Employee Training Program For Workplace Accidents PowerPoint Presentation SlidesSlideTeam
Use Employee Training Program For Workplace Accidents PowerPoint Presentation Slides to inculcate workplace wellness amongst your audience or staff. This occupational health PPT theme features gripping visuals to help your audience understand the critical nature of the subject. Demonstrate your current workplace safety policy, and company incidents by the means of our comprehensive workplace safety PowerPoint slideshow. Showcase direct and indirect costs involved in safety training using impactful data visualization tools of the occupational safety PPT template. You can also consolidate types of workplace hazards and accident-prone areas within a workplace, using our workplace wellbeing PowerPoint presentation. Take advantage of this occupational health and safety PPT deck to illustrate the benefits of workplace safety training. Elaborate on the safety training program like types, requirements, and development using our work safety PowerPoint theme. So, download this workplace safety training PPT slideshow to elucidate hazard control hierarchy, health and safety training matrix, and more. https://bit.ly/3irEn7V
soft skill presentation for securities to understand about the communication skills and also some interpersonal skills to develop in one another among security operatives as well the reception securities
Man and Machine Interface
Working around heavy equipment can be extremely dangerous. Too many workers are killed each year when they are run over or struck by these pieces of machinery. It’s important to know the safety precautions to take when working in the vicinity of heavy equipment such as dump trucks, front-end loaders, cranes, Excavator, Bob Cat, Forklift, Concrete Mixture Truck, other heavy trucks/Equipment's, etc.
Courtesy Washington State Department of Labor & Industries http://www.lni.wa.gov/
Read about lone worker safety in the August 2015 issue of Safety+Health http://sh-m.ag/lonework
Employee Training Program For Workplace Accidents PowerPoint Presentation SlidesSlideTeam
Use Employee Training Program For Workplace Accidents PowerPoint Presentation Slides to inculcate workplace wellness amongst your audience or staff. This occupational health PPT theme features gripping visuals to help your audience understand the critical nature of the subject. Demonstrate your current workplace safety policy, and company incidents by the means of our comprehensive workplace safety PowerPoint slideshow. Showcase direct and indirect costs involved in safety training using impactful data visualization tools of the occupational safety PPT template. You can also consolidate types of workplace hazards and accident-prone areas within a workplace, using our workplace wellbeing PowerPoint presentation. Take advantage of this occupational health and safety PPT deck to illustrate the benefits of workplace safety training. Elaborate on the safety training program like types, requirements, and development using our work safety PowerPoint theme. So, download this workplace safety training PPT slideshow to elucidate hazard control hierarchy, health and safety training matrix, and more. https://bit.ly/3irEn7V
soft skill presentation for securities to understand about the communication skills and also some interpersonal skills to develop in one another among security operatives as well the reception securities
Man and Machine Interface
Working around heavy equipment can be extremely dangerous. Too many workers are killed each year when they are run over or struck by these pieces of machinery. It’s important to know the safety precautions to take when working in the vicinity of heavy equipment such as dump trucks, front-end loaders, cranes, Excavator, Bob Cat, Forklift, Concrete Mixture Truck, other heavy trucks/Equipment's, etc.
Courtesy Washington State Department of Labor & Industries http://www.lni.wa.gov/
Read about lone worker safety in the August 2015 issue of Safety+Health http://sh-m.ag/lonework
Uk Data Centre Cleaning commercial cleaning technicians have a reputation for being highly professional, pleasant and very efficient in the way they perform their duties.
What Is Value Added For Security Guard Company Clients?OfficerReports.com
Companies can decommoditize their guard services by wrapping additional services or products around the current service thereby creating value added. Here is what that means in real life.
Checkout OSHA's workplace electrical safety guidelines that both employee and employer should be aware of. Make your facility safer with Current Solutions PC's workplace electrical safety program that protects your facility and employees against all sorts of electrical hazards. Visit www.CurrentSolutionsPC.com now.
Everyone is responsible for maintaining a safe work environment. It is important to know your rights and responsibilities as an employee (or employer)!
26 Storage of Substances under CoSHH Risk Assessment Templates.docxDwarika Bhushan Sharma
Project Name: xxx
RA Ref No.: xxx
RA compilation Date: Review date:
Date:
Compiled by:
Reviewed by:
Approved by:
Overall Task Details
Storage of substances classified under CoSHH on project sites, such as paints and associated thinners and cleaners, protective coatings, additives, adhesives and sealants, chemical sprays, fuels and oils, etc. Relevant Applicable MAS:
• 00939 – Storage of Substances Hazardous to Health Additional Training required:
NOC’s Required for task:
RISK SCORE CALCULATOR
Use the Risk Score Calculator to Determine the Level of Risk of each Hazard
What would be the
CONSEQUENCE
of an occurrence be? What is the LIKELIHOOD of an occurrence? Hierarchy of Controls
Frequent/Almost certain (5)
Continuous or will happen frequently Often (4)
6 to 12 times a year Likely (3)
1 to 5 times a year Possible (2)
Once every 5 years Rarely (1)
Less than once every 5 years Can the hazard be Eliminated or removed from the work place?
