Reflection Essay Example | Topics and Well Written Essays - 750 words - 27

Reflection - Essay Example In the course, one is required be very effective in working with project teams. The first thing that was done was that we were divided into three groups and each group was given responsibility for different parts. In the team that I was in, Eric was chosen to be the team leader. The primary responsibility of a team leader is to allocate tasks among the team members. However, a member could at times be allowed to choose to participate in areas they thought they were best suited for. Normally, I am not good in communicating the requirements, so the team leader wrote down the requirements of the tasks for me and if anyone had issues with it, we would discuss it out and find a neutral ground. This was a very efficient system in that if one were not able to cut the handgrip from a racket, we could help him/her. I am not good in writing, so the team leader helped me to fix the grammar. I, however, think that I have fully exhausted the purpose of the Senior Design Projects, which was â€Å"to utilize your knowledge, as a senior student to perform a major open-ended design project†. One of the main objectives of this project is to make the treatment methods of the patients better and more efficient. From the duration that I spent in the facility, I realized that I required much technical knowledge that I have not acquired yet. A notable example is that we need to design games and yet am not able to design a 2-D game. However, for the creation of 3-D games, I can easily handle since I had already acquired that knowledge from Miami University where I was taught to use Abacus CAE to design a model for the handgrip. I was also able to apply the knowledge from physics on how to cut the handgrip from the racket. Another requirement for the course is to gain experience from the capstone experience. It provided us with the chance of gaining experience on how a project is done in a real business environment. The

Video games addiction Assignment Example | Topics and Well Written Essays - 1750 words

Video games addiction - Assignment Example A timid youngster can abruptly got gregarious; an uninvolved kid can get forceful. (Neils & P.shauvan, 2009) Youngsters, who regularly feel weak in their every day lives, all of a sudden can summon armed forces, drive (and accident) autos, and wreak devastation on a virtual world with no genuine outcomes. This is enticing! Also when that kid or young lady is discovering it a test in "this present reality" to make companions, PC and feature amusements offer an approach to interface with others in their "virtual world," without the pain of eye to eye collaborations. Feature amusement and Internet habit are not real Diagnostic and Statistical Manual of Mental Disorders (DSM)-IV groupings, despite the fact that the American Medical Association is looking into exploration keeping in mind the end goal to figure out if they ought to be incorporated in the following redesign of the manual in 2010. Numerous mental wellbeing experts feel that feature amusements are like betting as an addictive methodology. By a few assessments, upwards of 10 percent of gamers show addictive conduct Parents have to take up the challenge and try helping the youngsters, as it’s the case with any other form of addiction, there may be imperviousness to change and withdrawal side effects. It will undertake your part to help your tyke discover hobbies and exercises to supplant feature diversions. Furthermore it may require outside help, for example, a specialist or medicine program, if there are underlying issues that prompted the diversion fixation in any case. At the same time feature amusement habit could be dealt with, and your youngsters require your assistance. (Neils & Shauvan, 2009). Feature amusement dependence has turned into a real issue in our social order. Numerous youngsters and adolescents play an over the top measure of hours of feature diversions as shown in figure

