Principles of Safeguarding Essay

Introduction OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria for the unit HSC 024, Principles of safeguarding and protection in health and social care. This exemplar evidence should be considered alongside the unit requirements, the Learning  Outcomes and Assessment Criteria. This content has been selected by the OCR Chief External Verifier for the Health and Social Care Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors contributed to the final outcome. The exemplar candidate evidence is intended to demonstrate how criteria have been met and are supported by a commentary. While the exemplars are intended to be useful in interpreting the specification’s Assessment Criteria, they should in no way be regarded as definitive evidence. This resource is provided for advice and guidance only. Read more: Identify ways to ensure that evidence of abuse is preserved  essay 4 Unit HSC 024 Exemplar Unit: HSC 024 – Principles of safeguarding and protection in health and  social care  unit purpose †¢ Raises awareness of how to recognise signs of abuse †¢ Raises awareness of how to respond to suspected or alleged abuse †¢ Introduces national policies and local systems of safeguarding †¢ Introduces ways to reduce the likelihood of abuse †¢ Raises awareness of how to recognise and report unsafe practices 5 Unit HSC 024 Evidence for Learning Outcome 1 Know how to recognise signs of abuse Assessment Criteria: AC1.1 – Define the following types of abuse: †¢ Physical abuse †¢ Sexual abuse †¢ Emotional/psychological abuse †¢ Financial abuse †¢ Institutional abuse †¢ Self-neglect †¢ Neglect by others AC 1.2 – Identify the signs and/or symptoms associated with each type of abuse Extract from Assignment: Assignment: ‘Define the following seven types of abuse and for each include their associated signs and symptoms: ‘physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others.’ Response: ‘1) Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Both old and young people can be physically abused. There are signs or indicators to show physical abuse and there are ways in which victims and abusers act or interact with each other. Physical abuse includes the smashing of furniture and personal belongings, being pushed or shoved, being held against your will, slapped, bitten, kicked, pinched, punched, choked or ducked under water, threatened or hurt with a weapon, threats of violence, locked in or out of the house, hair pulled †¦burnt with cigarettes, acid, an iron, hot food or water †¦ Signs of physical abuse in adults are: bruising, particularly in well-protected and covered areas, fractures, sprains or dislocations, lacerations, burns – including friction burns and scalds, drowsiness, pressure sores, cowering and flinching, unexplained hair loss, significant weight loss, etc†¦. Symptoms include feeling low, angry and in pain. 2) Sexual abuse is when a person is forced or tricked into taking part in any kind of sexual activity. When sexual contact is non-consensual, it is an abuse. It can happen to men and women of any age that is both old and young. It can include sexual penetration of any part of the body with a penis, finger or any object, sexual exploitation, making threats about sexual  activities, exposure to pornographic material, touching of breast or genitals, kissing, etc. Activities such as showing pornographic material, forcing the person to watch sex acts or forcing the person to undress are also considered sexual abuse. The signs and symptoms of sexual abuse in the elderly can be bruises around breasts or genitals, genital infections, unexplained vaginal or anal bleeding, torn, stained, or bloody underwear, disturbed sleep patterns, vulnerable adult appears withdrawn and fearful, inappropriate dressing, etc†¦ 3) Emotional Abuse is where one person gains power and control over another through words and gestures which gradually undermine the other’s self-respect†¦Emotional abuse can be name-calling, blaming, screaming, making threats, yelling†¦.neglecting, manipulation, not listening, withholding affection†¦belittling and untrue accusations. Signs of emotional abuse are depression, anxiety, withdrawing or refusing affection, fearful or agitation, lower self-esteem and self-confidence, shouting or swearing, behaviours such as rocking, hair twisting and self-mutilation, vulnerable adult withdrawn and fearful†¦ 6 Unit HSC 024 Response continued: 4) Financial abuse is stealing or defrauding someone of money, goods and/or property, allowing others to steal money or property, tricking or threatening individuals into giving away money or property, withholding money, refusing to allow individuals to manage their finances, etc. for example when a support worker is taking money from a service users’ purse without his or her knowledge. Signs of financial abuse are signatures on cheques that do not resemble the service users’ signature, or signed when the service user cannot write, unexplained withdrawals of large sums of money by a person accompanying the  service user, lack of amenities, such as TV, personal grooming items, appropriate clothing, that the service user should be able to afford, deliberate isolation of service user from friends and family, resulting in the support worker alone having total control, the unexplained sudden transfer of assets to a family member or someone outside the family†¦. Symptoms include the person feeling fearful, anxious, embarrassed and belittled. 5) Institutional abuse happens when the lifestyles of service users are sacrificed in favour of the routines and/or restrictive practices of the home. Institutional abuse comprises neglect, physical abuse, sexual abuse, verbal abuse, discriminatory abuse, psychological and emotional abuse, financial abuse, service users not being allowed to go out, their personal letters are opened and read, their privacy not respected, their interest not at the centre of every decision being made, excessive medication and complaints procedure not made available for the service users. Signs and symptoms include lack of own personal clothing and possessions, †¦no flexibility of bedtimes, eating times or waking times, dirty clothing or bed linen, misuse of medication, lack of care plans, lack of heating, staff entering into service users’ rooms without knocking. 6) Self-neglect is when a person does not pay attention to their health and well-being. Service users can neglect themselves due to illness or depression or might intentionally neglect themselves. The signs and symptoms include: living in dirty conditions, poor personal hygiene, poor nutrition†¦not getting medical help, not being interested in the way they look, long toe nails not taking medication. 7) Neglect is when a carer does not carry out their duty of care and fails to care for a service user this can be deliberate or unintentional due to the carer being ill or stressed†¦ Signs and symptoms of neglect include absence of food, water, and heat†¦ poor personal hygiene including soiled clothing, dirty nails and skin†¦inappropriately dressed for cold or hot weather, bedsores†¦.constant hunger, withdrawn, illness†¦ COMMENTARY FOR EVIDENCE FOR ACS 1.1 and 1.2 †¢ Assessment Method: The learner has completed an assignment to explain the meaning of each of these seven types of abuse as well as their associated signs and symptoms. The learner has produced factual details that provide evidence for ACs 1.1 and 1.2. The assessment method is valid as it measures the learner’s understanding and knowledge of the definitions and signs and symptoms associated for each type of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own understanding of the meaning of each type of abuse. The learner also provides a very detailed account of the signs and symptoms associated with each type of abuse and distinguishes well between signs (what can be seen) and symptoms (the way the individual feels). The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of the different signs and/or symptoms would have been sufficient. †¢ Breadth of Evidence: The learner has stated clearly the meaning and signs and symptoms of each type of abuse. The learner’s evidence meets AC1.1 fully in terms of providing a definition and the signs and symptoms of the following types of abuse: physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others. 7 Unit HSC 024 Assessment Criteria: AC1.3 – Describe factors that may contribute to an individual being more vulnerable to abuse. Extract from Written Questioning: Written Question: ‘Describe different factors that may contribute to an individual being more vulnerable to abuse’: Response: Living with the carer may increase the chances for abuse to occur as this may cause stress and resentment if the carer feels they cannot cope. If an individual is looked after staff who do not have the right training, any supervision at work or support, are stressed, have personal problems or do  not like working in care then this can increase the risk of an individual being abused. If an individual is not mobile, is confused, has dementia, or is aggressive or challenging then this can increase the risk of abuse as the carer might not know how to deal with this, get frustrated and might take it personally and abuse the individual. Domestic violence can also play a part as can the relationship between the individual and their parent or spouse if it was poor and involved abuse.’ COMMENTARY FOR EVIDENCE FOR AC 1.3 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Describe different factors†¦Ã¢â‚¬â„¢; this encourages the learner to think about the different ways an individual can be more vulnerable to abuse and provides them with an opportunity to provide a more detailed response and to also provide evidence for AC1.3. The assessment method is valid as it measures the learner’s understanding and knowledge of the factors that may contribute to abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different factors that may contribute to an individual being more vulnerable to abuse in terms of the social care worker, the carer, the individual including the relationship between these as well as the health and social care setting itself. †¢ Breadth of Evidence: The learner has detailed clearly the different factors that may contribute. The lea rner’s evidence meets AC1.3 fully in terms of providing a description of the factors that may contribute to an individual being more vulnerable to abuse. 