Catastrophic (5)
Multiple Fatalities High 25 High 20 High 15 Medium 10 Medium 5 Can the product or process be substituted for a less hazardous alternative?
Serious (4)
Class 1 single fatality High 20 High 16 High 12 Medium 8 Low 4 Can the hazard be engineered away with guards or barriers?
Moderate (3)
Class2 (AWI or LTI) or Class 1 Permanently disabling effects High 15 High 12 Medium 9 Medium 6 Low 3 Can Administration Controls be adopted
I.e. procedures, job rotation etc.
Minor (2)
Medical attention needed, no work restrictions. MTI Medium10 Medium 8 Medium 6 Low 4 Low 2 Can Personal Protective Equipment & Clothing be worn to safe guard against hazards?
Insignificant (1)
FAI Medium10 Medium 4 Low 3 Low 2 Low 1
No Specific Task Step
(In sequence of works) Hazard Details Consequence/Risk Initial Risk Rating Control Measures Residual Risks Additional Control Measures RR
L C RR
1 PRIOR TO / AT SITE DELIVERY • Hazardous substances • Poor or incorrect substance storage due to lack of manufacturer’s specification; 3 3 9 MED i. Store operatives to ensure a Hazard Data Sheet is supplied ideally prior to substance delivery, if not supplied when delivered to site; Documentation unavailable for review Substance quarantined until evidence provided Low
2 Storage • Storage of Substance potentially hazardous to worker health or to the environment; • Possible inhalation, absorption of hazardous fumes, vapor and substances hazardous to health;
• Build-up of flammable vapor in confined area;
• Fire;
• Inadequate cooling and ventilation of storage resulting in ill health or combustion;
• Inadequate signage and substance identification;
• Poor controls over distribution of substances/chemicals;
• Excessive quantities issued to work areas;
3 4 12 HIGH i. HLG Workplaces storing hazardous substances/chemicals, using hazardous materials and/or generating hazardous waste shall have a hazardous materials management system;
ii. A plan of the store showing locations of the hazardous materials / wastes
Uk Data Centre Cleaning commercial cleaning technicians have a reputation for being highly professional, pleasant and very efficient in the way they perform their duties.
What Is Value Added For Security Guard Company Clients?OfficerReports.com
Companies can decommoditize their guard services by wrapping additional services or products around the current service thereby creating value added. Here is what that means in real life.
Checkout OSHA's workplace electrical safety guidelines that both employee and employer should be aware of. Make your facility safer with Current Solutions PC's workplace electrical safety program that protects your facility and employees against all sorts of electrical hazards. Visit www.CurrentSolutionsPC.com now.
Everyone is responsible for maintaining a safe work environment. It is important to know your rights and responsibilities as an employee (or employer)!
26 Storage of Substances under CoSHH Risk Assessment Templates.docxDwarika Bhushan Sharma
Project Name: xxx
RA Ref No.: xxx
RA compilation Date: Review date:
Date:
Compiled by:
Reviewed by:
Approved by:
Overall Task Details
Storage of substances classified under CoSHH on project sites, such as paints and associated thinners and cleaners, protective coatings, additives, adhesives and sealants, chemical sprays, fuels and oils, etc. Relevant Applicable MAS:
• 00939 – Storage of Substances Hazardous to Health Additional Training required:
NOC’s Required for task:
RISK SCORE CALCULATOR
Use the Risk Score Calculator to Determine the Level of Risk of each Hazard
What would be the
CONSEQUENCE
of an occurrence be? What is the LIKELIHOOD of an occurrence? Hierarchy of Controls
Frequent/Almost certain (5)
Continuous or will happen frequently Often (4)
6 to 12 times a year Likely (3)
1 to 5 times a year Possible (2)
Once every 5 years Rarely (1)
Less than once every 5 years Can the hazard be Eliminated or removed from the work place?
Catastrophic (5)
Multiple Fatalities High 25 High 20 High 15 Medium 10 Medium 5 Can the product or process be substituted for a less hazardous alternative?
Serious (4)
Class 1 single fatality High 20 High 16 High 12 Medium 8 Low 4 Can the hazard be engineered away with guards or barriers?
Moderate (3)
Class2 (AWI or LTI) or Class 1 Permanently disabling effects High 15 High 12 Medium 9 Medium 6 Low 3 Can Administration Controls be adopted
I.e. procedures, job rotation etc.
Minor (2)
Medical attention needed, no work restrictions. MTI Medium10 Medium 8 Medium 6 Low 4 Low 2 Can Personal Protective Equipment & Clothing be worn to safe guard against hazards?