Should young children be shielded from fear-inducing events, like Essay

Should young children be shielded from fear-inducing events, like Halloween, or should they be allowed to have the human emotion - Essay Example However, despite the fact that quite a number of the children enjoy the Halloween images, a large number of the children development experts believe that the holiday psychologically damages most of the children. These experts favour the protection of the children from the intense effects of Halloween. Other experts argue that fear is a natural human emotion, and as such, it is harmful preventing children being afraid. It is wrong to shield children from fear-inducing events like Halloween, and thus, it is important to subject them to human emotions of fear. Such situations act as means of training children to have fear-management skills, and thus are very important. According to Pain and Susan (2), fear is an emotion induced by a perceived threat, which causes people, or animals to draw away from any fear-causing situation immediately they get that feeling. Fear is very important to children and other people due to a number of reasons. As children grow up, we expect them to become bo ld and brave adults. A brave person is one who can tackle any situation whenever it occurs to them. Therefore, a brave person does not run away from a challenging situation, but faces it with their right senses. This is the main reason why children should face both fear-inducing and scary situations such as the Halloween. Halloween, being one of the most controversial festivals in the history of Americans continuously receives positive and negative criticisms. One of the major reasons for its negative criticisms is the kind of images it draws in the minds of the young children. Halloween images of children dressed in scary costumes create anxiety and fear among the young children. This is the main reason why most of the people argue that children should not be part of the event. Further, experts point out that most of the children undergo traumatizing situations if they were to face such situations. On the other hand, their opponents argue that fear is a necessity to the growth and development of a human being. At an early age, the biggest source of fear for young children is Halloween. Therefore, they should take part in the event for experiencing the scary images of Halloween. These images make them brave people in future, making them confident enough to handle any challenging situation. Life is full of fear and anxiety, as it is characterized by incidences of high levels of uncertainty and anarchy. People cannot choose the kind of situations that they pass through in their course of life. Therefore, we have to be always vigilant enough to handle any situation whenever it happens. Situations that are likely to cause fear to adult people include the site of an accident, adventurous situations, very serious decisions that are very costly, new places and meeting new people. Emotions characterizing such situations are overwhelming to the people involved. While it is impossible to avoid such situations, we can prepare for them by having the ability to control our fear. Too much fear could escalate aq problem, especially in the event of the happening of an accident. A very emotional person, with little experience of emotional situations that require braveness can panic and cause an avoidable accident. The fact that such a person has no knowledge of facing such a situation, as well as what they should do in such circumstances lead to panic and loss of critical thinking. As such, they end up worsening a situation that if handles properly, is preventable. One of the reasons why people

Article summary Example | Topics and Well Written Essays - 1000 words

Summary - Article Example Four experiments were performed. The first experiment was to predict that the Ss who had acquired precondition information would be able to comprehend the passage with no trouble and will be able to recall it easily as opposed to Ss who had not received the prerequisite information and would find it difficult to comprehend and recall. The sentences of the passage consisted of normal English. Experiments II, III, IV were same as the first experiment in that comprehension rating and recall tasks followed the acquisition phase consisting of a single auditory presentation material. Dependent variable in this study is nature of passages and materials used for experiment. Independent variable was the memory nature of the subjects. The experiments discovered that presentation of suitable semantic background had a noticeable outcome on both comprehension ratings and recall. It was found out that every Ss most probably knew the lexical meanings of the words and were eminent with sentence structures that were used in the passage. The results for experiments were tabled and it was discovered that a background of knowledge before is useful for easy comprehension and recall of a passage. However, prior knowledge to a situation is not a guarantee that it will be useful for comprehension. This article states that exposure of children to film-mediated violent models would raise the likelihood of Ss belligerence to consequent frustration. Three experiments were performed to proof the hypothesis. Three different groups were used in the experiments. Most researches on the topic have paid attention majorly on the drive plummeting purpose of dream. In the study, three varied experiments were performed to come up with conclusions. The subjects for the experiment were 48 boys and 48 girls who had been enrolled in Stanford Nursery school. Their mean age was 51 months. Two adults consisting of both sex served as models for

