Safety

Defensive Driving Defensive driving is a method of driving I utilise which helps me to anticipate the actions of others in order to maintain safety for myself and vehicle plus my passengers in any road and weather conditions. I pay extra attention to my speed, judging gaps and distances, pulling off and braking, reversing and manoeuvring and tiredness/fatigue. By constantly looking and anticipating as far ahead as I can see, I can be prepared for potential hazards and associated risks before I get there.

Observing what vehicles on either side or oncoming are doing and making constant use of my rear view mirrors further assists me in being a safe driver. Being aware of my vehicles’ characteristics, instruments and safety features are important factors. Knowing any blind spots on my vehicle and its dimensions are especially useful when reversing and manoeuvring. I am constantly aware of all that is happening around me, for example, when reversing I check for any potential hazards around and behind the vehicle before I move.

Other vital factors are early and timely use of indicators, hazard warning lights, vehicle lights, hand signals and correct use of the horn in an emergency, as is regular maintenance and servicing. Smooth, careful acceleration and braking is important for safety and also good for the environment too. Examples of this are reduced fuel consumption, creating less pollution and prolonging the efficient working life of my vehicle.

Stress and fatigue levels are also greatly reduced and, as adopting this driving policy inevitably reduces the chances of having an accident, my insurance premiums are keenly priced. Utilising all these methods and instruments correctly ensures a much higher degree of safety for me, my vehicle, my passengers, other road users, pedestrians and animals. In my opinion, I am a safe driver M. G. Spivey 17th May 2010

The individual needs of the child – These must be considered along with the age and ability so when planning for the children make sure the resources used are age and stage appropriate and they carry the safety marks. There must be specialist equipment for children with specific needs Specific risks – For a child who has a hearing impairment you would need to provide visual aids for them or sign language so they are aware of the health and safety for example if the child was running indoors you could show them a visual aid of a picture where it’s made clear that you walk not run. Placing pictures of hands being washed near the toilets also teaches them to wash their hands when they have been to the toilet. Make sure you are always within sight of the child whist also allowing them to enjoy their environment. Parent and carers – You need to take into account the needs of parents and carers so give them information on health and safety or if they can’t read, hold meetings. For those where English is not their first language give out information written in their home language. Function and purpose of the environment – When planning an activity make sure it’s the right environment for the activity. If you were using bikes and scooters you would ensure they were used in the correctly and with plenty of space so in my setting we would not use them indoors as there is not enough space, they would only be used outside.

When using the environment its important the children have the space that is required for the planned activity. When using outdoor environments make sure the plants and garden furniture do not pose a threat. Also make sure there is no dog or cat mess in the garden and that rubbish is removed on a daily basis. A varied environment supports children learning and development, it gives them confidence to explore and learn in safe and secure yet challenging indoor or outdoor space. Duty of care – The children’s health and welfare is always paramount when doing any planning and we have a legal obligation to ensure they are safe at all times. Risk assessments should be carried out for all activities and regular checks should be carried out around the setting daily. The toilet area should also be checked to make sure it is clean and has toilet paper and soap available for the children to wash their hands.

Outcomes for children and young people – It is important that the activities we provide have clear aims and objectives and that whilst the children and young people enjoy the activity they also feel safe and secure and that no unnecessary risks have been taken. Lines of responsibility and accountability – Everyone working in a setting should be aware of the health and safety policies and that they have a responsibility for the safety of the children and staff. Risk assessment must be carried out and the risks assessed and introduce measures to manage the risks.

Any equipment must be removed if it’s broken or has sharp edges. All staff must take reasonable care for the health and safety of themselves and others when undertaking their work, they should check all areas are safe, check equipment and ensure safe working procedures are followed. Comfort of the children – Make sure you have enough space for the children to carry out activities safely. The temperature of the setting needs to be comfortable and sufficient lighting and air, there must always be fresh drinking water.

The state of Virginia can face the danger of catastrophes and calamities as a result of nature or human activities. According to “Virginia Emergency Services and Disaster Law of 1993”, the state government, counties and cities should come up with up to date Emergency Operations Plan (EOP) specific to each disaster. Since the law is applicable to all counties within the state, this paper intends to discuss the disaster mitigation and response plan of Amelia County. Discussion According to Amelia County, Virginia Emergency Operations Plan of 2007, the aim of EOP is to develop strategies that can be employed by the county incase of tragedies.

It gives the lawful establishments for such undertakings and allocates duties to all the stakeholders involved in disaster management within County. The functions allocated to the stakeholders are additions to their ordinary activities but use resources usually available to them (Vannoorbeeck, 2005). Further, he says that the Emergency Operations Plan aims to mitigate natural or artificial disasters so as to safeguard the citizens, belongings and the environment. The emergency cases may range from terrorist attack to wildfires which affect individuals living in remote areas.