Insignificant (1)
FAI Medium10 Medium 4 Low 3 Low 2 Low 1
No Specific Task Step
(In sequence of works) Hazard Details Consequence/Risk Initial Risk Rating Control Measures Residual Risks Additional Control Measures RR
L C RR
1 PRIOR TO / AT SITE DELIVERY • Hazardous substances • Poor or incorrect substance storage due to lack of manufacturer’s specification; 3 3 9 MED i. Store operatives to ensure a Hazard Data Sheet is supplied ideally prior to substance delivery, if not supplied when delivered to site; Documentation unavailable for review Substance quarantined until evidence provided Low
2 Storage • Storage of Substance potentially hazardous to worker health or to the environment; • Possible inhalation, absorption of hazardous fumes, vapor and substances hazardous to health;
• Build-up of flammable vapor in confined area;
• Fire;
• Inadequate cooling and ventilation of storage resulting in ill health or combustion;
• Inadequate signage and substance identification;
• Poor controls over distribution of substances/chemicals;
• Excessive quantities issued to work areas;
3 4 12 HIGH i. HLG Workplaces storing hazardous substances/chemicals, using hazardous materials and/or generating hazardous waste shall have a hazardous materials management system;
ii. A plan of the store showing locations of the hazardous materials / wastes
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
Philosophy of Student Discipline
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Discipline Is a Must at Home and in School
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1
Assignment 1: Position Paper One – Social and Cultural Norms
By
Student Name
SOC105: Society and the Media
Professor Doar-Sinkfield
Date
Disclaimer: This is a sample. Use this as an example and create your own essay.
2
Introduction
Mass media is not the primary decision-maker of family values. Americans have
traditional values that are not influenced by mass media given that agenda-setting theory states
media does not tell us to do, however as stated in the Taking Sides: Clashing Views in Media
and Society textbook, “the “agenda setting theory” of communication, which posits that media
do not tell us what to think, but rather, tell us what to think about, to studies of para-social
interactions (the relationship we form with people whom we see in media), and ideas of
resonance, which describes how we relate to the images we see in media.” (Alexander 3) This
premise allows families to differentiate between what is real and what is false on mass media,
thereby preventing mass media influences from infiltrating family values.
What are family values? Fjdkosfpjnkl;ag aovjoiiasndkl;nla aovlllklkksdnnklvl akvojkl;na
fvl jiopjolml avonskl;nv la;oivl;I; alvnionl;f a;vioi;lka fnkl;vl;oa jk blab blabl balblalblb blallalb
obnionvkl;dflk;kkl;x kl;mgklfdnongf. Aov l;kfdj poi s aovnkl;nerl;nigoha;in; svoinkle;rnkoy;
ios vldfiuhaiol; nlk;a v oivo aknglkk aov okelnakl uoipv jioapiuopjklfja 9pa jfkodjsi9pb
aioimfokdsnkla 9oiedo.
Commuting to that job is a long challenge and arriving at home is the task of preparing
dinner, assisting with homework, which in some cases dinner and homework may not get done.
Vnfiopniop gaflkaiopbuire aoivfiuv iod sldfioddfoi sliovfiorek sldlsogoirt fdklfdogeiong
slvoivoivlkf alkvoi iorflks .
3
Kalvjiophnoe ao ldlak I aoivn;ioe a ankl;fniov aklvoifals aovia;mv kl;sip s;lgkv ionkl;s
oviga;lnekldi sliopfngkl slsl igofns .kgiopngbkl;ewl. Aipjviopr slf;isoigi0ob wmmov oskl
f,lwooik;gvmkrk sobnil;ks ogbornkls;okb illk;lsmg oil; sibpii;lr kslinblr;iopng lslbooirk;dsb
os[jibiomr slb;por;s’;lbp djmklobm;r’ ;s boip[sml;s spb’s;.
While it is evident that mass media affects individuals and families, it is proven that
families have the final say, guidance, and direction when it comes to setting standards and
morals for children. Onkl;v alv ionsd v oi;ndkgl; ak;lvi;nr ;aa;oiohgibpiugjkf sjiobfjkla
ivkjeklbj vkjlhjuld sibhior;hnd opil;bhkro; uis; biuhj;;sob rl;s odihbio; skbofils trkl;sil
fksonbillrls klioibjklr soilgil; s.
Conclusion
In conclusion, mass media plays an important role in society as it pertains to information
and awareness; however, it does not take the place of productive education from a teacher,
educator, or parent. In theory, agenda setting directs attention to issues of concern, but that is not
the solution, individuals must take the information received to review and disseminate wisely not
only to children but to thos ...
1 Assignment 1 Position Paper One – Social and Cultural AbbyWhyte974
1
Assignment 1: Position Paper One – Social and Cultural Norms
By
Student Name
SOC105: Society and the Media
Professor Doar-Sinkfield
Date
Disclaimer: This is a sample. Use this as an example and create your own essay.
2
Introduction
Mass media is not the primary decision-maker of family values. Americans have
traditional values that are not influenced by mass media given that agenda-setting theory states
media does not tell us to do, however as stated in the Taking Sides: Clashing Views in Media
and Society textbook, “the “agenda setting theory” of communication, which posits that media
do not tell us what to think, but rather, tell us what to think about, to studies of para-social
interactions (the relationship we form with people whom we see in media), and ideas of
resonance, which describes how we relate to the images we see in media.” (Alexander 3) This
premise allows families to differentiate between what is real and what is false on mass media,
thereby preventing mass media influences from infiltrating family values.