Comparison of Gender Wage Gap in Japan and Germany

Comparison of Gender Wage Gap in Japan and Germany In all of the advanced capitalist nations women were experiencing the contradictions of an education which seemed to promise self-fulfilment, and a labour market based on inequalities of class and gender (Brinton, 1993, as cited in Threlfall, 1996, p. 270). This statement has been made more than fifteen years ago and indicated that women were not treated equally regarding work and pay. However, have circumstances changed since then? If yes, did they improve or worsen and to which extend? The aim of this paper is to analyse the existence of a gender wage gap in Japan and Germany and to evaluate possible reasons for it. Furthermore, an outlook for the future will be given at the end. 2. Gender Wage Gap in Japan The Japanese law system is regulated by the Japanese Standards Labour Law which was enacted after World War II in 1947. This Japanese Standards Labour Law contained a clause which should protect working women. In reality, this clause prevented women from working excessive overtime and during nights (Sama and Papamarcos, 2000). This is why women could not climb up the greasy pole. Furthermore, this law prohibited that women were treated differently on the basis of sex (Threlfall, 1996). On top of this, as stated by Threlfall (1996), the Standards Labour Law covered only equal wages but not promotion or retirement. During this time, employers could be sued for discrimination, but this was an expensive and time-consuming act as each case had to be dealt with separately. Additionally, many companies circumvented the danger of lawsuits by new grading of job titles (Threlfall, 1996). This changed in 1986 when the Equal Employment Opportunity Law (EEOL) was passed (Sama and Papamarcos, 2000 ). This law encouraged companies in Japan to treat employees equally in all aspects like wages, promotion, recruitment and hiring (Threlfall, 1996). Unfortunately, the EEOL contained no penalties for continuing discrimination and also its amendment, which was enacted in 1999, did not really improve the inequalities regarding wage and promotion between men and women (Sama and Papamarcos, 2000). Figure 1 clarifies these important labour laws in Japan. Japanese Labour Standards Law of 1947 Contained protective clause for working women. Came under scrutiny in 1970s as a possible deterrent to womens career advancement. Equal Employment Opportunity Law (EEOL) of 1986 Enacted in 1987, the EEOL called for equal pay for equal work. No penalties for violators. Employers asked only to make a good effort. June 1997 Amendment to the EEOL Enacted in 1999, the amendment lifted restrictions on midnight, holiday, and overtime work by women in effect since the 1947 Labor Standards Law. Further stiffened warnings against companies found in violation of the EEOL. No penalties attached. According to Selmer (2001), the Japanese wage system is based on seniority (pp. 236-237). This indicates that promotion and pay rise are automatic and no subject to job duties or merit (Selmer, 2001). That means that employees get promotion and pay rise when they reach certain age levels. The gender wage gap is measured as the median wage of men minus the median wage of women, expressed as a proportion of the median wage of men (Evans, 2002, p. 191). As stated by the World Economic Forum (2005), no country has yet managed to eliminate the gender gap (p. 1). According to OECD (2007), the womens medium wage in Japan is two thirds of that received by men. This represents twice the OECD average. Figure 2 displays the gender wage gap of several countries. Blau and Kahn (2003) stated that the gender wage gap in Japan is up to 85% (as cited in Johnes and Tanaka, 2006). This means that women earn up to 85% less than men. Recent sources indicated a gender wage gap of 65.9% for 2007 (Japanese Institute for Labour Policy and Training, 2008). The differences in the gender wage gap are subject to different data used for analysis. Some calculations include part-time workers, which are mainly female and others base their calculations on full-time employees only. As already stated above, Japanese firms discriminate on the grounds of gender when paying employees. This chapter evaluates several reasons for the gender wage gap in Japan. First of all, many workers in Japan get a lifetime employment contract (Ishii, 2000). Japanese firms make huge investments in employee training and that is why they want their employees to stay as long with the company as possible. Therefore, the duration of attachment to a firm plays an important role when negotiating wages. As it is most often foreseeable that women will not stay with one company for their whole life, because they want to start a family one day, they pretty much never get a lifetime contract (Ishii, 2000). Therefore, as stated by Ihsii (2000), companies make no investment in human capital when they employ women as they think they will not benefit in the future from this investment as women sooner or later leave the company. The second reason for the gender wage gap is based on different experiences. Miyoshi (2007) argued that there is no gender pay gap when people are employed directly after school, college or university. But when employees accumulate work experience, the wage gap enlarges. Miyoshi (2007) explains this fact by referring to the full-time work experience and seniority. The more full-time work experience an employee has, the more valuable he is. As women often