According to Amelia County Department of Emergency Management (2007), the County’s EOP is sectioned into three parts. The basic plan delineates universal emergency operations, responsibilities and authorities of the County. The “Functional Annexes” constitutes exact responsibilities for a particular disaster support function. The “Hazard- Specific Appendices” outlines particular disaster plans for specified tragedies that may arise. Since the county is susceptible to various disasters, it is assumed that tragedies can arise at any time and cause damage to life and property. The misfortunes may affect a specific area or the entire county.

Depending on the magnitude, the State or County EOP is employed in response (Amelia County, Virginia Emergency Operations Plan, 2007). But, in any case, the state government should always ensure the welfare of its citizens before, during and after the disaster. The County’s disaster management team is headed by a director while the coordinator of the team is required to oversee the operations plan for the county (University of Virginia, 2010). The local disaster services organizations tackle the daily misfortunes in the county. In handling disasters, the local agencies are supported by state teams as well as other volunteers.

According to Amelia County, Virginia Emergency Operations Plan (2007), each agency keeps its autonomy in communication but still synchronizing through Emergency Operations Center. The EOP describes actions, duties and lines of power to be observed in the local emergencies. These actions can be undertaken to help reaction to minor disasters within the county. Incase of a big disaster, the county’s board of supervisors “declares a local state of emergency”. It is mandatory that the county be ready to tackle any emergency in its area of jurisdiction. Local agencies should react first before requesting for assistance from the state.

According to the “Commonwealth of Virginia Emergency Services and Disaster Law of 1973”, the disaster response measure should be confined within the accessible agencies of the county government. The duties of these agencies during disaster periods are highly related to their normal functions and some responsibilities may be suspended if they are not related to the tragedy at hand. To ensure that important positions are always occupied, the agencies are authorized to craft their stability plan concerning succession of authority (Amelia County, Virginia Emergency Operations Plan, 2007).

In addition the leader of disaster agencies within the county is required to craft strategies, standing orders, working guidelines, workers list and materials list for successful functionality of the plan. Further, the agency leader is accountable for expenditure during the disaster period. He should keep detailed information concerning the cash flow for documentation of county finances and as a proof of evidence should the federal government or the state wish to refund (Vannoorbeeck, 2005). According to Amelia County, Virginia Emergency Operations Plan (2007), “the director of disaster management is a member of the board of supervisors”.

The director has power, backed by law, to announce a local state of emergency. However, this is applicable only when a collaboration of county agencies and departments is needed to control the situation. It may also be necessitated by high cost of tackling the disaster as well as when the wellbeing of the citizens and property is at jeopardy. In absentia of the director, all his responsibilities are undertaken by the “coordinator of emergency management” who is recognized by the board of directors (Amelia County Department of Emergency Management, 2007).

If both of them are not present, their responsibilities fall at the hands of the deputy coordinator who is as well recognized by the board of supervisors. The functions involved here are drawing appropriate disaster response strategies, recovery measures and alleviation plans. The overall disaster management director is required to give leadership to the local government in times of disaster. It is also his duty to acknowledge the citizens during disastrous occasions. The coordinator of Disaster Management oversees the functionality of the Emergency Operations Centre (EOC).

The Amelia’s county Emergency Operations Center is found at “Sheriff’s office, located in the basement of the Amelia county Courthouse on Virginia Street, Amelia, VA”. In addition, the coordinator maintains the Emergency Operations Plan. The plan is subject to continued renewal and re-adoption after every five years. In addition, the coordinator synchronizes Amelia Emergency Operations Plan with other stakeholders as well as common wealth of Virginia and Federal government (Amelia County Department of Emergency Management, 2007). Once the state of emergency is declared, Amelia county EOP acts in collaboration with Amelia county EOC.

It is a must that the Emergency Management Coordinator informs the Virginia Emergency Operations Centre about the declaration. The coordinator decides on the amount of personnel needed at EOC. The function of EOC is to give coordination between the participating departments and agencies. The coordination work involves communication, management, transport and scheduling of the county. Then, the director of emergency management decides on whether to carryout massive evacuations or to employ other protective measures. The EOC office gives security for locations affected.

The Virginia EOC requires the coordinator to submit information regarding the daily conditions, damages and the state of affairs after the response (Vannoorbeeck, 2005). Further, the coordinator directs other emergency response agencies from outside of the county. The EOP is legal for implementation when the state of emergency is declared by the governor of Virginia. According to Amelia County Department of Emergency Management, (2007), the Amelia local authority has three organizations responsible for a quick rejoinder in a normal disaster situation. The county’s EOC office concern with public service functions.

The “volunteer fire department” has a responsibility of protecting citizens against fire disaster. Finally, the county’s emergency squad provides healthcare to the casualties. These organizations may also help in tackling large scale disasters. Each organization has its specific duties as assigned by the county. Conclusion Effective emergency response requires a well articulated plan. It is important to assess the possible disasters and come up with strategies of controlling them. During response, a careful coordination between the involved stakeholders is required so as to effectively control the situation.