What are family values? Fjdkosfpjnkl;ag aovjoiiasndkl;nla aovlllklkksdnnklvl akvojkl;na
fvl jiopjolml avonskl;nv la;oivl;I; alvnionl;f a;vioi;lka fnkl;vl;oa jk blab blabl balblalblb blallalb
obnionvkl;dflk;kkl;x kl;mgklfdnongf. Aov l;kfdj poi s aovnkl;nerl;nigoha;in; svoinkle;rnkoy;
ios vldfiuhaiol; nlk;a v oivo aknglkk aov okelnakl uoipv jioapiuopjklfja 9pa jfkodjsi9pb
aioimfokdsnkla 9oiedo.
Commuting to that job is a long challenge and arriving at home is the task of preparing
dinner, assisting with homework, which in some cases dinner and homework may not get done.
Vnfiopniop gaflkaiopbuire aoivfiuv iod sldfioddfoi sliovfiorek sldlsogoirt fdklfdogeiong
slvoivoivlkf alkvoi iorflks .
3
Kalvjiophnoe ao ldlak I aoivn;ioe a ankl;fniov aklvoifals aovia;mv kl;sip s;lgkv ionkl;s
oviga;lnekldi sliopfngkl slsl igofns .kgiopngbkl;ewl. Aipjviopr slf;isoigi0ob wmmov oskl
f,lwooik;gvmkrk sobnil;ks ogbornkls;okb illk;lsmg oil; sibpii;lr kslinblr;iopng lslbooirk;dsb
os[jibiomr slb;por;s’;lbp djmklobm;r’ ;s boip[sml;s spb’s;.
While it is evident that mass media affects individuals and families, it is proven that
families have the final say, guidance, and direction when it comes to setting standards and
morals for children. Onkl;v alv ionsd v oi;ndkgl; ak;lvi;nr ;aa;oiohgibpiugjkf sjiobfjkla
ivkjeklbj vkjlhjuld sibhior;hnd opil;bhkro; uis; biuhj;;sob rl;s odihbio; skbofils trkl;sil
fksonbillrls klioibjklr soilgil; s.
Conclusion
In conclusion, mass media plays an important role in society as it pertains to information
and awareness; however, it does not take the place of productive education from a teacher,
educator, or parent. In theory, agenda setting directs attention to issues of concern, but that is not
the solution, individuals must take the information received to review and disseminate wisely not
only to children but to thos ...
Chormvirak photo
Chormvirak at Camma\s
Leadership and Management
Moulsem Chormvirak Photo
AEON Specialized Bank at Sunway Hotel
Trainning
Chormvirak Moulsem
ការប្រឈមនៃការចំណាកស្រុករបស់ពលករខ្មែរទៅប្រទេសថៃ - Immigration of Cambodian to ...Chormvirak Moulsem
ការប្រឈមនែការចំណាកស្រុករបស់ពលករខ្មែរទៅប្រទេសថៃ - Immigration of Cambodian to Thailand for working Research Paper - Royal University of Laws and Economics Master Degree
The 7 habits highly effective teens slide presentation for PUC studentChormvirak Moulsem
Stephen R. Covey's book, The 7 Habits of Highly Effective People®, has been a top-seller for the simple reason that it ignores trends and pop psychology for proven principles of fairness, integrity, honesty, and human dignity. Celebrating its fifteenth year of helping people solve personal and professional problems, this special anniversary edition includes a new foreword and afterword written by Covey exploring the question of whether the 7 Habits are still relevant and answering some of the most common questions he has received over the past 15 years.
The Company and its subsidiaries focus on operating its business taking into account the ethics and Good Corporate Governance,
including transparency and a commitment to promoting the interests of the economics, community and the environment through
its Corporate Social Responsibility (CSR) policies. As part of its CSR policies, the Company and its subsidiaries organize charitable
events encouraging its employees to participate in various activities, including environmental conservation, supporting sporting
events as well as supporting religious and cultural traditions to sustainably strengthen the society and community.
Walmart Save the Day - Management of-change-presentationChormvirak Moulsem
In most countries, supermarket chains create and manage well-oiled supply chains to offer consumers lower prices and dampen inflationary trends. Inflation in India is touching decade-highs. But then it’s a fallacy that in India it is always about low price’. Companies like Tata, Birla and Reliance have all attempted to enter food-and-grocery retailing in India with mixed success. Will Wal-Mart’s supply chain work in India
Kulen Mineral Water - NOW, EVERY CAMBODIAN CAN DRINK HEALTHY, NATURAL MINERAL...Chormvirak Moulsem
In the context of my studies, I had to do a three months internship in a foreign country. So I was looking for a good internship and a good country. I’m very interested by the wine business and the wine in general. So I wanted to do my internship in this sector to learn more about the marketing tools, strategies and habits of this market. Then, I was very attracted by the Asia, not by a special place but I really wanted to discover this continent.
By my network, I knew that a French businessman has created his own company in Cambodia. A marketing company which offer to communicate for big wine’s producers all around the world. I’ve heard that at this time, the company got one head office in Singapore, one operative unit in China and a representative office in Cambodia. So it sounds very interesting for me and in May 2013, I decided to apply to get an internship in the head office of Singapore.