have less work experience because of child-raising obligations and only part-time jobs, the get less money and less promotion than their male counterpart. Different characteristics of workers represent the third reason for the gender wage gap in Japan. Johnes and Tanaka (2006) explained that different characteristics like age, work experience, education and duration of work are one reason for the gender pay gap in Japan. They agree with Miyoshi when stating that differences in work experience are the reason for pay inequalities, but they extend the argument by adding other characteristics like age and education. The greater part of the gender wage gap in Japan can be explained by referring to the reasons stated above. However, there is also a smaller part of the earnings gap that can not be explained. According to Kawaguchi (2006), this part can be attributed to sex discrimination. 4. Gender Wage Gap in Germany Regarding German law, article 3 paragraph 2 of the German Constitution of 1949 states that men and women have equal rights (Maier, 2007). Furthermore, paragraph 3 states that no one should be discriminated on the grounds of gender. This right for equal treatment and payment was not practiced in reality as special wage groups for women were allowed in collective agreements until 1955 (Maier, 2007). Furthermore, Maier (2007) stated that most employees in Germany are paid according to these collective agreements, although the coverage is declining (p. 11). In 1980, a new paragraph was added to the German Constitution which demanded equal pay for work of equal value (Winter, 1998). But this amendment brought no chance. Later, in 2006, the General Equal Treatment Act was passed and paragraph 7 prohibited unequal treatment within any employment relationship (Maier, 2007, p. 18). This law stated that lower wages for women are not justified if they are based on gender. Unfortunately, German law still lacks legal measures to control the implementation of equal wage principles. Furthermore, Maier (2007) stated that it is not easy for women to claim their right for equal pay. Class actions are not allowed and thus, all women must bring their individual claim to court. As this is often an expensive and time-consuming process, many plaintiffs refrain from filing a suit (Maier, 2007). That is why Germany has a significant high gender wage gap, although the German government has a female chancellor (Plass, 2008). In reality, as stated by Plass (2008), Germany has one of the highest gender pay gaps on the European continent. Furthermore, more than 90 percent of all working women are discriminated and earn between 80 and 210 cents less per hour (Gradà ­n, del Rà ­o and Cantà ³, 2006). Legal norms for equal pay in Germany are displayed in figure 3. According to the German government statistics bureau, Destatis, working women in Germany earned 24 percent less than men in 2006 (as cited in Plass, 2008). As stated by Maier (2007), this number has been reduced to 22 percent in 2007. Whereas the average difference in pay is 15 percent in the European Union (Spiegel Online International, 2008). 5. Reasons for the Gender Wage Gap in Germany Several reasons contribute to the large gender wage gap in Germany. First of all, as mentioned by Lauer (n.d.), women often do not possess the same education and skills as men do. Employers who place value on these exact skills are likely to pay women less in order to compensate the lack of skills and knowledge. Furthermore, Lauer (n.d.) also mentioned that skills and knowledge may be rewarded differently between men and women. Meaning that women with the same educational background and knowledge will earn less because these identical skills are not rewarded the same way by the employer. In addition, Maier (2007) identified the lack of legal barriers against low wages as a reason for the gender pay differences in Germany. As there exists no general minimum wage in Germany, and as the country has almost three million unemployed persons (Bundesagentur fà ¼r Arbeit, 2008), it is easy for employers to fill a low-paid vacancy. Furthermore, Lauer (n.d.) identified occupational crowding of women in low paid occupations as another source for earning inequalities between men and women in Germany. There is also the fact that there is a low proportion of working women in highly paid positions (Maier, 2007). Concluding, Maier (2007) stated that factors like age, education and work experience present only a very unimportant reason for wage discrimination. Again, the unexplained part of the gender wage gap can be attributed to discrimination based on gender (Lauer, n.d.). 6. Similarities and Differences between Japan and Germany After analyzing the gender wage gap in Japan and Germany and its reasons, several similarities as well as differences can be pointed out. First of all, there is a significant high gender wage gap in both countries, although the difference in earnings is higher in Japan with around 35 percent compared to Germany with about 22 percent (Maier, 2007). Nevertheless, the German earnings gap is 7 percent higher than the European Union average (Spiegel Online International, 2008). Both countries put emphasis on the characteristics of employees. Age, work experience and education are important when negotiating wages. As women often have less education or work experience than men (Lauer, n.d.), they get paid less than their male counterpart. Furthermore, part of the gender wage gap in both countries is an unexplained part which can be attributed to gender discrimination (Kawaguchi, 2006; Lauer, n.d.). Differences between the two countries can be found in the fact that Japanese employers discriminate when investing in human capital. Due to the Japanese lifetime employment, many employers consider rather carefully whether to employ women or not. As it is obvious to them that women will leave the company some day for child-raising duties, they will thereby take away the human capital in which the company invested. 