As per the Amelia EOP, the director and the emergency coordinator are critical to success of the plan. Their responsibilities include communication and directing the county in times of emergency, financial planning and linking all the participating emergency response agencies. References Amelia County, Virginia Emergency Operations Plan (2007). Basic Plan, retrieved on August 5th 2010 from; http://www. hamnerlibrary. org/county_docs/emergency_plan/EOP-AnnexE. doc Amelia County Department of Emergency Management (2007).

Hazardous Materials Emergency Response Improved New Regional Hazmat Team can respond more quickly, retrieved on August 5th 2010 from; http://www. vdem. state. va. us/newsroom/releases/2010/misc/new_reg_Hazmat_tea m. cfm University of Virginia (2008). Critical Incident Management Plan, retrieved on August 5th 2010 from; http://www. virginia. edu/emergency/plan. html Vannoorbeeck P. (2005). Amelia County, Virginia Hazard Mitigation Plan 2005, retrieved on August 5th 2010 from; http://www. vdem. state. va. us/library/plans/mitigateplans/AmeliaCounty/AmeliaHa zardMitigationPlan. pdf

The construct and pattern of cut downing catastrophe hazards through systematic attempts to analyze and pull off the causal factors of catastrophes, including through reduced exposure to jeopardies, lessened exposure of people and belongings, wise direction of land and the environment, and improved readiness for inauspicious events. In short it is a program or action that is in topographic point to decrease the consequence of a catastrophe before or after it strikes.

Definition of DRM

Catastrophe hazard direction is a planned method of utilizing administrative instructions, organisations, and operational accomplishments to set into pattern schemes, constabularies and “ improved header capacities ” in order to cut down the unfavorable force of jeopardies and the opportunity of catastrophe. ( Kesten A. R. , 2005 ) ( United Nations: International Strategy for Disaster Risk Reduction ( UNISDR ) . , 2004 )

Hyogo Framework for Action

The Hyogo Framework for Action ( UNISDR, 2011 ) provides the undermentioned precedences for action.

Priority Action 1

States that develop policy, legislative and institutional models for catastrophe hazard decrease and that can develop and track advancement through specific and mensurable indexs have greater capacity to pull off hazards and to accomplish widespread consensus for, battle in and conformity with catastrophe hazard decrease steps across all the sectors of society.

Ensure that catastrophe hazard decrease is a national and a local precedence with a strong institutional footing for execution.

Priority Action 2

The starting point for cut downing catastrophe hazard and for advancing a civilization of catastrophe resiliency lies in the cognition of the jeopardies and the physical, societal, economic and environmental exposures to catastrophes that most societies face. Of the ways in which jeopardies and exposures are altering in the short and long term footing. This is followed by action taken on the footing of that cognition.

Identify, buttocks and proctor catastrophe hazard and heighten early warning.

Priority Action 3

Catastrophes can be well reduced if people are good informed and motivated towards a civilization of catastrophe bar and resiliency, which in bend requires the aggregation, digest and airing of relevant cognition and information on jeopardies, exposures and capacities. In short people need to cognize about the catastrophe they could be faced with and what they need to make to remain alive if one stikes.

Use cognition, invention and instruction to construct a civilization of safety and resiliency at all degrees.

Priority Action 4

Catastrophe hazards related to altering societal, economic, environmental conditions and land usage, and the impact of jeopardies associated with geological events, conditions, H2O, clime variableness and clime alteration. These topics are addressed in sector development planning and programmes every bit good as in post-disaster state of affairss.

Reduce the implicit in hazard factors.

Priority Action 5

At times of catastrophe, impacts and losingss can be well reduced if governments, persons and communities in hazard-prone countries are good prepared and ready to move and are equipped with the cognition and capacities for effectual catastrophe direction.

Strengthen catastrophe readiness for effectual response.

Question 3

The current world in South Africa with respects to Disaster Risk Management

South Africa is invariably threatened by several types of catastrophes of different beginning and nature. These jeopardies, which are technological, environmental and natural in beginning, include terrible hydro meteoric events, such as inundations, drouths, terrible storms twisters and veld fires. Hazards of biological beginning, such as epidemic disease incidences, which affect worlds and farm animal, have shown an addition in recent old ages. In the excavation industry and in urban environments, risky stuff and transit accidents continue to present major challenges. Gauteng in the last few hebdomads has experienced a figure of localised implosion therapy incidents including a detrimental hailstorm on 20 October 2012 in the Germiston country ( Kesten, A.R. 2012 ) .