Unfortunately, the company was not able to offer me an internship of three months in the head office because they don’t use to offer less than 6 months internship and also because they were already full in Singapore. But after one month, the CEO, M. Olivry emails me again to offer me an internship of three months in Cambodia mainly focused on the a mineral water local brand called “Kulara Water”. So, even if it was not what I expected first, after consideration, I accepted the offer. Mainly because all I’ve heard and ridden about Cambodia was very interesting and also because the mineral water is a very interesting product and market to develop in Cambodia.
To summarize, I prepared my first trip Alone, in Asia, during Three months. I think these are the main difficulties I’ve found in my internship. First, I had to change my way of think, understand a new culture and adapt myself to this country. This, I had to do it alone, with no parents here to take care, no friends etc… And of course, it’s not holidays in a five stars hotel during three weeks, no. Three months of living in the Khmer1 lifestyle.
20 liters per person per day from a source within 1 kilometer of the household is deemed sufficient for adequate drinking and personal hygiene.
Rural areas lag far behind cities in access to water with more than 653 million people using an unimproved water source or ground water.
In Siem Reap, it’s estimated that 4.6 million water bottles are generated by the tourism industry alone. That’s not including local consumption. That figure is based on the average visitor stay and daily consumption, and number of visitors per year.
Fisheries provides food security to the majority of the countries population in terms of protein and essential minerals and Vitamins as rice and fish constitute the stable diet of most Cambodians.
Comparative of Judaism’s Fasting and Islamic’s Fasting. Religion is the key that we well-known as the way to teach people live in an exceptional life. When people committed to different religious traditions come together to discuss common themes, they often find their own practices and understandings enriched and enlightened. Religion plays the importance role in human’s life in the loving-kindness way and global destiny as well as animal living. In the world’s history there are 3 main monotheistic religion which existed since the first world civilization born such as Judaism, Islamic and Christianity. These three main religion seem very similar to each other because they believe in only one god, they believe their religion’s bible which mean the Judaism believe in Torah while Islamic believe in Quran and Christianity believe in The new and the old testament yet the history of the bible has shown that they came from the same resource in Israel. In addition, Fasting is one of the most ritual in these religion notably Fasting between Judaism and Islamic.
Comparative religion - Comparative of Judaism’s Fasting and Islamic’s FastingChormvirak Moulsem
Religion is the key that we well-known as the way to teach people live in an exceptional life. When people committed to different religious traditions come together to discuss common themes, they often find their own practices and understandings enriched
and enlightened. Religion plays the importance role in human’s life in the loving-kindness way and global destiny as well as animal living. In the world’s history there are 3 main monotheistic religion which existed since the first world civilization born such as Judaism, Islamic and Christianity. These three main religion seem very similar to each other because they believe in only one god, they believe their religion’s bible which mean the Judaism believe in Torah while Islamic believe in Quran and Christianity believe in The new and the old testament yet the history of the bible has shown that they came from the same resource in Israel. In addition, Fasting is one of the most ritual in these religion notably Fasting between Judaism and Islamic.
Tum teav-story-part-3-to-part - Comparative Tum Teav PresentationChormvirak Moulsem
Romeo and Juliet is a classic literature which written by William Shakespare in the Renaissance period. The story was about the love argument of a couple because of their family feud. In the story we see two character which came from the royal family and have high rank in the city like The Prince and Mercutio. Even thought, they were the kin men but Mercutio and The Prince are completely different of their appearance or attitude, character trait as well as their action in the story.
In the plot of the story, we can see that Mercutio was a young boy who is temperamental and brave. He sometimes funny and like to play a lot with his friends like Romeo. Mercutio also a helpful man who can assist as advise and never betrayed his friends. In contrast, The Prince Escalus was a mature old man who represent of the law in the story. Not like Mercutio The Prince can control his anger and can solve the problem peacefully. His work in the story was very rigorous and justice.
Interesting topics for research proposal on motivation without wasting time o...Chormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
15 interesting dissertation topics on employee motivationChormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Staff motivation - Employee motivation - A study on employees work motivation...Chormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Bachelor thesis employee motivation and performance - Staff motivation and pe...Chormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Employee motivation and performance - Staff motivation Chormvirak Moulsem
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
This bachelor thesis is focused on the relationship between intrinsic and extrinsic motivation and
employee performance. The thesis is a literature research and thus a review by the work of others.
In earlier research on this topic conducted by Vroom (1964) was concluded that a positive
correlation between motivation and performance did not exist. However, later research proved
that it is indeed possible to motivate employees intrinsically and extrinsically to perform well. It
appears that when the organisation provides certain job characteristics, employees can be
motivated to perform well in the organisation. And it also appeared that intrinsic factors have
more effect on the relationship than extrinsic factors.
Culture - Cham People in Cambodia , Cham Culture Presentation.Chormvirak Moulsem
The Cham people in Cambodia form the largest minority in the country with about 300.000 people.
They are mostly concentrated along the Mekong and Tonle Sap River in Cambodia.
The Cham people were originally a people of an ancient kingdom from the Kingdom of Champa.
Cham people who follow Islam we call Muslims, and Khmer people who follows Islam we call Khmer-Islam.
CHAM:
Syncretic Islamic
Communities
in Vietnam
and Cambodia
January 20 – March 28, 2010
East-West Center Gallery, Honolulu, Hawai‘i
The Cham of Vietnam and Cambodia
are one of the most fascinating
communities in Southeast Asia today.
