 1 we demonstrated our perception of Dig and Marky through physicalising there characters. The aspects of the drama medium we used were, freeze frame, improvisation, thought track, mime, movement and gesture. As a class we read and comprehended pages 5-21. They’re about Markey and dig interchanging there burglarized items. After we read through the play, sir split us into 2 groups. One group: Markys, One group: Digs. We had to show a scene from their morning routine (in the shop). I got put into the group of Dig, I interpreted Dig in a behaviour which was to procrastinate. I conducted Dig in lifeless ,manner. I showed that dig was lazy by my use of drama medium (movement) and acting skills. My actions were very postponing and sluggish letting the audience know , my character was extremely careless. I played Dig in a careless, lifeless manor, because from the play we know that he is very self-centred and in ones self. In lesson 6 we had to summarise how each character might feel about the murder. In lesson 6, we used guilt spilt staging, voice & contrasts, We used one of the forms of stimuli of ‘play scripts’ . In the play script we explored the line ‘ I told him not to come back didn’t I mel’ to understand how all the characters feel guilty. The characters feel guilty because marky has been murdered. All the characters feel conscience-stricken and guilt ridden. The script changes throughout the ending of the play it raises the tension by shortening the dialogue. The characters speech becomes shortened and there words become more scarce and sudden . We then did a police interview by the use of drama medium ; split staging. Split staging can use two or more different levels, and the audience can see characters better if one group is behind the other and using the raised level. Me and shea was the police officers interviewing dig and sophie which in this case was Hodan and Arthur. We asked them questions such as , how do you feel about the death of markey ? They replied with very abrupt replies as we know thy was very heartbroken about the tragic news. In lesson 3 we had to explore characters reactions to the morning of the murder. The drama mediums we used were hot seating, role play , characterisation, action, plot content. We read pages 22-28 . Then we hot seated marky, dig, leon , taylor soph or mel. When it was my turn to hot seat I was soph. My group asked me questions such as how do you feel towards leon? How do you feel about your school life and home life? I replied in the character as soph as much as possible. I had a lot of positive feed back on my use of hotseating . Eisa said ‘’ carlie answered the questions well linking back to the script and what we already know about soph and she answered immediately and confident ‘’ In my opinion Jerome Richardson was hot seated outstandingly! Using him sense of emotion very well showing us his emotion by the way he spoke and the way he looked uncomfortable with certain questions . Jerome really played the character breathtakingly when asked the questions. He stayed in character and was very believable. Then we did a role play off text improvisation showing characters feeling before the murder (using thought track) By doing a off text improvisation we are showing out understanding of how much we know about the character. i was mel in the scene so I took all I knew about mel and pretended I was her thinking about how she would act and what she would do.

A Duty of Care Essay

1.1 Explain what is meant to have a duty of care in own work role Duty of care is a requirement to exercise a reasonable degree of attention and caution to avoid negligence which would lead to harm to others. Staff to be vigilance and attention keeps individuals safe as they develop: A duty of care is a legal obligation imposed on an individual requiring that they adhere to a standard and reasonable care while performing any acts that could foreseeable harm others. By including, daily cleaning rotas for staff to stop spread of germs and infections. To have first aid trained staff and to include body maps for when individuals go home and come back from home if they have any marks, cuts or bruises on them. Duty of care includes the following: to keep individuals safe to keep individuals free from harm to give choice see more:explain what it means to have a duty of care in own work role 1.2 Explain how duty of care contributes to the safeguarding/protection of adults Duty of care is to keep individuals safe and to protect them from sexual, physical and emotional harm. Individuals have a right to be safe and to be treated with respect and dignity. We as adults must take reasonable steps to ensure the safety and well-being of individuals. Failure to do this could be regarded as professional neglect. Duty of care safeguards individuals by the setting having done risk assessments and precautions taken to avoid accidents of the spreading of infections. Follow the correct procedures if you have any concerns for the individual’s well-being, set clear boundaries, depending on age, stage and development and discourage any behaviour, which could result in individuals being harmed or upset. Assessments and observations can alert you to any problems that may need addressing and the discussions with parents and other professionals. Always listen to individuals and take an y concerns they may have seriously. 