Large Numberss of rural people migrate to urban countries in hunt of employment, although governments continue with attempts to cut down the high degrees of poorness and to rush the proviso of substructure and entree to services. They are invariably exposed to a scope of menaces due to the fact that they have to settle in insecure environments and are badly vulnerable to conditions such as inundations, H2O borne diseases and domestic fires. Vulnerability of rural communities in footings of sustainable supports and poorness are impacted on by alterations in societal behaviour in these specific communities. Poverty, due to high degrees of unemployment leaves people, families and communities missing resiliency to the impact of jeopardies. The bequest left by the Apartheid authorities impacted communities, which are now disadvantaged and urgently destitute and as a consequence, capable to high degrees of catastrophe hazard. Smaller local communities are more often prone to catastrophes where loss of life and belongings, and the fiscal load thereof, are high.

Socially disadvantaged groups are more vulnerable to jeopardies, reflecting their societal, cultural, economic and political environment. Catastrophes, in bend, are a beginning of impermanent adversity and hurt and a factor lending to relentless poorness. At the family degree, location of lodging ( e.g. on flood plains ) , primary types of business and entree to resources ( including fiscal ) ; reflect how poorness is the individual most of import factor in finding exposure.

Factors lending to exposure in South Africa

There are many factors lending to exposure in South Africa. They are: dearth ; HIV/AIDS ; uninterrupted struggle and Globalization.

Famine – there is non plenty nutrient available, failures of administration and utmost degrees of predominating poorness which has led to alone degrees of adversity for many people in South Africa.

HIV/AIDS – HIV/AIDS has eroded the lives and supports of 1000000s of Africans. It has left Africans vulnerable at homeowner and macro-economic degrees.

Continuing struggle – struggles have really high costs, destructing past development additions and go forthing of damaged assets and substructures that impedes future additions.

Globalization – developing states like South Africa can non utilize their primary merchandises to guarantee economic growing and development, because of this international market. Therefore this ensures that the rich get richer and the hapless are dragged down into poorness.

Other factors lending to exposure in South Africa are:

Erratic rainfall

Climate variableness

Break to nutrient handiness

Extreme degrees of poorness

Paraffin wellness menaces

Failures of authorities

Crippling foreign debt

Collapsing trade good monetary values

Limited export net incomes

Animal diseases

Capacity edifice, public consciousness and research

Communication and information

Catastrophe alleviation

Drought

Early warnings

Energy

Environmental exigencies

Floods

International facets

Mining catastrophes

Radiation related catastrophes

Refugees

Technological accidents

Veld and forest fires

Weather warnings

Question 4

4.1 Emergency and Response Management

Emergency response direction is familiar to disaster response bureaus and catastrophe victims. It includes emptying processs and shelters, hunt and deliverance squads, needs assessment squads, activation of exigency line of life installations, response centres and shelters for displaced people.

Catastrophe response refers to activities that are put into action instantly anterior to catastrophes, when there is equal early warning and instantly following catastrophes.

Response includes early warning and emptying of the readiness measures or programs and short-run exigency steps of alleviation every bit good as long-run recovery and Reconstruction activities. The purpose of this response is to salvage lives, to guarantee the endurance of the maximal possible figure of people affected, to restore ego sufficiency and reconstruct indispensable services every bit quickly as possible and to mend or replace damaged substructures and economic installations, place, appraise and implement development aims which cut down exposure.

Response covers a scope of activities depending on the nature of the catastrophe. The activities are warning, emptying, migration or response, hunt and needs appraisal and exigency alleviation.

The indispensable elements of response and exigency direction are logistic and supply, communicating and information direction, subsister response and get bying mechanisms, security and the demand to protect basic human rights, accent on the most vulnerable group, exigency operations and direction, Reconstruction and execution of rehabilitation steps.

Effectiveness of response and exigency direction will be influenced by a figure of factors. They are:

First, the type of catastrophe will impact the effectivity of mobilisation and application of response.

Second, the badness and extent of the catastrophe.

Third, the ability to take pre-action will depend on the type of catastrophe every bit good as the capacity.

Fourth, the capableness for sustainable action

4.2 Key countries and jobs associating to exigency and response direction

Response activities will usually be carried out under disruptive and sometimes unsafe or traumatic conditions, and therefore it is hard to implement. Heavy demands will be made on personal, equipment, installations and resources. Effective response will therefore depend on the good readiness, capacity put in topographic point as portion of a hazard decrease scheme. Sound planning, organisation and preparation are hence indispensable for accomplishing optimum success.

Catastrophe hazard decrease activities should be put in topographic point as long-run steps that increase the capacity and resiliency of vulnerable groups in order to cut down the impact of future catastrophe events. The response period provides an chance for measuring bing catastrophe hazard decrease steps and thought of what needs to be improved and what needs to be put in topographic point.

Weak institutional model includes unequal policy way, hapless organisation and coordination, unequal planning, unequal readiness ( out-of-date programs, low criterions of preparedness, deficiency of clear determination devising system, deficiency of clear allotment of functions and duties ) . Therefore weak institutional model may interpret into failing in early warning and public consciousness, deficiency of capacity for impact appraisal, deficiency of anterior hazard appraisal and exposure analysis, hapless information direction system and hapless status and response operations.