The Cham, descendents of the
Kingdom of Champa that once ruled
much of southern Vietnam developed
a vibrant civilization. Their achievements
were manifest in the building
of unique Cham temples (bimong)
that can still be found scattered
throughout the southern Vietnam.
Originally a Hindu empire, themajority
of Cham people converted to various
forms of Islam over
the centuries. Both
Hinduism and Islam
greatly influenced
Cham political,
religious, and
cultural life.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. NSPCC Safeguarding in Education Service
Briefing: The role of schools, colleges and academies in protecting
children from grooming and entrapment
April 2013
___________________________________________________________________
Introduction
Children spend the majority of their waking hours in school and parents place their trust in
school staff giving them the primary responsibility for assisting their children to develop to
their full potential. The vast majority of teachers and other school staff work tirelessly to
ensure the education of future generations. There are, however, a select few who use the
power inherent in their role to abuse that trust and to target vulnerable children and young
people for sexual abuse.
Most schools, colleges and academies provide a safe environment for the education of
children and young where there are professional relationships based on care, respect and
trust. For many teachers and other school staff, promoting the social and emotional
development of children is a critical and central aspect of their role and there is no doubt that
many who work in education have a profound effect on the lives of their pupils.
Conversely, the power imbalance present in this influential relationship may be abused,
resulting in long-term trauma for the pupil. This is particularly the case for some sex
offenders who use their role in educating children and young people to target and abuse
victims. If we are to prevent sexual abuse by teachers, other school staff and those who hold
positions of trust in education, it is important to gain a better understanding of what grooming
behaviour look in the context of those working in schools, academies and colleges.
It is therefore of critical importance that those involved in education have a greater
understanding how these adults groom and entrap their pupils. This understanding will assist
schools to develop and enforce effective safeguarding policies and engage in safe practices
to prevent abusive behaviour from occurring and deal more appropriately with concerning
behaviours when they are identified.
Responsibilities of schools, academies and colleges
School legal responsibilities:
Working together to safeguard children: A guide to inter-agency working to safeguard and
promote the welfare of children (2013) sets out the duty of schools and colleges in
safeguarding and promoting the welfare of pupils under section 175 of the Education Act
2002. The same duty applies to independent schools, academies and free schools under
section 157 of the same act.
2. The 2006 DCSF guidance “Safeguarding children and safer recruitment in education” Annex
A reinforces that:
‘Under the Sexual Offences Act 2003 it is an offence for a person over 18 (e.g. teacher,
youth worker) to have a sexual relationship with a child under 18 where that person is in a
position of trust in respect of that child, even if the relationship is consensual. This applies
where the child is in full-time education and the person works in the same establishment as
the child, even if s/he does not teach the child’.
Creating a culture that enables concerns about safeguarding and child protection to be
expressed and addressed may include whistle blowing procedures. Clear expectations of
staff behaviour should be set out in a code of conduct.
What is grooming?
While there are a number of definitions for grooming it is generally recognised as a process
by which an individual prepares a child for abuse. This is usually perpetrated by a significant
adult in the child’s life either at home or somewhere else in the child’s environment.
Grooming is a conscious, purposeful, and carefully planned approach used by the offender
to gain access to the child, gain the child’s trust and compliance and maintain the child’s
secrecy to provide opportunities to abuse and reduce the likelihood of being reported or
discovered. This process is thought to strengthen the offender’s abusive pattern of
behaviour, as it may be used as a means of justifying or denying their actions.
What does grooming look like in the context of education?
Those in education who sexually abuse tend to give attention to and show affection to
potential victims, behaving in a manipulative and coercive manner rather than using
violence. They use and abuse their position of trust and authority to befriend pupils and
gradually desensitise them to sexualised behaviour, facilitating offending and reducing the
likelihood of disclosure.
In the context of education, the process of grooming begins when an abuser targets or
selects a victim. The selection of the victim is influenced by the compliance of the pupil and
the likelihood of secrecy. Offenders tend to target pupils who they can control. Most children
respond to positive attention from a teacher or member of staff, and the praise of teachers
can have a huge influence. Victims are often selected because the offender perceives them
as vulnerable, isolated, and/or emotionally needy.
3. “I look for a child who seems to be lonely or sad or looking for attention. Then I take my time
gaining her trust and becoming her friend. In time she will do anything I ask.”
Quote from an abuser
Pupils who are not getting on well with their parents or who are experiencing some type of
emotional difficulty are often targeted not only because they might be responsive to the initial
approach from someone in a position of trust, but also because they may be more likely to
maintain silence.
In education the offender may begin grooming by giving the pupil special attention, support,
or rewards. The power of such rewards to affect the pupil should not be underestimated.
Rewards from a teacher or other member of school staff may have a significant impact on
the pupil’s motivation and understanding. Rewarding for the purposes of grooming may take
place in the context of providing the pupil with additional help, mentoring, advice in relation
to a project or coursework, or opportunities for out of school activities, including overnight
outings.