8 Unit HSC 024 Evidence for Learning Outcome 2 Know how to respond to suspected or alleged abuse Assessment Criteria: AC2.1 – Explain the actions to take if there are suspicions that an individual is being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if there are suspicions that an individual is being abused: Response: ‘If I suspect abuse through noticing a sign of physical abuse or change in the behaviour of an individual, I will make sure that I ask the individual what has happened telling the individual the changes that I have noticed. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will listen to the individual carefully; it is up to them to tell me, I would not ask them any questions about this as this is not part of my job role and would stay calm. I will make sure that I record what the individual tells me using the individual’s own words. I will make sure that I reassure the individual and explain that their safety is the most important and that it is my duty of care to tell the manager. I will make sure that I let my manager know what has happened immediately and pass this information on in private and make sure my report is also confidential. I will only report and record the facts – what the individual has told me. Depending on what is found out the individual might need to continue to be monitored and a plan of care will be put in place that must be followed to protect the service user. ‘I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ 9 Unit HSC 024 Assessment Criteria: AC2.2 – Explain the actions to take if an individual alleges that they are being abused Extract from Written Questioning: Written Question: ‘Explain the actions to take if an individual alleges that they are being abused: Response: ‘If an individual alleges that they are being abused, I will make sure that I listen to the individual carefully to know exactly what happened. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will make sure that I record the detail of all allegations that the individual tells me using the individual’s own words; I will not ask any questions or make any judgements about what I have been told and I will stay calm. I will make sure that I record the date and time when the abuse was reported and then sign this record. I will make sure that I take the allegations seriously and reassure the individual that they are right to tell me as their safety is the most important.  I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ COMMENTARY FOR EVIDENCE FOR ACS 2.1 and 2.2 †¢ Assessment Method: The assessor has used an open written question with this learner ‘Explain the actions to take†¦Ã¢â‚¬â„¢ for each AC; this encourages the learner to think about the different actions that need to be taken when there are suspicions and allegations of abuse made. The assessment method is valid as it measures the learner’s understanding and knowledge of how to respond to both suspicions and allegations of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the two different sets of actions that need to be followed for suspicions and allegations of abuse including when nothing is done in response to these: ‘if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ The learner also details own knowledge of who may be implicated in both allegations and  suspicions of abuse and the actions that must be taken: ‘If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this†¦ if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC.’ †¢ Breadth of Evidence: The learner has detailed cl early the actions to take for both suspicions and allegations of abuse. The learner’s evidence meets ACs 1.1 and 1.2 fully in terms of providing an explanation of the actions to take if there are suspicions that an individual is being abused and if an individual alleges that they are being abused. The learner’s response can also be cross referenced to ACs 5.1 and 5.2. 10 Unit HSC 024 Assessment Criteria: AC2.3 – Identify ways to ensure that evidence of abuse is preserved Extract from Written Questioning: Written Question: ‘List different ways to ensure that evidence of abuse is preserved: Response: ‘Ways to ensure that evidence of abuse is preserved are as follows: By leaving things as they are and not touching anything.  By not removing, cleaning or washing what the individual is wearing and by not handling the individual’s clothes or bedding. By keeping the area safe and not allowing anyone to enter into the area. By recording and reporting carefully, confidentially and in full all that was told to me by both the individual and others if present at the time and also what I noticed; stating the facts only. By preserving any first aid items used. COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List different ways †¦Ã¢â‚¬â„¢ ; this encourages the learner to identify  different ways to ensure that evidence of abuse is preserved. The assessment method is valid as it measures the learner’s understanding and knowledge of the different methods of how to preserve evidence of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects own full understanding of the different ways of preserving evidence of abuse and includes a range of practical ways this can be done in terms of both protecting evidence physically as well as clear recording and reporting procedures. †¢ Breadth of Evidence: The learner has clearly identified the different ways of preserving evidence of abuse. The learner’s evidence meets AC 2.3 fully in terms of identifying ways to ensure that evidence of abuse is preserved. 11 Unit HSC 024 Evidence for Learning Outcome 3 Understand the national and local context of safeguarding and protection from abuse Assessment Criteria: AC 3.1 – Identify national policies and local systems that relate to safeguarding and protection from abuse AC 3.2 – Explain the roles of different agencies in safeguarding and protecting individuals from abuse Extract from Written Questioning: Written Question: ‘List the national policies and local systems that relate to safeguarding and protection from abuse and explain the roles of different agencies: Response: ‘National policies – †¦.’Safeguarding Vulnerable Groups Act 2006, the Vetting and Barring Scheme run by the Independent Safeguarding Authority (ISA), Criminal Records Bureau, Human Rights Act 1998. Local Systems – Safeguarding Adults Boards, Safeguarding policies and procedures for vulnerable adults.’  Safeguarding Adults Boards – these bring together a number of different local agencies that work with vulnerable adults to share information and monitor their work i.e. local agencies like the police, MIND, housing teams, advocacy groups. The Police – their role is to safeguard vulnerable adults, investigate all reports of vulnerable adult abuse and protect and uphold the rights of vulnerable adults. CQC – to monitor and provide guidance on what all health and social care providers must do to safeguard vulnerable adults from abuse; the safeguarding policies, procedures and systems developed are in place to prevent vulnerable adults from being abused.’ COMMENTARY FOR EVIDENCE FOR AC 2.3 †¢ Assessment Method: The assessor has used a clear written question with this learner and paired together these two ACs ‘List the national policies and local systems †¦and explain the roles of different agencies’ ; this encourages the learner to identify relevant policies and systems as well as explain the role of different agencies in safeguarding and protecting individuals from abuse. The assessment method is valid as it measures the learner’s understanding and knowledge of national policies, local systems and the role of agencies. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of both national policies and local systems that relate to safeguarding and protection and then details the specific role of three different agencies: Safeguarding Adults Boards, The Police and the CQC in safeguarding and protecting vulnerable adults from abuse. †¢ Breadth of Evidence: The learner has clearly identified national policies and local systems and detailed the roles of different agencies in safeguarding and protecting individuals from abuse. The learner’s evidence meets ACs 3.1 and 3.2 fully in terms of identifying national policies and local systems that relate to safeguarding and protection from abuse and explaining the roles of different agencies in safeguarding and protecting vulnerable adults from abuse. 12 Unit HSC 024 Assessment Criteria: AC3.3 – Identify reports into serious failures to protect individuals from abuse Extract from Written Questioning: Written Question: ‘List reports into serious failures to protect vulnerable adults from abuse: Response: ‘A report about Castlebeck Care Ltd which failed to ensure that the vulnerable living at Winterbourne View were adequately protected from risk, including the risks of unsafe practices by its own staff. Individuals in Winterbourne View which is a home owned by Castlebeck Care Ltd were pinned down, slapped, doused in cold water and repeatedly taunted and teased by staff in the home. Castlebeck Care Ltd failed to notify the Care Quality Commission of these incidents, injuries to individuals and of occasions when individuals had gone missing. A report about the murder of Steven Hoskin, a young man with learning difficulties who was abused and murdered in July 2006. In addition to being pushed over the railway and falling from a great height, it was also found that Steven had taken paracetamol tablets, had been drinking alcohol and had sustained recent injuries from cigarette burns. In addition he suffered appalling treatment from his abusers who took over his bed sit and he had neck bruises from having been hauled around his home by his own pet’s dog-lead and the backs of his hands had the  marks of foot-prints.’ COMMENTARY FOR EVIDENCE FOR AC 3.3 †¢ Assessment Method: The assessor has used a clear written question with this learner ‘List reports into serious failures to protect individuals from abuse’; this encourages the learner to identify reports into serious  failures to protect individuals from abuse The assessment method is valid as it measures the learner’s knowledge of different reports into serious failures to protect vulnerable adults from abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of two different reports where there were serious failures to protect vulnerable adults from abuse. The information that the question extracts from the learner is more than is required to meet this AC; as the learner provides a description, where a list of reports into serious failures would have been sufficient. †¢ Breadth of Evidence: The learner has clearly identified reports into serious failures to protect individuals from abuse. The learner’s evidence meets AC 3.3 fully in terms of identifying reports into serious failures to protect vulnerable adults from abuse. 13 Unit HSC 024 Assessment Criteria: AC 3.4 – Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse Extract from Oral Questioning: Oral Question: ‘Where can you go to get information and advice about your role in safeguarding and protecting individuals from abuse?: Response: ‘Local authority Adult Services Department like Social Services My manager, colleagues My company’s policies and procedures on safeguarding The internet Care Quality Commission Independent Safeguarding Authority Books Training and advice from training centres.’ COMMENTARY FOR EVIDENCE FOR AC 3.4: †¢ Assessment Method: The assessor has used a clear oral question with this learner ‘Where can you go to get information and advice†¦.; this encourages the learner to identify different sources of information and advice in safeguarding and protecting vulnerable adults. The assessment method is valid as it measures the learner’s knowledge of different sources of information and advice. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner reflects a full understanding of the different sources of information and advice available from both own workplace and external agencies. Due to this AC being an ‘identify’ the information could also have been presented in the form of a spidergram. †¢ Breadth of Evidence: The learner has clearly identified sources of information and advice. The learner’s evidence meets AC 3.4 fully in terms of identifying sources of information and advice about own role in safeguarding and protecting individuals from abuse. 14 Unit HSC 024 Evidence for Learning Outcome 4 Understand ways to reduce the likelihood of abuse Assessment Criteria: AC 4.1 – Explain how the likelihood of abuse may be reduced by: †¢ working with person centred values †¢ encouraging active participation †¢ promoting choice and rights Extract 1 from Discussion: Discussion: ‘Tell me about how working with person centred values can reduce the likelihood of abuse: Response: ‘Person-centred values include the individuality of the person, the rights of  the individual, the individual’s choice, the individual’s privacy, the individual’s independence, the individual’s dignity and the individual being respected If person centred values are taken into consideration when supporting an individual there is less likely to be abuse as all the staff will be working in the same way and will feel shamed if they abuse because of the way that they have been taught to work. If an individual is considered to have a say in what he or she wants and is at the centre of any decision, it will be more unlikely that there is abuse. The individual will know what suits him or her and will not get so frustrated. I always put the service users I work with, their families and friends at the centre of any decision about them and they are an active partner in their own care. Individuals decide what to do, where to go, what clothes to wear and are tr eated with dignity, respect, confidentiality and are able to make their own choices.’ Extract 2 from Discussion: Discussion: ‘Tell me about how encouraging active participation can reduce the likelihood of abuse: Response: ‘Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. So if the individual participates actively in their daily activities, which is what I practice, then the risk of abuse is low. For example in choosing the kind of meal to prepare I support individuals to make the lists of what they want to buy and go shopping with them so that they can choose the brand they want. The individual cooks the food the way they want it with little or no support. This is the same with all choices of clothes and outings.’ Extract 3 from Discussion: Discussion: ‘Tell me about how promoting choice and rights can reduce the likelihood of abuse: Response: ‘Individuals are supported to make their choices in anything they want like in choosing food or drink, in what to wear, whether to use hot or cold water  to bathe, etc. No individual will choose what will hurt him or her therefore abuse is reduced to the minimum. Individuals’ rights are promoted throughout the service. My service user has the right to do anything that they wish to do and if it is what they want as long as it is not dangerous; a risk assessment is then done to stop any abuse happening. I ensure that I promote service users’ rights and choices by allowing them to make their own choices and support them to have the rights of anyone else.’ 15 Unit HSC 024 COMMENTARY FOR EVIDENCE FOR AC 4.1 †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about how the likelihood of abuse can be reduced. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.1. The assessment method is valid as it measures the learner’s understanding of how to reduce the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced. The learner divides up own response to address each part of this AC in full and details how working with person-centred values, encouraging active participation and promoting choice and rights can each specifically reduce the likelihood of abuse from occurring. The learner also includes some good examples of how she applies these approaches to own working practices in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.1 fully in terms of providing an explanation of how working with person-centred values, encouraging active participation and promoting choice and rights can reduce the likelihood of abuse occurring. 16 Unit HSC 024 Assessment Criteria: AC 4.2 – Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse Extract from Discussion: Discussion: ‘Tell me about why an accessible complaints procedure is important for reducing the likelihood of abuse’: Response: ‘The complaints procedure gives the complainant the right to be heard and supported to make their views known. An accessible complaints procedure is understandable and easy to use. It sets out clearly how to make a complaint, the steps that will be taken when the complaint is looked into. It also provides flexibility in relation to target response times. An accessible complaints procedure resolves complaints more quickly as the complainant feels that they are being listened to and their complaint taken seriously. This sets up an open culture of making sure that abuse will not be tolerated in any form and encourages the complainant to not accept this. I remember when Mr R felt very happy when his complaint of being denied sleep was recorded in the complaints procedure. I supported him to write down the complaint and this was taken seriously†¦.’ COMMENTARY FOR EVIDENCE FOR AC 4.2: †¢ Assessment Method: The assessor has used discussion to encourage the learner to think about the importance of an accessible complaints procedure. ‘Tell me about†¦Ã¢â‚¬â„¢ encourages the learner to provide a more detailed response and to also provide evidence to fully meet AC4.2. The assessment method is valid as it measures the learner’s understanding of the importance of an accessible complaints procedure for reducing the likelihood of abuse. †¢ Quality of Evidence: The learner’s response is of a good quality because it reflects a full understanding of how the likelihood of abuse occurring can be reduced by an accessible complaints procedure. The learner begins by detailing her understanding of the meaning of an accessible complaints procedure and then ends on an example of the support provided to an individual in own health and social care setting. †¢ Breadth of Evidence: The learner has detailed clearly how the likelihood of abuse may be reduced. The learner’s evidence meets AC4.2 fully in terms of providing an explanation of the importance of an accessible complaints procedure for reducing the likelihood of abuse. 17 Unit HSC 024 Evidence for Learning Outcome 5 Know how to recognise and report unsafe practices Assessment Criteria: AC 5.1 – Describe unsafe practices that may affect the wellbeing of individuals Extract from Personal Statement: Personal Statement: ‘Describe unsafe practices that may affect the wellbeing of individuals’: Response: ‘Unsanitary conditions can spread infection as cross-contamination can occur and can affect the well-being of the individual and others. Improper hand washing can also pose a risk. Dirty kitchen surfaces and equipment can spread infections, not covering hair when cooking can pose a risk to individual as can not reporting faulty equipment when working or not having cleaning materials can also be unsafe. In terms of health and safety not having risk assessments in place when a service user hurts themselves. Staff not checking when a service user is ill or unsteady on their feet. Staff not recording in care plans about a service user’s wellbeing and health and not monitoring them. Other unsafe practices which also amount to abuse can occur such as leaving a service user on the toilet too long, ignoring or not listening to them.  Marks on body not taken seriously and complaints not taken seriously can put them at more danger, harm and risk of abuse. I ensure that I keep to all the procedures for checking for abuse and the wellbeing of the individuals that I work with; by following these and the individual’s care plan I keep within  the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ COMMENTARY FOR EVIDENCE FOR AC 5.1: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of unsafe practices that may affect the wellbeing of individuals. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of a range of different unsafe practices that may affect the wellbeing of individuals including those relating to the spread of infection, health and safety, neglect and abuse of individuals. The learner concludes by confirming how she works in line with agreed ways of working: ‘I keep within the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe.’ †¢ Breadth of Evidence: The learner has given a detailed account of a range of different unsafe practices. The learner’s evidence meets AC5.1 fully in terms of providing a description of unsafe practices that may affect the wellbeing of individuals. 18 Unit HSC 024 Assessment Criteria: AC 5.2 – Explain the actions to take if unsafe practices have been identified Extract from Personal Statement: Personal Statement: ‘Explain the actions to take if unsafe practices have been identified ’: Response: ‘If I identify unsafe practices then I must follow the whistle-blowing procedure and report to the appropriate person(s). I will report to my manager immediately or if it involves my manager then to another appropriate person(s). I will monitor all unsafe practices and make sure that I record  and report in full all the evidence and then will talk to my manager because all unsafe practices are dangerous practices that could cause harm to the individual and others. For example, I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ COMMENTARY FOR EVIDENCE FOR AC 5.2: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over unsafe practices. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices have been identified. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when unsafe practices have been identified. The learner concludes by explaining the actions taken when unsafe practices were identified in own health and social care setting: ‘†¦I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when unsafe practices occur. The learner’s evidence meets AC5.1 fully in terms of providing an explanation of the actions to take if unsafe practices have been identified. 19 Unit HSC 024 Assessment Criteria: AC 5.3 – Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response Extract from Personal Statement: Personal Statement: Describe the actions to take if suspected abuse or unsafe  practices have been reported but nothing has been done in response: Response: ‘If suspected abuse or unsafe practices have been reported but nothing has been done in response or if it has to do with my manager then I will report to the next level or manager. If it has to do with my manager then I will report to management, then to the social worker and safeguarding team and to the care quality commission and even to the police depending on the response I get. When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I talked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would follow the whistle blowing procedure.’ COMMENTARY FOR EVIDENCE FOR AC 5.3: †¢ Assessment Method: The learner’s personal statement provides the learner with an opportunity to express own understanding of the actions to take over reported suspected abuse or unsafe practices that have not been responded to. The assessment method is valid as it measures the learner’s understanding and knowledge of the actions to take when unsafe practices or suspected abuse have been reported but nothing has been done in response. †¢ Quality of Evidence: The learner’s response is of a good quality because the learner details own understanding of the full actions that need to be taken when suspected abuse or unsafe practices have been reported but nothing has been done in response. The learner concludes by explaining the actions taken in relation to unsafe practices that were identified in a health and social care setting: ‘†¦When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I tal ked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would have followed the whistle blowing procedure.’ †¢ Breadth of Evidence: The learner has given a detailed account of the actions that must be taken when suspected abuse or unsafe practices occur and nothing has been done in response. The learner’s evidence meets AC5.3  fully in terms of providing a description of the actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response. 20 Unit HSC 024 Summary of How Exemplar Evidence for HSC 024 Meets the Assessment Requirements and Assessment Criteria Variety of assessment methods used Yes Oral and Written questioning Personal Statement Assignment Discussion Valid assessment methods used Yes All assessment methods used were appropriate for validating the learner’s knowledge of all the assessment criteria in this unit. Quality and Breadth of evidence sufficient Yes Evidence provided meets all the assessment criteria fully. 21 Unit HSC 024 This resource has been produced to support your delivery of OCR’s Health and Social qualification. These are not mandatory but are provided to offer you creative and informative materials that you may wish to use with your learners. Disclaimer Please note that whilst every effort has been made to ensure the accuracy of the content, OCR’s resources are provided for general information purposes only to be used at the discretion of teachers and centres. The resources are provided for guidance purposes only and do not constitute an endorsed teaching method that is required by the Board. OCR shall not have any liability whatsoever for any losses, including losses for any misinterpretation, or subsequent impact howsoever caused. 22 CONTACT US Keep up to date on the latest news by registering to receive e-alerts at www.ocr.org.uk/updates OCR Customer Contact Centre Vocational qualifications Telephone 024 76 851509 Facsimile 024 76 851633 Email vocational.qualifications@ocr.org.uk For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored.  © OCR 2013 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

Mission Statements

Strategic Management in a Global Context (SOP09101) MODULE LEADER Miss Grace Sharkey ASSESSMENT A Mission statements may play an important role in the strategic management process but the creation of a ‘sense of mission’ is even more beneficial to organisations Submitted by Lukas Radzevicius 20th October 2010 2201words This essay is to debate the question whether the role of a mission statement is as important and beneficial as sense of mission and if they can work as two separate functions in the strategic management process for organisations.Clear definition of mission statement and sense of mission must be understood to begin the research. Afterwards to analyse benefits and problems associated with mission statement is essential to implement this understanding into the strategic management model. So that we could finish with conclusion which will estimate importance of mission statement in organisation and its necessary connection with all levels of the company called â€Å"sense of mission†. Mission statement in some companies has a huge influence in all management levels of the firm, but in others it is still just addition on the wall and usually what’s forgotten.However the aim of this paper is to find out if sense of mission is more beneficial for organisations than mission statement, not to give a vivid view of all possible ways of mission statement realization. So when managers are asked what is the influence of mission statement in their company, can’t answer this simple question, what’s really clear, those mission statements are still relatively neglected and don’t find their way to every company’s management. Here the main problem emerges: is the mission statement needed at all, if the company can survive without it?Before answering this it is essential to clearly understand, what is meant by the mission statement. First of all it is worth saying that there are different schools of thought, one is described in term of business strategy and the other as philosophy and ethics, A. Campbell (1992). If you look closer they are deeply connected. The school of strategy presents mission as a strategic tool in its initial process of the strategy creation, it states what is the business they are in, and where is it going to be? For example well known company Google Inc. nswers this question: â€Å"to organize the world’s information and make it universally accessible and useful†. It is visible that their mission statement is their purpose connected with strategic objectives and well implemented as it is number one search tool in World Wide Web. Another school of thought which glues the company and creates a common â€Å"language† for a sense of collective unity is called philosophical school of thought. Shared values and standards of behavior are concerned to generate co-operation among employees (A.Campbell 1991). A good example for this is IBM as the foundatio n of its corporate philosophy is based on: quest for superiority in all things, dedication to service and respect for the individual. These three concepts are deeply transcendent in every employee in IBM which is global company and has different people connected for one common mission: â€Å"At IBM, we strive to lead in the invention, development and manufacture of the industry's most advanced information technologies. † Is it possible to connect these schools?Definitely yes, as the organization is a living and dynamic organism so every part of it is. The school of strategy is its head and leads toward the goals, the school of philosophy is its heart which connects all the body throughout bloodstream and actually makes it happen. To connect two schools of thought, analysis of four cores of mission statement is significantly important to see how this organism actually works. As A. Campbell and S. Yeung stated that a powerful mission statement exists only when four lements work in harmony reinforcing and supplementing each other. Purpose, Values, Strategy and Behavior Standards are those essential parts. To state a good mission statement it is a must to create a good purpose which aims at a higher ideal, Starbuck’s environmental mission statement determines their internal obligations, and their influence on the supply chain is so significant that it places emphasis on their role in influencing their partners. Purpose is the answer to the question, why this company exists?It is noticeable that in this example the purpose which doesn’t aim to stakeholder’s selfish interests tends to bind organization together and leads it to its higher aimed goal. To lead a good purpose it is necessary to provide