An extra consideration is the deficiency of standardisation or the deficiency of execution of criterions which have been developed by the South African Bureau of Standards in line with subdivision 7 ( 2 ) of the Disaster Management Act

Question 5

Resilience

The ability of a system, community or society exposed to jeopardies to defy, absorb, suit to and retrieve from the effects of a jeopardy in a timely and efficient mode, including through the saving and Restoration of its indispensable basic constructions and maps.

Resilience means the ability to “ jump back from ” a daze. The resiliency of a community in regard to possible jeopardy events is determined by the grade to which the community has the necessary resources and is capable of forming itself both prior to and during times of demand. ( Harmonizing to the most current US/ISDR definition. )

Vulnerability

The features and fortunes of a community, system or plus that make it susceptible to the detrimental effects of a jeopardy.

There are many facets of exposure, originating from assorted physical, societal, economic, and environmental factors. Examples may include hapless design and building of edifices, unequal protection of assets, deficiency of public information and consciousness, limited official acknowledgment of hazards and readiness steps, and neglect for wise environmental direction. Vulnerability varies significantly within a community and over clip. This definition identifies exposure as a feature of the component of involvement ( community, system or plus ) which is independent of its exposure. However, in common usage the word is frequently used more loosely to include the component ‘s exposure. ( Harmonizing to the most current US/ISDR definition. )

Question 6

The national catastrophe direction model says that it is indispensable to fit community leaders with consciousness of good patterns in bar, readyings and be aftering for these catastrophes, which may be built-in in the environment, and of the pressing demand to educate members of the communities in catastrophe hazard direction accomplishments.

The national catastrophe direction model discusses the constitution of effectual agreements for the development and aboption of incorporate catastrophe hazard direction policy in South Africa it addresses the agreements for the incorporate dirction and execution of catastrophe hazard direction policy, it sets out the agreements required for stakeholders engagement and the battle of proficient advice in catastrophe hazard direction planning and operations and it describes agreements for national, regional and international co-operation for catastrophe hazard direction. Disaster hazard direction introduces the procedure involved in transporting out a catastrophe hazard appraisal, addresses procedures for bring forthing a National Indicative Disaster Risk Profile, describes demands for monitoring, updating and circulating catastrophe hazard information and looks at steps to guarantee quality control in catastrophe hazard appraisal and monitoring. Disaster hazard decrease addresses demands for catastrophe hazard direction planning within all parts of authorities. Response and recovery requires an incorporate and coordinated policy that focuses on rapid and effectual response to catastrophes and post-disaster recovery and rehabilitation.

The catastrophe hazard direction procedure is the key to the effectual operation of an full squad sourced from many different subjects, involved in the catastrophe direction operation. It consists of several procedures, they are Establish the Context, Identify Risk, Analyse Risk, Evaluate and Priorities Risk, Treat Risk, Monitor and Review, Communicate and Consult.

Establish the context so that there is a thorough apprehension of the context in which risk/s is present. Hazard designation is to foremost place all the possible jeopardies, whish could hold an impact on the country being assessed. Analyse hazard is to find the bing control mechanisms for the identified jeopardy and its strengths. Evaluate and precedences risk to a certain standard that is necessary towards the prioritization of the hazard. Risk intervention is necessary after they have been prioritized. Different hazards have different types of interventions and different degrees of interventions. Monitor and reappraisal is a non-stop procedure throw out the hazard direction procedure. This done to do certain the right program was implemented and the right action was taken. Communicate and consult is to pass on with the relevant people so that all the right actions can be taken, so that there is less loss to the country.

The extenuation and preparedness stage starts as catastrophe direction betterments are made in expectancy of a catastrophe. Mitigation measures include constructing codifications and zoning, exposure analyses and public instruction. Preparedness is holding a: program of action at a clip of crisis ; preparedness programs ; exigency exercisings and preparation every bit good as warning systems. Preparedness has two chief purposes. These purposes are to assist people to avoid possible catastrophes and to authorise those who may be affected through programs and resources which raise their degrees of resiliency. These purposes are put into topographic point to salvage lives, to minimise the inauspicious effects of a jeopardy through effectual precautional steps and to guarantee seasonably, appropriate and efficient organisation for exigency responses.