7. Conclusion Even if both countries enacted laws in the 80ies which should ensure equal pay for work of equal value, there is still a significant gender wage gap observable. Japan as well as Germany managed during the last to decades to narrow this gap, but this happened probably just because of the new laws which were enforced. When looking ahead, both countries will probably have a different future. Japan will stick to its lifetime employment system (Kato, 2001) and thereby will keep the earnings gap between men and women stable. The fact that more and more Japanese women decide to pursue their careers can possibly help in narrowing the gender pay gap (Fackler, 2007). Germany is likely to increase the gender pay gap as the coverage of collective agreements, which set equal wages for men and women, is declining (Maier, 2007). Furthermore, as long as there is no support from the government to implement the right for equal money for work of equal value, the gender wage gap will not be narrowed. 8. Bibliography , Blau, F. and Kahn, L. (2003). Understanding international differences in the gender pay gap. Journal of Labor Economics. Vol. 21, pp. 106-144. Brinton, M. (1993). Women and the economic miracle: gender and work in post-war Japan. Berkeley: Calif. Bundesagentur fà ¼r Arbeit (2008). Der Arbeits- und Ausbildungsmarkt in Deutschland (The work and education market in Germany) [online]. Available at: URL: http://www.pub. arbeitsamt.de/hst/services/statistik/000000/html/start/monat/ aktuell.pdf [Accessed 6 January 2009]. Evans, J. (2002). work/family reconciliation, gender wage equity and occupational segregation: the role of rims and public policy [online]. Available at: URL: http://economics.ca/cgi/jab?journal= cppview=v28s1/CPPv28s1p187.pdf [Accessed 16 December 2008]. Fackler, M. (2007). Career women in Japan find a blocked path. The New York Times, [online]. Available at: URL: http://www. nytimes.com/2007/08/06/world/asia/06equal.html [Accessed 6 January 2009]. Gradà ­n, C., del Rà ­o, C. and Cantà ³, O. (2006). Poverty and womens labor market activity: the role of gender wage discrimination in the EU [online]. Available at: URL: http://www.ecineq.org/milano/ WP/ECINEQ2006-40.pdf [Accessed 6 January 2009]. Ishii, H. (2000). Occupational segregation and the gender wage gap in Japan [online]. Available at: URL: http://www.kli.re.kr/ iira2004/pro/papers/HisakoISHII.pdf [Accessed 05 January 2009]. Japanese Institute for Labour Policy and Training (2008). Wages and labour costs [online]. Available at: URL: http://www.jil.go. jp/english/estatis/databook/2008/05.htm [Accessed 05 January 2009]. Johnes, G. and Tanaka, Y. (2006). Changes in gender wage discrimination in the 1990s: a tale of three different economies. Japan and the World Economy. Vol. 20, pp. 97-113. Kato, T. (2001). The end of lifetime employment in Japan?: evidence from national surveys and field research. Journal of the Japanese and International Economies. Vol. 15, pp. 489-514. Kawaguchi, D. (2006). A market test for sex discrimination: evidence from Japanese firm-level panel data. International Journal of Industrial Organization. Vol. 25, pp. 441-460. Lauer, C. (n.d.). Gender wage gap in West Germany: how far do gender differences in human capital matter? [online]. Available at: URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=217651 [Accessed 6 January 2009]. Maier, F. (2007). The persistence of the gender wage gap in Germany [online]. Available at: URL: http://www.harriet-taylor-mill.de/pdfs/discuss/Discussion%20Paper%2001%202007.pdf [Accessed 29 December 2008]. Miyoshi, K. (2007). Male-female wage differentials in Japan. Japan and the World Economy. Vol. 20, pp. 479-496. OECD (2007). Highlights Japan [online]. Available at: URL: http://www.oecd.org/dataoecd/20/20/39696303.pdf [Accessed 29 December 2008]. Plass, S. (2008). German women struggle with gender wage gap. International Herald Tribune, [online]. Available at: URL: http:// www.iht.com/articles/2008/08/28/business/women.php?page=1 [Accessed 31 December 2008]. Sama, L. and Papamarcos, S. (2000). Cultures consequences for working women in corporate America and Japan, Ind.. Cross Cultural Management An International Journal. Vol. 7, No. 2, pp. 18-29. Selmer, J. (2001). Human resource management in Japan. International Journal of Manpower. Vol. 22, No. 3, pp. 235-243. Spiegel Online International (2008). German women earn a fifth less than men. Spiegel Online International, [online]. Available at: URL: http://www.spiegel.de/international/germany/0,1518, 558526,00.html [Accessed 31 December 2008]. Threlfall, M. (1996). Mapping the womens movement. London: Verso. Winter, R. (1998). Gleiches Entgelt fà ¼r gleichwertige Arbeit: Ein Prinzip ohne Praxis (Equal pay for work of equal value: a principle without practice.). Baden-Baden. World Economic Forum (2005). Womens empowerment: measuring the global gender gap [online]. Available at: URL: http://www.weforum.org/pdf/Global_Competitiveness_Reports/Reports/gender_gap.pdf [Accessed 30 December 2008].