commercial logic which will cover the competitive position and distinctive competences of the firm, A. Campbell (1992) such as Ryanair which does not announce their mission statement, but as Jack Welch's once said, â€Å"Strategy, then, is sim ply finding the big aha and setting a broad direction† for Ryanair, is simply to continue being the largest Cheap Flights leader in European market.Exercising this leadership is a sum of great individual tactics, including attitude to low cost priority in every part of process, standardization of services and products, including other tactics which creates Ryanair a high competitive rival. This strategy defines the segment of the sector in which company exists and states the way it is going to be superior. Both purpose and strategy are only thoughts and logical conclusions of some abstract idea of the company, to bind them together behavior standards which convert that thought into action and lets the employees to feel what they should do in day to day basis.As Hilton Hotels group states: â€Å"We will be the preeminent global hospitality company – the first choice of guests, team members and owners alike† it is clearly visible as it is world’s leading lux urious hotels taking in account quality, scope of services, care of their employees and worldwide spread. In book â€Å"Emotional Intelligence† By Daniel Goleman, it is clearly stated that humans are mostly driven by their emotional – right brain logic, than rational-left brain logic.This is important to understand as we all are living beings and to find the satisfaction in job we are doing we must feel it with our â€Å"emotional side of the brain† and connect it with rationality to find an ultimate goal we are looking for – same values of ours, synchronized with company’s. As A. Campbell (1991) once said that company’s culture is the moral principles and faith in values. Values are sense for behavior standards and norms for the firm, they connect company as â€Å"right brain† they create connection between purpose, strategy and behavior standards.A good mission statement will always have those connections strongly linked together. A s Virgin Atlantic mission statement: † To grow a profitable airline†¦ Where people love to fly†¦ And where people love to work. † Every part of four elements is clearly visible. Strategy- profitable airline, behaviour standards- people love to work and purpose- people love to fly. To sum up and state that a powerful mission applies only when four elements are linked together, how the body can’t survive without a heart or brains, so the mission must have a strong logical background and deep connection within its emotional base.Easiest way to see it is to look at the links of value system and strategy and if that link can be acted through behavior standards to aim the purpose, the strong mission statement is created and efficiently implemented. However mission can be discussed without emotions and that’s what is usually done when the creation of mission is held in top levels of company which are usually aimed to profit, expansion, coverage or other â€Å"selfish† aims.Strategy is the guideline for this commercial behavior, however strategy is narrower concept than mission which has values and purpose aimed towards good purpose. Strong mission statement is than its emotional base is supported with rationality, and then there are gaps, mission statement is inefficient. Now than we understand what is a mission statement and what are the core elements, it is worth considering what is a relation between practice and theory, strategy and philosophy, tool and a manager.Mission statement is still something to discover and to understand, but if you speak about â€Å"sense of mission† it’s something that everybody feels, but can hardly describe it in words. Campbell and Yeung (1991) discovered that people’s emotional devotion to their firm was strongest when employee’s values and the company’s values are moving the same way. To describe this in intellectual way is very difficult because sense of mission is not a technology or an asset it is just an idea, deep and emotional individual feeling.Person with a sense of a mission has commitment and emotional attachment, which we found makes a greater influence then rationality to the company’s performance if it stands for the same values and tries to do its best reaching the purpose. It is worth considering the role of sense of mission which can be described throughout benefits of mission statements. To reach organizational success mission statement connected with employees via sense of mission benefits the company in many ways.First of all, as a rational tool, starting point for many organizational strategies, mission statements were used for many companies. Bart (2001), Campbell (1997) had an idea that to bring a common view and discuss differences between senior managers’ mission statements were used as medium. As well as emotional connector, German and Cooper (1990) shared view and explained that it can synchro nize all management levels including employees, Klemm (1991) perceived mission as communication tool for a company, covering internal and external fields (employees and investors etc. . Bartkus (2000) came up with the finding that the mission statement which is worth consideration as a good one will definitely describe what is the business of the company and will show the direction of where it is heading. If we perceive mission statement as a tool it is always a chance that it can be used incorrectly or even foolish. But then the right people use the right tools to reach their objectives the tool benefits in its best form.It is worth considering if the tool is the really one that we need, if we need it all, Tahir Sufi and Howard Lyons questions this in their article â€Å"Mission Statements Exposed†. The main objective was to find if the mission statement has a connection with a firms financial performance and after researching 200 biggest brands in hospitality sector the res ults showed that: â€Å"significant correlation between the mission statements and the annual turnover, there was no significant correlation with the net profit margin or the return on equity† (T.Sufi and H. Lyons, 2003). Now it is clear that mission statement benefits organization in leading it towards main goals, but we can insight and some problems in this, there are no tangible ways to describe the effects of mission statement and mission statements can be used in many different ways so it doesn’t have the â€Å"right† way of doing it correctly, as the organisation is a dynamic so mission statement must adopt to every changing situation.To foresight how it works in a company it is best to look through strategic management model. In strategic management model mission statement is the tool which helps to create a concept of the company as a pen and a drawing paper for an architect. It influences all management levels, beginning with employees whereas positivel y affected employee behaviour influenced by commitment and established internal policies has an impact on financial account, Bart et al. (2001).And other functional areas which lead organization towards competitive success thought commitment. It is clear that mission statement which has a clear purpose and direction will positively influence firm performance. Rigby (1994) reported that in US, mission statements is considered as the tool used the most out of 25 available options, this research was done in 500 companies. So as mentioned before if this tool is used by someone who is a professional can make a significant impact for the performance of the company.To conclude and to answer the question whether the role of a mission statement is as important and beneficial as sense of mission and if they can work as two separate functions in the strategic management process for organisations it is worth saying that after research what is clearly visible that sense of mission can’t s urvive without strong mission statement and they can’t work towards organizational success as two separate functions. Basically, mission statement is created to capture and convey the main purpose of the firm to answer the question, why this organisation exists?In strategic management model it is pivotal point for a start and afterwards to effect connection of every management level and to influence commitment towards the main goal. This connection can be called â€Å"sense of mission† the level of commitment towards the main goal. Research shows that the main objective shouldn’t be selfish and created for the top level of the company as it is implemented through all stages of the firm. It is ironic than corporation focuses on its shareholders, it is those same stockholders who really lose in the end.

The Cost of The Vietnam War - Free Essay Example