2.1 Describe potential conflicts/dilemmas that may arise between the duty of care and an individual’s rights Working with individuals has a significant duty of care. Individuals who are younger and more vulnerable need greater care. The attention and vigilance of the staff helps to keep them safe as they develop, gives the individuals understanding to be able to  for see and cope with potential dangers and have an understanding that their actions may hurt and upset others, also communication to be able to talk about the harm others may be doing to them. The duty of care contributes to the safeguarding and protection of individuals this can be carried out in a variety of ways:- †¢ Risk assessment both inside and outside. †¢ Avoiding potential hazards, which could lead to harm through accidents or spreading infections. †¢ Having clear instructions and set boundaries. †¢ Observing individuals and assessing their development. †¢ Working with parents and other professionals to aid individuals development. †¢ Hold a relevant Safeguarding Certificate. †¢ Have a member of staff who is SENCO trained (Special Educational Needs Co-Ordinator). Conflicts and Dilemmas that may arise between the duty of care and individuals rights could be staff having a difference of opinion over a individual for example a staff member believing they have signs of abuse and another staff member thinking they don’t. This could lead to conflict between the individuals family / carers if staff involved other agencies such as Social Services. Dilemmas could be knowing when to get further help regarding child protection and safeguarding issues for example if staff did not refer the case to social services the individual might still continue to suffer abuse. Another dilemma would be knowing when to break confidentiality and share information. If you have any concerns about a individual or feel they are at risk you need to share them and report it, it is always better to be safe than sorry. Other dilemmas in our setting could be: †¢ Staff falling out, †¢ Break confidentiality †¢ Swearing and behaviour †¢ Absent staff members †¢ Lack of team work There are many ways to manage risks associated with conflicts and dilemmas: †¢ Allowing individuals to explore with guidance †¢ Making individual aware of potential hazards and dangers †¢ Allowing individuals to acquire life skills through learning how to cope with risky  situations †¢ Staff ignorance †¢ Parents are a risk to staff if reported to social services One example could be how less healthy food choices involve personal taste preference, cultural upbringing, parent’s and carer’s guidance, all of which are individual’s right and responsibilities. Dilemma: Staff are aware healthy foods benefit both growth and development now and as considerations for the child’s future health. Dilemma & conflict: How can help the child understand and select healthier food options and support the family or parent in assisting staff with this. How can this be done without causing upset, unnecessarily interference, invading that family’s privacy or demean their cultural heritage 2.2 Describe how to manage risks associated with conflicts/dilemmas between an individual’s rights and the duty of care To manage risks associated with conflicts and dilemmas and child protection issues can cause conflict with parents if staff report them and dilemmas that staff might come across. Conflicts such as; Manager to staff, staff to manager one staff thinking there is a problem another thinking there is no problem. There could be conflicts between abuser and carers regarding an allegation that were made and this could mean conflicts between staff and staff, parent or carer and staff, staff and parent or carer etc. Dilemmas will be when to get help regarding child protection issues e.g. if you do not refer case, the child might continue to suffer abuse. You should know when to share information with others in aspect of confidentiality. If you sure, the child is at risk and see any concerns regarding any child you should report it, like the motto better safe than sorry . Avoiding potential risks which could lead to harm through accident or spread of infection: While individuals have the right to explore we must still follow policies and procedures regarding accidents and infection Having clear instructions and setting boundaries: For staff this is policies and procedures. For individuals we should have rules to follow around the setting. Observe individuals and assess development: Part of duty of care is to assess development and be aware of any indication that their development is not as broadly expected for their age. 2.3 Explain where to get additional support and advice about conflicts/dilemmas Manager or headteacher or lead, supervisor, committee chairperson, SENCO (Special Educational Needs Co-Ordinator) Settings paperwork – policies, procedures, contract, publications, framework pages, laws Staff colleagues Where appropriate the settings parent partnership Advisory teacher services Local authority and their online information: direct.gov.uk Social services Charity and support groups Nationally head offices Local safeguarding teams Local children and information services – early years development officers Local health visitor Local behavioural support team Child protection team Other professional service providers: speech therapy, fire safety, police, life guard, rspca Websites – NHS, Doh, HSE, CAPT, Ofsted, CAB, NSPCC, business link Trade union representative Local library where reference and research books might support new knowledge 3.1 Describe how to respond to complaints Responding to complaints includes: Listening to the complaint Giving the complainant time and respect Recording the information Reporting to a senior member of staff Accessing the Complaints Policy Ensuring the complainant has access to the Complaints Policy Ensuring the complainant knows what will happen next Main points of agreed procedures for handling complaints include: The Complaints policy is a recorded and documented procedure that is available The complainant is listened to and respected The Complaints Policy is time-based and the complaint is dealt with in a documented time-frame. Complaints are normally dealt with by nominated members of staff The procedure is clear There may be both formal and informal options. 3.2 Explain the main points of agreed procedures for handling complaints A complaints procedure sets out a plan of actions that ensure the complainant knows what to expect and reassures the staff member that they’re following a series of steps that can be considered as complying with legal requirements or ensuring best practice. The main points for handling complaints is A time frame A verbal response A mutually agreed time & place for a meeting A written response Follow up – where if the matter remains unresolved the complaint needs to be put into writing for a higher authority’s awareness. You have to approach the senior on shift, manager or team leader if you have a complaint or you could write it down and give them the note about the complaint.