Cone Effect :: essays research papers

First of all, my definition of the â€Å"cone effect† is this: a theory in which all media content is exaggerated then sent through a publication or broadcast that carries advertisements to individuals with different perceptions leading to a "perceived media reality" which is incorporated into everyday life. I believe this means we are media, media is us, and we are one. If we would all take a look at our lives we are just a jumble of representations. In my opinion, from the moment we are born to the day that we die we are media. We are born a certain sex boy or girl. That represents something. Boys wear blue girls wear pink. This symbolizes to everyone what we are. We don’t know we are boys or girls until someone tells us. We have set and defined expectations for our lives, as well as ways that we must act. From that day forward we learn our media from our lives, our families, friends, and literally everything we come in contact with. Everything we do and everything we see leaves some trace of an impression on us and represents something to each of us. That’s why I feel that media is us. Media is everything. We are just representations. It makes me very frustrated to think seriously about this. It makes me question everything that I have had to believe as a member of society. It makes me question countless things in my life. It made me think about life in general. What is reality? Truthfully, I don’t know if there is a way to answer this question for everyone but I think we all need to examine our lives in general and the everyday lives that we live in and question them. Everything we do or say has a representation so again, that is media. It is all around us. It is everywhere. Most places we don’t even know that it is going on. In my inspection of my life and the media that surrounds me I have found media to be almost everywhere. It is everywhere. Almost everything I have and use has labels on it from clothes to food. Some things even have advertisements of other things on their labels. All of these products represent me. I wear these clothes because I like the way this brand looks or I want to belong to a certain group so I wear similar clothes. I eat certain foods because someone introduced it to me or it is the brand that I like.