Sample details Pages: 5 Words: 1533 Downloads: 4 Date added: 2017/06/26 Category History Essay Type Essay any type Level High school Tags: Vietnam War Essay Did you like this example? The United States Military took part in the Vietnam War, which started in 1957 and ended in 1975. At that time of war Vietnam was divided into North Vietnam (Communist system) and South Vietnam (non communist). North Vietnam didnt want the U.S. to support South Vietnam. South Vietnam took U.S. help to make Vietnam single nation. When Harry Truman was president, the United States had established a doctrine called containment. Originated by George Kennan and other diplomats and policy advisers, the policy of containment aimed not to fight a determined war with the communist Soviet Union, but instead to narrow communism and the Soviet Union to their existing boundaries. Don’t waste time! Our writers will create an original "The Cost of The Vietnam War" essay for you Create order This containment led directly to the Vietnam War. The Soviet Union was determined to expand communism on the rest of the world. Communist governments would without doubt be part of Soviet kingdom but according to the doctrine of containment there could be no such thing as a neutral, one nation. It must be either part of the Soviet Union or Unites States. So, the belief was that all nations must be associated with either the United States or the Soviet Union. The United States was afraid of spreading of the communism, but the doctrine of containment made it difficult to see nations as separate, as places with different cultures, different problems, and different histories. The Vietnam was part of French Indochina in 1946. The Vietnamese fought with French to get their independence. Military equipment was provided by the United States still French were defeated in 1954. Then Vietnam was divided into North and South Vietnam. The war was mainly between the South Vietnamese and North Vietnamese known as the Viet Cong from 1957 to 1965. The military was provided by United States. The U.S. troops went to Vietnam in March 1965. They did most of the fighting with North Vietnam until 1969. By the end of 1969, the War seemed never-ending. Gradually United States began to pull out U.S. military. In January 1973, a negotiating meeting was arranged. Two months later last U.S. troops left Vietnam. Even though the fighting between North and South Vietnam resumed soon afterwards, U.S. troops did not return. On April 30, 1975, South Vietnam surrendered to North Vietnam and ended the war. The American military was not defeated in Vietnam. The American military did not lose a battle of any consequence. From a military standpoint, it was almost an unprecedented performance. (General William Westmoreland quoting Douglas Pike, a professor at the University of California, Berkley a renowned expert on the Vietnam war) [Westmoreland] Professor Pike does not categorically state that the United States did not lose the war in Vietnam; however, I believe that his comment is generally understood to mean that the United States did not lose the war. President Nixons secretary of defence James Schlesinger regretted that the military had too many restraints placed upon it during the war. Generals Maxwell Taylor and William Westmoreland lamented that they could have won the war if only the American people had not succumbed to a failure of will. Historian Henry S. Commanger like other humanists was sickened by the immorality by events taking place in Vietnam during the war stated, in part, à ¢Ã¢â€š ¬Ã‚ ¦that some wars are so deeply immoral that they must be lost, that the war in Vietnam was one of these warsà ¢Ã¢â€š ¬Ã‚ ¦ Here we have two viewpoints as to whether or not the war was won or lost. The first point is by Professor Pike, who seems to believe that the United States did not lose the war in Vietnam. The second viewpoint is expressed by James Schlesinger, Generals Taylor and Westmoreland and Henry Commanger. The comments by Secretary Schlesinger, Generals Taylor and Moreland seem to indicate that the United State did lose the war. One of Saigons wartime prime ministers, Nguyen Kao Ky, took an exceptional position among Vietnamese veterans living in the United States. He saw the roll of hearts and minds in Saigons defeat. In his book How We Lost the War in Vietnam he described the U.S. role in Vietnam as misguided and naive concerning the opinions of the common Vietnamese [Macros History the world report] The most famous nationalist leader in the twentieth century was Ho Chi Minh, born in 1890 to a low-level government employee. At the time of World War I, Ho travelled to Europe and joined other Vietnamese to plead for independence. The Communists seemed to be the only political force to strongly disapprove colonialism, so Ho and other nationalist joined the Communist party. In 1930 and 1931 the French brutally suppressed a Vietnamese uprising, killing 10,000 and deporting 50,000. In 1940 and 1941 the Japanese took over Vietnam but left collaborating French officials in charge. The Vietnamese, including Hos Communists went underground, used China as a base and in 1941 organized the Viet Minh. In the final days of World War II Viet Minh guerillas fought Japanese troops and worked with the United States. Ho sent formal messages to Washington describing himself as the George Washington of Vietnam and often mentioned the American Declaration of Independence and the Atlantic Charter. In August 29th, 1945 the Viet Minh organized the Democratic Republic of Vietnam (DRV) and established headquarters in Hanoi. Vietnam seemed closer to independence than ever before. In the fall of 1944 State Department officials told President Roosevelt that Indochina and South east Asia were potentially important markets for American exports. Roosevelt never formulated exact plans for Indochina, so the French, with British and American military help, returned to Vietnam. They were not welcomed. Abandoned by the United States, receiving no support from Russia and now facing French forces the Viet Minh accepted a compromise with France in March 1946. Viet Minh and French soldiers clashed in December. One French bombardment of Haiphong killed several thousand civilians. The Viet Minh responded with guerilla terror. For the next eight years, Vietnam was wrecked by bloody combat, with the French holding the cities and the Viet Minh in the countryside. When Richard Nixon became President in 1969 he stated a plan Vietnamization that would end the war. He bombed North Vietnam, and in 1972 U.S. air power encouraged Vietnam to establish an agreement with the United States. The U.S. part of the agreement was that it would pull its troops out of Vietnam and take apart its bases. According to the agreement, the U.S. could replace arms, on a one-to-one basis, that had been supplied to the Saigon regime. President Nixon planned to use air power again to discourage Vietnam if they violated the agreement. U.S. citizens were turning against United States involvement in Vietnam War. They were influenced by what they saw on television including children running from bombings. The U.S. Congress responded to the change in public opinion on the war, and it voted for restrictions on material support to the regime in Saigon. During the ten year period that followed the military triumph of the communist forces in Vietnam, the much feared spread of communism to other nations in the Far East did not happen. Thailand, Burma, Indonesia or the Philippines did not follow communism. A communist force had taken power in Cambodia but did not remain in power long. Neither did the Vietnamese occupation of Cambodia in opposition to that communist force. Few lessoned were learned by the United States in this war. One was the removal of terror bombing. The second lesson was to restrict access for journalists and with military-led television. And the third lesson was that no U.S. troops should be committed to battle without a clear goal, a feasible plan and public support. Facts about the end of the war: The 140,000 evacuees in April 1975 during the fall of Saigon consisted almost entirely of civilians and Vietnamese military, NOT American military running for their lives. There were almost twice as many casualties in South east Asia (primarily Cambodia) the first two years after the fall of Saigon in 1975 then there were during the ten years the U.S. was involved in Vietnam. [1996 Information Please Almanac] More helicopter facts: Approximately 12,000 helicopters saw action in Vietnam (all services). Army UH-1s totalled 7,531,955 flight hours in Vietnam between October 1966 and the end of 1975. Army AH-1Gs totalled 1,038,969 flight hours in Vietnam. [VHPA databases] Around Fifty thousand Americans lost their lives. The losses to the Vietnamese people were awful. The financial cost to the United States comes to something over $150 billion dollars. Americans who lost their lives in war have their names engraved on a black granite wall. This is called the Vietnam Veterans Memorial, located in Washington, D.C. There are the around 58,000 Americans who paid the supreme sacrifice in the service of their country in Vietnam. References 1996 Information Please Almanac 1995 Information Please Almanac Atlas Yearbook 49th edition, Houghton Mifflin Company, Boston New York 1996, pages 117, 161 and 292. Westmoreland Speech by General William C. Westmoreland before the Third Annual Reunion of the Vietnam Helicopter Pilots Association (VHPA) at the Washington, DC Hilton Hotel on July 5th, 1986 (reproduced in a Vietnam Helicopter Pilots Association Historical Reference Directory Volume 2A) Macros History the world report-https://www.vietnamwar.com/ Macros History the world report-https://www.fsmithya.com/h2/ch26.htm VHPA Databases Vietnam Helicopter Pilots Association Databases.

Financial Performance Of Mangalore Refinery And Petrochemicals Finance Essay - Free Essay Example

Sample details Pages: 8 Words: 2494 Downloads: 5 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? INTRODUCTION Mangalore Refinery and Petrochemicals Limited (MRPL) and Reliance Petroleum Limited (RPL) were the first two refineries established by the private sector in India. In March 1992, MRPL brought out a public issue of shares, and in September 1993, RPL did the same. Both these refineries were established at a time when the administered pricing mechanism (APM)[1]was in force. Don’t waste time! Our writers will create an original "Financial Performance Of Mangalore Refinery And Petrochemicals Finance Essay" essay for you Create order APM involved full government control over the oil and natural gas sector, where only four major government owned oil companies (IOC, HPCL, BPCL and IBP) had the right to directly market petroleum products (Refer Exhibit I). The government refineries were not able to meet the increasing demand for petroleum products. Hence, opening up of the oil and natural gas sector to private companies and dismantling APM were considered as methods for reducing the demand-supply gap of petroleum products. When the Government of India (GOI) approved private sector participation in the oil refining and petroleum industry, a new investment opportunity was made available to Indian investors. Those who invested in MRPL and RPL were optimistic about the returns on shares of both these companies since reputed leading business houses such as the Aditya Birla Group (ABG)[2]and the Reliance Group[3]promoted these refinery projects. Due to the dearth of oil company stocks promoted by the private sector, the shares of both these companies were lapped up by public investors and financial institutions. Both the public issues were heavily oversubscribed. However, few investment analysts expressed their