The nine following classs reflect the chief constituents of catastrophe readiness. These constituents are vulnerability appraisal, planning, institutional model, information systems, resource base, warning systems, exigency and response direction, public instruction and preparation and dry runs. Vulnerability appraisal is an ongoing procedure of people and organisations that assess jeopardies and hazards, map out possible jeopardies and predicts the alleviation demands and available resources. Planing involves many signifiers of extenuation and readiness schemes and eventuality programs for reacting to peculiar jeopardies. Institutional model is well-coordinated catastrophe readiness and response system at all degrees, with committedness from relevant stakeholders where functions and duties are clearly defined ( Twigg, 2004:288 ) . Information systems are systems put in topographic point for assemblage and circulating information between stakeholders. Resource base refers to the resources that are at your disposal to alleviate the general public of a catastrophe ( e.g. nutrient, shelter, medical attending, etc ) . Warning systems are ways of conveying warnings efficaciously to people at hazard. Emergency and response direction is the actions that should be taken every bit shortly as a catastrophe has occurred. Public instruction and preparation includes preparation classs, workshops and extension plans for at hazard groups and catastrophe respondents so that the populace will cognize what action to follow when a catastrophe work stoppages. Rehearsals are the chances to practise the drills which need to be implemented as a catastrophe work stoppages.

Catastrophe planning is required to do certain that all the mechanisms are in topographic point to cut down the hazards and impacts of a catastrophe when it happens. Disaster planning should take into history the socio economic, environmental and other factors that cause hazard and menaces. Disaster readiness for effectual response is the system put into topographic point so that the response to catastrophes is done right and effectual. Effective information flows are needed for a figure of valid grounds that in general all consequence the extenuation of catastrophes. Preparedness planning as the challenges of the educational system in Africa is non that good due to the growing rate of African states, nevertheless the undermentioned agency of instruction to be in Africa can be used to offer catastrophe consciousness programmes and causes.

Preparedness planning and developing harmonizing to Erdih ( 1988 ; 37 ) and effectual instruction and preparation programmes for catastrophe readiness should be peculiar in design, be community specific, based on a rational appraisal of the information needed, be integrated with an bing catastrophe and response system, include information bar, extenuation and recovery, be established as an on-going procedure and included as the most vulnerable sector of the population precedence. Fiscal facets of readiness planning are a large facet of catastrophe extenuation is the direction of fiscal resources. Many beginnings of fiscal aid could be considered during the direction of catastrophe in footings of catastrophe extenuation.

It is good pattern to guarantee there is bar, readyings and be aftering for catastrophes and instruction for communities so that they know what action to take before, during and after a catastrophe.

Introduction

Play is the main way in which children learn and therefore play affects all aspects of a child’s development. Valuing children’s play: Props should be encouraged. Allow the use of their own experience. Own interests. Playing on their own should be encouraged. Work in a way that suits them. Adult encouragement to be engagement. Play as a way of communication. Recreate familiar themes. Transport resources to where they wish. Learn best when they are enjoying themselves. Allow for time and space.

Facts about play

Through play children learn about their world. Play is considered to be a primary need of children. The stages of play change as a child grows older. The characteristics of play change as different stages of development are reached. All children go through the stages of play as they grow develop. Children develop at different rates therefore some children may take longer to go through a particular stage.

Setting 1 – Zoo adventure play area Setting 2 – Park Setting 3 – Beach Setting 1 – A zoo adventure play area is an enclosed area containing play equipment. It has wheel chair, pushchair/pram access.

It has a variety of facilities ranging from a cafe with outdoor seating area for adults to sit and watch their children play to toilet facilities for all. In the play area there is specialised staff for children that have disabilities so they can help them join in with any games that are going on. The play area where the children can play has a safe outside area where children can play without parents worrying about the children getting hurt. The area is animal themed and the toys outside are animal shaped and patterned such as a swing in the shape of a lions mane and is yellow and orange to show it is a lions mane.

A slide is in the shape of a zebra’s tongue the top of the steps is the head and the handles are the mouth opened wide and the slide is the tongue.

Setting 2 – A park is an enclosed area where children can play without parents having to worry about their child going out of the park onto a street near a main road. There may be different parts in the park that are specially designed for each age range. For example: Babies/small children there may be a soft play area, bucket swings that a child can be harnessed into, small low sit on toys and a small slide.

Aged 6 -10 children there may be a bigger slide, seesaw, roundabout, swings, small trampolines, climbing frames and tyre swings. Teenagers there may be basketball courts, tennis courts, football nets, running track, climbing wall/ abseiling wall, golf course, wire swings, zip wire, a weather pitch for all sports and a big trampoline that has a net around it to keep them safe whilst jumping.

Setting 3 – The beach is a large area containing sand and water. The children like making sand castles. They also like feeling the different textures e. g. Water and sand mixed together. The children also have a chance to have a donkey ride.

There are also ramps for access for wheel chairs, push chairs/ prams. On the beach there needs to be parental supervision. Age range for zoo – between 18-24 months to 16years Stage of play for the zoo is spectator aged between 18 months – 24months to 4 years and co – operative play for aged 4+ children. Age range for park – 2 years to 16 years Stage of play for the park is spectator 24 months to 4 years and co –operative for aged 4+ children. Age range for beach – 2 years to 16years Stage of play is spectator 24 months to 4 years and co –operative for aged 4+ children.