Food Safety Essay

1.1 Health and Safety at work Act 1974 Management of Health and Safety at Work Regulation 1999 Health and Safety (First Aid) Regulation 1981 include amendment on 2009 The Electricity at Work regulations 1989 Manual Handling Operations Regulations 1992 Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 Communicable diseases and infection control Working Time Regulations 1998 Care Standard Act 2000 Control of exposure to Hazardous to Health 1999 Food Safety Act 1990 and Food Hygiene Regulations 2005. Environmental Protection Act 1990. 1.2 The health and safety at work act 1974 is the main piece of legislation that covers employees for health and safety in the workplace. The main points of health and safety policies and procedures agreed with the employer are, minimal moving and handling, ensuring any materials or equipment is stored away safely. To be aware of any hazards and to minimise risk, also to be responsible for your own safety as well as others. Ensure you are wearing the correct PPE equipment when needed. 1.3 Take reasonable care of my own health and safety If possible avoid wearing jewellery or loose clothing if operating machinery If I have long hair or wear a headscarf, make sure it’s tucked out of the way so as not to get it caught in machinery or moving parts To take reasonable care not to put other people – fellow employees and members of the public – at risk by what I do or don’t do in the course of my work To co-operate with my employer, making sure I get all of the relevant training and understand and follow the company’s health and safety policies Not to interfere with or misuse anything that’s been provided for my health, safety or welfare To report any injuries, strains or illnesses I may suffer as a result of doing your job To tell my employer if something happens that might affect my ability to work, as my employer has a legal responsibility for my  health and safety. 1.4 Employers have legal duties to give health and safety information and training to all employees. Training should include all the risks that employees are exposed to and the precautions needed. It is usual for all new staff to be given induction training on joining the home care service. The training should make clear the areas of activity home carers should and should not undertake and should also give guidance on appropriate footwear and clothing. Where the risk assessment identifies that such clothing is required to protect staff from hazards they should be provided and maintained at no cost to members. Induction programmes must also include health and safety training and should cover: †¢ Manual handling †¢ Infection control †¢ Fire procedures †¢ First aid †¢ Basic hygiene †¢ Food preparation, storage and hygiene †¢ Dealing with emergency situations †¢ The use of protective clothing and/or equipment. UNISON safety representatives have the right to be consulted on the type and level of health and safety training and information developed or offered to members. In addition to the induction, training should be given to employees when: †¢ There is a transfer of job, a change in clients or changes in responsibility †¢ New equipment is used, †¢ There are changes in work methods. Employers must also provide information for employees, that is easy to understand and which is relevant. Information for people find it difficult understanding or reading English should also be considered. 3.1 Different types of accidents in my work setting could range from burning myself on hot liquid or chemicals, getting body parts caught in machinery, tripping over, right through to being attacked by someone with challenging  behaviour. Sudden illnesses could be sickness and diarreha, flu, right through to any disease a service user or college may have. 3.2 If an accident or sudden illness occurs then first thing to do, if necessary, would be to call for appropriate help. Any accident must be reported to on call and also recorded in the accident book which is located at every house. The form which has been completed should then be taken to management. An investigation should be held to determine whether the accident was preventable and seek a solution to fix the hazard. Any illnesses should be reported immediately to on call and employees should not come into work but instead seek medical advice and obtain a sick not if necessary. When a service user becomes ill then on call should be called to seek further advice on what should be done. 4.1 My own role in supporting others to prevent the spread of infection is to set a good example, always wearing the appropriate PPE, using COSHH and advising others when they aren’t sure. Also if I see others who may not be carrying out necessary precautions I will advise them appropriately. 5.1 EUROPEAN DIRECTIVE 90/269 on manual handling, introduced on 31st December 1992 and adopted in Britain as the MANUAL HANDLING OPERATIONS REGULATIONS. SECTIONS 2 AND 7 OF THE HEALTH AND SAFETY AT WORK ACT (HASAWA) 1974 5.2 Always bend your knees when lifting any object, and ensure to keep the object close to the body when lifting. Never lift over 25kg by yourself but ask for help when needed. The individuals support plan must be read and followed closely, whilst following all the risk assessments. Ensure all the lifting equipment used has been checked and the test is in date before use.. 6.1 Hazardous substances come in many different forms; Chemicals, like cleaning products and rodent repellent can be a hazard. Others are forms of human waste, like bodily fluid, faeces, saliva and blood. Some hazardous substances may not be listed on COSHH, for example asbestos, although may be present in the environment. 7.1 Fit smoke alarms that have a BS kite mark, ensure they are tested at least once a month and batteries are replaced annually. Always use proper candle holders, and ensure any candles are lit away from any potentially flammable substances. Keep heaters away from furniture and never place anything on the heater. Always ensure there is a fixed fireguard around any open fire. It is good practice to switch off and unplug unnecessary appliances before going to bed. Always use the correct fuses in plugs and avoid using mult way extensions. The best way to stop a fire spreading is to keep all doors closed, especially bedroom doors. Keep all flammable liquids and gasses locked away in a cool place. 7.3 In the event of a fire at work the alarm should be raised immediately. People in the building should leave immediately via the nearest fire exit and should assemble at the designated assembly point.. The fire service should be called as soon as possible. Everyone should be accounted for as soon as possible and no one should be allowed back into the building for any reason. 8.3 It is important others are aware of your own whereabouts for emergency reasons. If there is a fire and no one knows you are in the building then the consequences could be severe. 9.1 Cognitive Symptoms Memory problems Inability to concentrate Poor judgment Seeing only the negative Anxious or racing thoughts Constant worrying Emotional Symptoms Moodiness Irritability or short temper Agitation, inability to relax Feeling overwhelmed Sense of loneliness and isolation Depression or general unhappiness Physical Symptoms Aches and pains Diarrhea or constipation Nausea, dizziness Chest pain, rapid heartbeat Loss of sex drive Frequent colds Behavioural Symptoms Eating more or less Sleeping too much or too little Isolating yourself from others Procrastinating or neglecting responsibilities Using alcohol, cigarettes, or drugs to relax Nervous habits (e.g. nail biting, pacing) 9.2 Signs that indicate own stress could be lack of sleep, high blood pressure, fast heartbeat, nausea, bad sleeping pattern, unable to cope with everyday living, having excessive time on sick leave, not eating enough, or eating too much. Other signs include mood swings, violent outburst, sudden weight loss or gain. 9.3 Unrealistic workloads and targets, poor time management, people with unrealistic expectations of yourself. Heavy workload can trigger my own  stress as it causes me to worry about how I will complete the workload on time and to a satisfactory standard. To overcome this I can ensure I prioritise the workload and ensure I complete one piece of work before moving on to the next, to maximise efficiency. Poor time management can trigger stress because I don’t like to be unreliable. Managing this by leaving earlier. People having unrealistic expectations of me makes me feel like I should be performing or acting in a way that I would not be able to comfortably operate. To overcome this I let people know when I feel they may be expecting too much from me. 9.4 2 strategies to be compared are; 1.Taking 5 minutes out to get away from the situation. 2.Trying to resolve the situation immediately in the same stressful situation. The first strategy allows for the person to get away from the stress triggers, which allows for the person to be able to calmly think about how they can resolve or help the situation at hand. This also allows for the person to make more informed and sensible decisions and may be more effective to solving the problem The second strategy, although it may work at times, is not as effective as the first as the person is still in the situation that triggered the stress and therefor may not be able to make an effective decision or come up with an efficient and effective solution.