The offender uses these legitimate aspects of their role to subtly introduce and increase
sexually related communication. This may be done by bringing up sexual matters in
discussion, leaving materials related to sex out where the victim can see them or exploiting
the victim’s natural curiosity or uncertainty about sex. Touching and physical contact with the
victim is gradually increased to test the child’s ability to maintain secrecy and to desensitise
the child through progressive sexual behaviours. The offender may also strive to provide the
pupil with experiences that are valuable so that the pupil will be reluctant to lose or damage
the relationship.
Grooming may also involve the parents of the victim so that that the offender can gain their
trust and approval. This will allow the offender to have greater access to the victim and
enhanced ability to spend time alone with them. Parents are often pleased about the extra
attention the teacher is giving their child, perceiving them as a positive authority figure and
role model for their child.
However offenders may also carefully groom victims by systematically separating them from
family and peers. The offender may come to represent the closest relationship the victim
has, particularly if the victim is socially isolated or emotionally vulnerable. In such cases, the
victim may be reticent to give up what he or she views as a “loving” relationship. Once
isolated, victims are more easily exploited and manipulated into sexual relationships.
Some potential warning signs of sexual abuse in the context of education include:
A pupil receiving special attention or preferential treatment
Excessive time spent alone with a pupil outside of the classroom
Frequently spending time with a pupil in private or isolated areas
Transporting a pupil possibly to or from school
Making friends with a pupils parents and visiting their home
Acting as a particular pupil’s “listening ear”
Giving small gifts, money, toys, cards, letters to a pupil
Using texts, telephone calls, e-mails or social networking sites to inappropriately
communicate with a pupil
Overly affectionate behaviour with a pupil
4. Flirtatious behaviour or making suggestive remarks or comments of a sexual nature
around a pupil
Other pupils are suspicious and make jokes or references
Who grooms children in the context of education?
Abusers come from all sections of society and are often perceived by others as respectable,
reliable and trustworthy people. Research indicates that the majority of those offending in the
context of education were classroom teachers and coaches but bus drivers, administrators,
and others affiliated with the school may also sexually offend.
Research in the United Kingdom conducted by Gallagher (2000) about institutional abuse,
found that teachers represented the largest occupational group of sexual abusers (29%). He
reported that teachers who sexually offended were male (96%), generally offended alone,
were approximately 40 to 49 years old at the time of reporting. He also indicated that
offenders most often abused single victims, and these were usually girls between 12 and 17
years of age. In more recent times however, there has been increased media focus on
females who have sexual relationships with their pupils.
Knoll (2010) reports on a review of the literature relevant to educator abuse in Canada
undertaken by Shakeshaft (2004) which identified two distinct profiles for those who sexually
abused within primary and post primary settings. Those who abused children in primary
schools were often high achievers in the profession who had been recognised with awards
for their teaching efforts. It was theorised that this type of abuser worked at being recognised
as a good teacher to secure trust and an irreproachable reputation in order to further their
goal of sexual misconduct. By contrast, teachers who abused pupils of post primary /
secondary age may or may not be viewed as outstanding teachers. At this level sexual
abuse was thought to be less premeditated and planned and more often a result of bad
judgment, though still abusive.
What is the impact of abuse perpetrated by teachers?
There is a large body of research on the detrimental impact of childhood sexual abuse in the
short and long term but there has been little focus on the impact of sexual abuse by teachers
or other school staff. However, some believe that sexual abuse by teachers has dynamics
similar to incest, and that abuse results in a loss of trust in adults and authority figures. This
in turn may lead to the victim having difficulty forming future intimate relationships.
Some abused pupils have reported that the abuse was particularly harmful because their
trust was betrayed by someone whom they admired, saw as an authority figure, and felt was
someone they could turn to. The victim’s feelings of self-blame and guilt often leads to
depression, poor social efficacy, and general abuse related fears.
This negative and detrimental impact on the child may also impact on parents and other
family members. Parents of children who have been victims of sexual abuse by teachers
may suffer from intense guilt and emotional distress, which may impair their ability to
effectively respond to their child’s needs.
5. What can be done to prevent sexual abuse in the school setting?
Sexual abuse by a teacher or another member of school staff presents a number of
particular challenges. Individuals in these positions of trust have opportunities for
unsupervised access to potential victims and tend to be trusted by their colleagues, pupils,
and parents making this group of offenders difficult to detect. Victims may also be less likely
to report the offence.
By having a better understanding of the behaviour of sexual offenders those involved in
education can place a number of obstacles in their way. For example:
Recruitment and selection
Effective recruitment and selection procedures for staff/volunteers help screen out and
discourage those whose behaviour may have already identified them as unsuitable to work
with children from applying to work in your school. School leaders and member of Boards of
Government should ensure that they have training on and comply with safe recruitment
practices for staff, volunteers and others who come into contact with children in your school.
You may also want to consider using Value Based Interviewing as part of the selection
process which would assist you to identify those candidates who have positive safeguarding
attitudes and values and who are more likely to identify and address safeguarding issues at
work, creating a safer environment for children. Rigorous selection processes makes it clear
to the applicant at the outset that your school/college is proactive in creating a culture of
safeguarding within the school.
NSPCC offer Value Based Interviewing training on request.