Co – operative play is where children play together with shared goals. Play can be quite complicated and children are supportive. D3) The type of play that goes on is: Zoo – physical play Park – pretend play Beach – discovery play Zoo – At the zoo children would be involved in physical play. They would do this by finding different equipment to play on. Using all the different equipment they would exercising which would form their muscles, stamina, balance and Co-ordination. Park – At the park they would find different equipment to play on.

They would pretend to act out things and pretend that they are other people. This will enable children to use their imagination and develop their own imaginative ideas. (Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 Page 195) Beach – They would discover sand and water. They would also discover mixing sand and water. They may find shells, crabs, star fish and jelly fish. D4) Zoo is physical play – An example of a zoo play area would be playing on the monkey bars which would be developing their gross motor skills. This will develop whole body and limb movements, co-ordination and balance.

Walker M, Beaver, M Brewster, J Neaum, S and Tallack, J 2008 page 194) Park is pretend play – An example of pretend play at a local park would be a child playing on a climbing frame that has a wheel on it and they are pretending it is a ship/boat, aeroplane/helicopter. Beach is discovery play – An example of a beach would be discovering different shells, sea life, boats, and textures of sand by building sand castles. Mixing sand and water together to make sand pies. Developing knowledge and understanding of the world. D5) Beach discovery play and Maria Montessori theory. The main points of Maria Montessori’s theory are:

• Children pass through particular development stages. This is the essential for the child to be able to learn.
• Montessori developed a structured education programmed based on these stages, including a number of specially devised pieces of equipment that encourage children to develop certain skills.
• Limited emphasis is placed on counting, reading and writing these will follow once the basic social and emotional development has taken place.
• A Childs natural will to learn should be encouraged to foster a lifelong motivation for learning.
• Children should be encouraged to work alone.
• Montessori felt the best learning occurred when children were focused, silent and completely absorbed in a task.
• Montessori did not believe in free play and did not encourage children to develop their own ideas –play needed to have a learning focus.

Maria Montessori believed that children learn by doing practical activities and by playing outdoors.

Setting 1 – zoo adventure play area

In the adventure play area with children aged 18-24 months to 16 years, an obstacle course could be arranged to include either a route over a high climbing frame or a lower route through it.

The risks would be bumping into others, slipping and falling. I have chosen this activity as it will allow children to understand risks e. g. heights, bumping of the body parts. The challenge would be learning their limitations.

Setting 2 – park

In the park with children aged 2 years to 16 years, a park play area could be set up in the shape of a trim trail to include a variety of apparatus that provide challenges. The risks would be bumping into others, slipping and falling. The risks that the children will learn to understand are bumping into other children, slipping on play equipment and falling off of play equipment.

The challenge that they might have to overcome is to see how high they can swing on a swing whilst feeling comfortable. Setting 3 – beach On the beach with children aged 2 years to 16 years, provide activities e. g. digging and making sand castles which challenges them to be sensible when handling the sand. The risk would be getting sand in their/other people’s eyes, risk of , risk of being bitten by crabs and getting stung by jelly fish. The risks could be getting sand in their eyes, getting bitten by animals and drowning in the water. The challenge they will have to vercome is learning about what can happen if they touch certain animals. Challenge and risk activity chosen in was obstacle course. Resources that would be used:

• Climbing frame with monkey bars, lower and higher side.
• Tunnels.
• Under and over bars.

Health and safety equipment:

• Safe area.
• Helmet.
• Knee pads and elbow pads.
• Safety mats, non slip floor.
• Supervision.
• Appropriate footwear, clothing.

These resources have been chosen because: For children’s own welfare and safety. They allow children to achieve the learning outcomes that have been planned for.

They meet individual children’s needs- D7. Provides different levels of play for age range and ability. Challenge and risk activity chosen in (D6) was trim trail. Resources that would be used:

• Apparatus e. g. swings, balance walking logs, climbing nets, tyres, swinging logs.
• Health and safety equipment:
• Safe area.
• Knee pads, elbow pads.
• Helmet.
• Supervision.
• Appropriate footwear and clothes

These resources have been chosen because: For children’s own welfare and safety. They are appropriate to age range and stage of development of the children. They meet individual children’s needs – D7.

Setting 3 – Beach

Challenge and risk chosen in (D6) was digging sandcastles. Resources that would be used:

• Spade.
• Bucket.

Health and safety:

• Clean area.
• Safe area.
• Goggles.
• Supervision from parent’s/carers.

These resources have been chosen because: Encourages exploration. Encourages open minded play. Giving children activities that challenge them and make them understand risks by: Build’s up resilience as they become more aware of challenges that they will experience in the future and it will help them to become more comfortable, confident when faced with the kind of challenge. Bruce D. Perry M. D. Ph. D Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences). Develops an awareness of potential hazards. Younger children’s awareness of hazards is further raised through staff’s gentle reminders, for example, prior to activities, such as cooking. Children benefit from individual towels and soap dispensers, which reduce the risk of cross infection. To, ensure that the risk of potential hazards is minimised. Children also develop confidence and self-esteem because staffs build positive, trusting relationships with them. (Ofsted Creche report) Prevents boredom.