reservations about investing in stand-alone refineries like MRPL and RPL since they felt that the financial performance of companies in the refining industry was completely dependant on the crude oil prices. In March 2002 Reliance group approved the merger of RPL with Reliance Industries Ltd. (RIL)[4]. The appointed date of merger was April 2001. Once again in April 2006 Reliance Group came out with an initial public offer (IPO) for RPL. In this case an analysis of two oil refining companies viz. MRPL and RPL (2005)[Merged] for understanding risk and return involved in investment. MANGALORE REFINERY AND PETROCHEMICALS LTD. (MRPL): Mangalore Refinery and Petrochemicals Limited (MRPL) was incorporated on 7th March 1988. Company was started as joint venture of Hindustan Petroleum Corporation (HPCL)[5]and Indian Rayon Industries Limited (IRIL) Associates (AV Birla Group). MRPL has the distinction of being the only refinery in India with two CCRs which produces unleaded petrol of high octane. In the year 1993 MRPL made a public issue consisting 4,31,60,000 shares of which 16 percent was Secured Redeemable Partly Convertible Debentures (PCDs) priced at Rs 135 which fetched 582.66 crores. It also issued 2,80,00,000 shares of which 17.5 percent was Secured Redeemable Non Convertible Debentures of Rs 200 each (with Detachable Equity Warrants) fetching Rs 560 crores. In the same year MRPL also tied up with internationally reputed technology suppliers for process technologies. In March 2003 ONGC acquired the share holding of 37.39 percent which was held by AV Birla Group. Further ONGC added the capital of Rs 600 crores and made MRPL as a majority held subsidiary of ONGC. As on 31st March 2010 HPCL holds 16.96 percent (297153518 shares) and ONGC 71.63 percent (1255354097 shares) shares of MRPL. In September 1995 MRPL started a 45 MW cogeneration plant and also three million tones refinery by the end of 1995- 96 financial year. In 1999 MRPL signed deal with Chevron- Texaco for crude sourcing. The cost effective process of debottlenecking of some units resulted in enhancing the refining capacity to 12 million tones. The refining capacity was increased to 9 MMTPA in 2001. In 2006 MRPL mad an alliance with Abu Dhabi firm and also an agreement with Mauritius Company. The refinery up gradation and expansion project was undertaken at a cost of Rs 7943 crores in 2006-07. ONGC Mangalore Petrochemicals Ltd. (OMPL), a joint venture of ONGC and MRPL was incorporated for Aromatics Project worth of Rs. 4852 crore. In 2007 MRPL entered contract with State Trading Corporation (STC), Mauritius for supplying petroleum products and 4 year product supply agreement with Shell India Marketing. MRPL and Shell Aviation in 2008 entered an agreement for a joint venture to market and supply aviation fuel. FINANCIAL PERFORMANCE Table 1 shows the financial performance of MRPL for last five years (i.e. from 2005- 06 to 2009- 10). Total income has increased consistently in first four years from Rs 2,50,443.20 million in 2005- 06 to Rs 3,84,303.90 million in 2008- 09. But it declined by 15.25 percent to Rs 3,25,670.80 million in 2009- 10. Profit before depreciation and tax (PBDT) also has followed the same trend as in the case of total income, which increased in first four years before it declined by 5.14 percent in 2009- 10. Net profit increased in first three years and declined in last two years. Net profit declined by 6.26 percent in 2008- 09 in comparison with 2007- 08 and by 6.72 percent in 2009- 10 in comparison with 2008- 09. Operating profit margin (OPM) and net profit margin (NPM) have increased over the years and company has sustained it in the last three years at a higher level compared to first two years. MRPL has also sustained the level of earnings per share (EPS) and cash earnings per share (CEPS ) albeit declining marginally since 2007- 08. Depreciation has increased consistently in all five years. Even reserves also has followed the same trend. It has increased by 29.2 percent in 2009- 10 in comparison with 2008- 09. RECENT QUARTERLY PERFORMANCE Recent quarterly performance is shown in EXHIBIT V. In case of MRPL, for 4th quarter of 2009-10 financial year reported net profit of 2,530.7 million, 58.3 percent decline from corresponding quarter of the previous year (6,076.2 million). Total income increased by 35 percent as against 50 percent increase in expenditure. Operating profit margin (OPM) was 5.75 percent as against 15.42 percent whereas net profit margin (NPM) was 2.85 percent as against 9.26 percent in the corresponding quarter of the previous year. Profit for 3rd quarter of 2009-10 financial year was at Rs. 2595.4 million compared to loss of Rs. 2854.1 million in the corresponding quarter of the previous year. Operating margin was 4.8 percent and operating profits of Rs 4486.2 million as against negative 4.7 percent operating margin and loss of 3511.7 million in the corresponding quarter of the previous year. Other income increased by 43 percent (Rs. 696.6 million) and interest cost fell by 20 percent. Company also registered a marginal rise in depreciation (3 percent). These factors led to profit before tax (PBT) of Rs 2838.3 million as against loss of 4348.6 million in the corresponding quarter of the previous year. The final outcome for the company was profit of Rs. 2595.4 million as against the loss of Rs. 2854.1 million in the corresponding quarter of the previous year. RELIANCE PETROLEUM LTD. (RPL) [2005] (MERGED): Reliance Petroleum Ltd. (RPL) was incorporated in October 2005 as a subsidiary of Reliance Industries Ltd. (RIL) in the special economic zone (SEZ) at Jamnagar. The main objective behind setting up of RPL was to take advantage of the emerging opportunities in the energy sector i.e. the rising demand in the west for high quality fuels that meet stern emission rules and expanding price gap between heavy and light crude oil. In 2006, RPL made initial public offering (IPO) of 1350 million equity shares with a face value of Rs. 10. Out of it 450 million shares were offered for retail investors with a price band of Rs 57 to Rs 62. Retail investors had the option of paying Rs 16 per share on application. Shares were oversubscribed close to 50 times and finally shares were offered at Rs. 60, Rs 2 below the upper price band. RIL subscribed to an additional 900 million equity shares at Rs. 62. RIL was holding around 80 percent of stake in RPL in the post IPO period which also included the 2700 million shares subscribed at Rs. 10 before the public issue. Analysts saw positives about investing in RPL IPO mainly from the point of view of Reliance groups experience in running large capacity businesses. But they also cautioned about possible delay in commissioning of the refinery by the set deadline of December 2008. Concern was also raised about the fact that opportunity spotted by RPL was known to other MNCs as well and it may be just a matter of time before others get in to the same business. They also cautioned about the possibility of merger of new entity with RIL as they were in similar business and given the history of Reliance group of merging the subsidiaries with itself. RPL was set up in the special economic zone in Jamnagar, Gujarat, adjacent to the existing RIL refinery. The refinery had the capacity to process 580,000 barrels per day, or 27 million tonnes per annum of crude oil. The expected capital cost of the refinery was Rs. 270000 million. Company made considerable progress in 2007-08 in implementing the refinery project. Directors report on March 2008 claimed that it completed around 90 percent of the implementation of the project. It was one of the largest and most efficient refineries in the world with good synergies. In December 2008 it started the refining activity and announced that it will attain the full capacity shortly. With the completion RPL refinery, Jamnagar became the largest refining complex with an aggregate refining capacity of 1.24 million barrels of oil per day in any single location in the world. RECENT QUARTERLY PERFORMANCE RPL reported the income of Rs 76390 million from operations for the quarter ended in June 2009 and net profit was at Rs. 1050 million. Gross refining margin was $5.4 per barrel. 4.04 million tonnes of crude oil was processed in the quarter which included 20 types of crude oils. Total export was at 2.5 million tonnes of refined products to 26 countries. Company was successful in commissioning all key processing units in that quarter. RPL reported income of 36780 million for the year ended March 2009 and profit stood at 2270 million. Operating profit margin was 6.2 percent. MERGER On February 27, 2009 it was announced that RIL and RPL will be merged. Board meeting of RPL and RIL on March 2nd 2009 finalized the modalities of merging RPL with RIL. Swap ratio was fixed at one RIL share for 16 RPL shares (1:16). Decision of merger did not come as a surprise for market participants given the track record of Reliance group in the last three decades. Reliance group is a combination of several companies which were floated for executing specific projects and subsequently merged with it. (For e.g. Reliance Petrochemicals Ltd., Reliance Polyethylene Ltd. and Reliance Polypropylene Ltd.). Market observers argued that the strategy of Reliance group was to start large capital intensive projects in the balance sheet of a new company and once project is operational, merging them with the RIL. Benefit for RIL is that it is protected from risk of project execution as well as its balance sheet will not be affected by equity or debt burden. Different views have been expressed by analysts. It was argued that there was no business synergy in the merger of RPL with RIL. At least in the first merger of RPL and RIL in 2002, RPL was supplying refinery by- products to RIL. But in second merger in 2009, there was no difference between the refineries of RIL and RPL except for the technological superiority of RPLs refinery. The main reason for setting up of separate company (i.e. RPL) was to reap the benefits of special economic zone since such benefits were not available for expansion plans of the existing companies (Srinivasan, R. 2009). PTI reported that, it is an action replay after seven years. Announcement time as well as negative market reaction