Safeguarding policies and procedures
If you want to create a positive and safe environment for children in your school, it is vital to
have clear guidelines or a code of conduct for all those involved: staff, volunteers, pupils and
parents/carers. It is essential that everyone involved in your school community knows what
behaviour is acceptable and what is not. When expectations are clear, individuals who are
not adhering to this standard of practice can be challenged. It is important that your school
has procedures in place for dealing with child protection concerns, disclosures or allegations
in order to support staff/volunteers, young people and parents through the process of
reporting any concerns.
Furthermore it is essential for schools to keep accurate records of all incidents and concerns
arising in relation to members of staff or volunteers. The significance of each seemingly
small piece of information is only appreciated when all the information is considered and
patterns of behaviour are detected. Whole school staff, volunteers and parents must be
made aware of the appropriate avenues for pursuing complaints when they are unsatisfied
with the internal response to their concern.
All sections of the school community need to be made aware, in an appropriate way, of the
policy and procedures and their responsibilities. Paramount is the understanding that the
safety and welfare of the child is the priority and that any concern about the behaviour of a
member of staff or other adult working in school must be reported immediately.
6. Schools should publicise Helplines and Advice / Support Services that are available at
national and local levels.
Training and development
Governors, whole school staff and volunteers should receive safeguarding training providing
the knowledge and skills appropriate to their role. Attendance at and impact of the training
should be monitored and the content of training should be updated and
NSPCC offer a range of child protection and safeguarding training.
All staff and volunteers working in your school (including those with designated safeguarding
responsibilities) should have a good awareness of and work to Guidance for Safer Working
Practices for Adults who Work with Children and Young People in Educational Settings
issued in March 2009 by the Department for Children, Schools and Families to promote
safer working practices for adults who work with children and young people in education
settings. They should also have safeguarding training to ensure that they have:
A good understanding of safeguarding issues including the causes of abuse, neglect
or harm.
Knowledge of the signs/indicators that should alert them to the possibility of abuse
including grooming behaviour.
A clear understanding of how to effectively respond when they have concerns or
receive a disclosure including appropriate communication with children and record
keeping requirements.
A good understanding of the schools reporting procedures including the role of the
Designated Senior Person (in Northern Ireland these roles are the Designated and
Deputy Designated Teachers), the role of the Local Authority Designated Officer
(LADO) (or the Child Protection Support Service for Schools (CPSSS) in Northern
Ireland) and the roles of external agencies that may need to become involved during
the process.
Opportunities to explore issues such as professional practice and individual staff
responsibilities, the use of whistle-blowing procedures and dealing with
confidentiality.
Preventative education
This should be embedded in the curriculum and ethos in your school. Schools should make
effective use of opportunities in the curriculum to help children and young people understand
what constitutes abuse and to raise awareness of behaviors that are of concern or
unacceptable and teach children and parents how to seek help appropriately. Schools
should not avoid the potentially sensitive area of sexual abuse as research indicates that
there are gaps in children’s knowledge with regard to keeping themselves safe from sexual
abuse. Prevention education should include a comprehensive e-safety education
programme for everyone in the school.
Creating a safe environment and culture in the school
Schools should be aware of the critical importance of promoting the emotional health and
wellbeing of children and young people if they are to achieve their potential rather than focus
exclusively on attainment.
7. It is therefore essential to create a safe environment in your school for whole school staff
and pupils. A culture of openness and transparency should be
promoted which in turn encourages vigilance and a sense of shared responsibility for the
safeguarding of pupils.
This culture promotes listening and open communication whereby pupils, parents/carers and
all staff, irrespective of their role are facilitated to communicate about worries, are listened to
and their concerns are taken seriously. Contact names and numbers for internal and
external support services should be made available to ensure that pupils and their families
know who they can talk to if they are worried. Those who work in schools should be assured
that they can share any concerns about the conduct of colleagues and that these will be
received in a sensitive manner.
Handling an allegation of grooming and entrapment by a member of staff or adult
working in the school
The framework for managing allegations is set out in chapter 2 of Working Together to
Safeguard Children (2013 )
The additional government guidance ‘Dealing with allegations of abuse against teachers and
other staff’ (2011) is also available.
Northern Ireland - Circular 1999/10 Pastoral Care in Schools provides advice and guidance
to schools on their responsibilities in relation to child protection.
References
Gallagher, B. (2000). The extent and nature of known cases of institutional child sexual
abuse. British Journal of Social Work, 30, 795–817.
Knoll, J. (2010). Teacher Sexual Misconduct: Grooming Patterns and Female Offenders.
Journal of Child Sexual Abuse, 19:371–386, 2010
Department for Children, Schools and Families (2009) Guidance for Safer Working Practices
for Adults who Work with Children and Young People in Educational Settings
Concerned about the behaviour of someone you know?
If abuse remains a secret, abusers will continue to abuse. If someone speaks about the
abuse, this allows us to end this abuse, support the child, and may open the door to
treatment for the abuser, leading to positive change and them becoming safer citizens.
Useful links
NSPCC - 0808 800 5000
ChildLine - 0800 1111
Stop It Now! - 0808 1000 900