following merger announcement were common factors in both the mergers. Merger announcement timing was criticized on the ground that it did not provide any arbitrage opportunity for traders. Merger decision was first announced on Friday (27th February, 2009) after the market close and swap ratio (1RIL: 16RPL) was fixed before the market open next Monday (2nd March, 2009). Swap ratio was same as the ratio of the closing price of the stocks on the announcement day. Traders were not able to adopt strategies according to their analysis of the companies and speculation on swap ratio. On March 3rd, 2009, Economic Times reported that swap ratio of 1 RIL: 16 RPL was positive for RPL share holders and disappointing to RIL share holders. It was expressed by 3.1 percent fall in the RIL price and 1.4 percent fall in RPL price following the merger announcement. On same day The Hindu reported that merger was attractive for both RPL and RIL share holders. Merger helps RIL to consolidate its position since it acquired a world class refinery with minimum project risk; on the other hand, it helps RPL by reducing volatility in earnings. FUTURE PROSPECTS IN REFINING SECTOR: India has achieved impressive growth in refining sector since independence. It started with 0.25 million tonnes per annum at Digboi oil refinery, only refinery of independent India. As on December 2009, there are 20 refineries (17 in public sector and 3 in the private sector) with capacity of 179.956 MMTPA. India is not only self sufficient in refining oil for domestic consumption but also exports the petroleum products. Demand for petroleum products are directly linked to the energy requirements of the country and India being second fastest growing country in the world, shows positive signs for the refining sector. Report of the Working Group on Petroleum and Natural Gas for the XI Plan (2007 2012) states that refinery sector in Asia is turning attractive due to no substantial capacity addition in Europe. With only marginal capacity addition in US and in Central Asia refineries being old require large investment. Only Middle East, China and India have seen significant growth in refining sector. As Asia in general being projected as the growth centre for coming decades provides an excellent opportunity for Asian countries in general and India in particular. The feasible way would be establishing refineries which meet the world fuel standards and accessing world markets by exporting the surplus products. Report also stated that the target of 10th Five Years Plan (2002-2007) has been adequately met. 11th plan (2007- 2012) has fixed the target of 91.99 MMTPA capacity addition, however it states that actual capacity addition depends on various factors like domestic demand, tariff, refining margin and export potential. Plan expects the refining capacity to be around 190 to 200 MMTPA with the scope of export of 45 to 55 MMTPA by 2012. 11th plan has also given projection for the 12th plan period as well. An approximate assessment puts the capacity addition of 67.24 MMTPA (43.30 MMTPA in public sector and 23.94 MMTPA in private sector) is expected. But it depends on the commercial viability of the projects as well as demand for petroleum products during the 11th plan period. THE STOCK MARKET PERSPECTIVE According to stock market analysts, the share price of a company usually provided a true reflection of the companys present and expected financial performance. The stock price usually reflected various risks associated with the company, which could be broadly categorized as systematic and unsystematic risks (Refer Exhibit V). An analysis of the stock price performance of MRPL and RPL would help investors analyze the quantum of returns offered to them and identify the extent of risks associated with these companies over a specified period of time. The quarterly share prices of MRPL and RPL from January 2005 to May 2010 are provided in Table III to help measure the risks and returns of these two companies.

Copral Punishment to Students - 9866 Words

ST.AUGUSTINE UNIVERSITY OF TANZANIA FACULTY OF EDUCATION DEPARTMENT OF EDUCATIONAL FOUNDATION AN ASSESMENT OF TEACHERS’ ATTITUDES TOWARDS THE PROPOSED REVISION OF CORPORAL PUNISHMENT IN TANZANIAN SECONDARY SCHOOLS. A CASE STUDY OF NYAMAGANA DISTRICT A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFULMENT OF THE REQUIREMENT FOR THE AWARD OF THE BACHELOR OF ART WITH EDUCATION AT ST. AUGUSTINE UNIVERSITY OY TANZANIA. BY INNOCENT SULLEY BAED, 25598 APRIL 2012. CHAPTER ONE 1.0 INTRODUCTION Corporal punishment is conflicting and confusing issue as it is discussed with different views, by individual people, organizations, and conclusion is not reached up to this moment, so it is†¦show more content†¦In South Africa in the 1970s student organizations began to demand the end of Corporal Punishment [Department o f Education, 2000]Corporal Punishment was viewed as abuse in the classroom and by the 1980s â€Å"Education Without Fear† was a slogan developed by learners , educators and parents to campaign against the hitting of the children [Department of Education, 2002]. The use of Corporal Punishment persisted until the change in 1994. In America, a poll conducted by ABC news titled â€Å"Support for spanking† was found that sixty-five of Americans approval for spanking .Although only 26%[percent] say that grade schools teachers should be allowed to spank kids at school [www.seach.abcnews.go.com/query.html] Also according to Flynn (1884) Southern Rhodesia of the USA have favorable attitudes towards Corporal Punishment and 81%support its use. Pakistan Corporal Punishment exist in school nearly 143 years. For now it is banned although teachers are still taking it in negative way. Several Movements have been made as â€Å"The International Movements to burn Corporal Punishment† and The barn of Corporal Punishment in South African Schools. In Tanzania the issue of Corporal Punishment was allowedShow MoreRelatedLife and Legacy of Napoleon Bonaparte2033 Words   |  8 Pageswould be accompanied by a girl named Giacominetta and held her hand during these strolls. His fellow students noticed his affectionate behavior and formed a rhyme to humiliate him. The classmates said â€Å"Napoleone di mezza calzetta, fa l’amore a Giacominetta.† This juvenile rhyme means â€Å"Napoleon with his socks half way down, makes love to Giacominetta. Subsequently he would run off after the students and fight them, each time his fiery temper would get the best of him. Despite getting in fights Napoleon

Deforestation Persuasive Essay free essay sample

According to CBBC Newsround, it is estimated that seven and a half million acres of rainforests are being cut down each year. If everyone started planting trees, we could end deforestation. There are many causes of it, impacts, and alternatives to deforestation. First of all, there are a lot of causes of deforestation. According to the World Wildlife Fund, illegal logging plays a key role in it. When illegal logging happens it depresses the price of timber worldwide, which disadvantages companies that abide by the law. When farmers need more land for cattle ranching or soya fields, they usually just chop down more trees to get more acres for fields or pastures. Another cause of deforestation is hydroelectric dams. According to How Stuff Works, the workers building these dams flood acres of land, which causes decomposition and release of greenhouse gases. Furthermore, deforestation impacts the Earth in a lot of ways. We will write a custom essay sample on Deforestation Persuasive Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It causes soil erosion; it reduces biodiversity, and global warming. According to World Wildlife Fund, agricultural plants that often replace the trees cannot hold onto the soil, and as fertile soil washes away, the farmers move on and clear more land. The soil becomes less fertile, and the unprotected area gets dried up and becomes compacted. When people destroy forests, it disrupts animals and people’s lives causing them to find new homes. Deforestation can also cause global warming. When people cut down trees, more carbon dioxide is in the air; more carbon dioxide increases greenhouse gases, and leads to global warming. However, there are also many alternatives to cutting down millions and billions of trees each year. Businesses can ban the sales of valuable wood. People can use non-timber products, such as rubber or Brazilian nuts. Farmers can use a mixture of different crops and trees. According to CBBC Newsround, the variety helps prevent insect damage and soil erosion; it helps maintain soil fertility. Lastly, there are many causes of deforestation, impacts, and a lot of alternatives to it. Look at where the products come from before buying timber or other products. If everyone started using non-timber products we could stop deforestation.

Romeo and Juliet by William Shakespeare free essay sample

An examination as to the extent of Friar Lawrences responsibility for the deaths of Romeo and Juliet. This paper analyzes the various factors pertinent to the deaths of Romeo and Juliet, with an emphasis on Friar Lawrences role in their deaths. The writer concludes that the responsibility for the deaths of Romeo and Juliet lies not only with the Friar but also with nearly every main character in the play. Although it often appears that the Friar is responsible for events leading to the deaths of Romeo and Juliet, in reality it is usually other influences that are accountable. For instance, the Friars plan (giving Juliet the sleeping potion to evade the wedding to Paris, then spiriting her to Mantua until Romeo could return to Verona) was not flawed in itself. Unfortunately however, Balthazar, seeing Juliets funeral, hastened to tell Romeo that he saw her laid low in her kindreds vault, (5, 1, 20). We will write a custom essay sample on Romeo and Juliet by William Shakespeare or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It was this information that made him, and later Juliet, commit suicide. Again, while marrying Romeo and Juliet may seem like an irresponsible action, it did not contribute to the lovers deaths. Their first meeting, based on chance, and their separation, as a result of Romeos banishment, played a far greater role in the tragedy.