As young children don’t understand time the way grown-ups do but boredom is not always a bad thing, it can also get children thinking creatively and can pay to take a more active role in preventing boredom. (Sanders, M. R. ; Christenson, A. P. Builds confidence. As they do the activities again again they will have confidence in doing the activity as they will know how to do it. Potential learning opportunity such as they learn that you have to follow instructions to get to the end product. Provides mental stimulation. E. g. helps children to function for longer.

Maria Montessori developed a method for young children, which was rooted in the senses and involves manipulating everyday objects and following highly structured activities that engage children but rarely allow them to fail.

Adult led sessions are often used to introduce children to exploration and investigation through play. This helps them to develop their own play agenda and ideas. Children appreciate adults who help to keep their play flowing as long as they don’t take over. How they would do this?

Exploration: Involve them in activities. E. g. Building Sandcastles, Finding sea shells and stones. Encourage them to learn about new things. For example colours, numbers and letters. Plan activities that relate to children’s experiences. How they would do this for investigation: Provide equipment. E. g. Bucket and spade or binoculars and magnifying glass. Provide plenty of time. To allow children to finish the activity so they get the whole potential. Present activities that allow solving problems e. g. floating and sinking. Allow the children to work together. So they can work as a team member and listen to other children’s ideas and try to solve things together. Introduce new subjects and topics.

To help develop further knowledge. Name of theorist wrote about in D5 was Maria Montessori. Maria’s main ideas and theories are: Children pass through particular developmental stages. This is essential for the child to be able to learn. Montessori developed a structured education programme based on these stages including a number of specially developed pieces of equipment that encourage children to develop certain skills. Limited emphasis is placed on counting reading and writing. Children should be encouraged to work alone. To encourage confidence in what they think.

Montessori did not believe in free play and did not encourage children to develop their own ideas. Influences on today’s practice: There are many Montessori schools throughout Europe usually privately run. The method promotes a carefully planned environment that neither allows children total freedom nor imposes activities on them. Some nurseries follow the plan completely and purchase Montessori equipment and use her theories with a flexible programme.

• What difference (if any) might there be if the adult was aware of this theory?

If the adult was aware of the theory the adult would be aware of discovery play and be able to plan activities in more depth. They will also be aware of the benefits of discovery play. How do you think the theory will affect an adults understanding of children’s play? They might think that something that the child is playing is not discovery. So this might not give the children as many opportunities.  The role of the adult in providing activities and supporting children’s play is to provide relevant resources to enable children to do specific activities e. g. ard making needs – card, glue, sticking things/materials. An adult also sets out a play area for the children to play in. Adults make suggestions to widen the children’s knowledge and to support them when playing. Adults should also ask the children questions to develop their understanding. The adult considers the children’s needs e. g. provide activities for different levels of needs – (D7). I had no idea that there was so much to play. I had no idea that there was a lot of planning towards play and how play was actually structured rather than just giving a child a toy and telling them to play.

References

1. www. teachingexpertise. com
2. http://nationalstrategies. standards. dcsf. gov. uk
3. www. ofsted. gov. uk
4. www. raisingchildren. net. au
5. Tassoni P, Hucker K (2005) Planning Play and the Early Years 2nd Edition. Oxford – Heinemann (Page 163)
6. Walker, M Beaver, M Brewster, J Neaum, S and Tallack, J (2008) Child care and Education CACHE Level 2 Cheltenham; Nelson Thornes LTD (Page 195)
7. Garhart M C, (2000) Theories of childhood—an introduction to Dewey, Montessori, Erickson, Piaget and Vygestsky. Redleaf Press – Yorkton (Page 21-37)
8. Sanders, M. R. ; Christenson, A. P. (1985). A comparison of the effects of child management and planned activities training across five parenting environments. Journal of Abnormal Child Psychology, Pages 13, 101-117.
9. Professional People Bruce D. Perry, M. D. , Ph. D. , is the Thomas S. Trammell Research Professor of Child Psychiatry, Department of Psychiatry and Behavioural Sciences, Baylor College of Medicine; and Chief of Psychiatry, Texas Children’s Hospital, Houston, Texas.

Legal Case Analysis of American Textile Manufacturers Institute, Inc. v. Donovan

Statement of Facts

            There is a requirement asked for the Secretary of Labor to promulgate occupational safety and health standards and as a required matter under Section 6 of the Occupational Safety and Health Act of 1970.  The occupational safety and health standards to be prepared by the Secretary of Labor should be accorded with those who are dealing with toxic materials or harmful things at work. The standard should also be set to which most sufficient assurance and to the extent feasible based on best evidence present such that no employee will suffer material impairment of health (Findlaw: American Textile Manufacturers Institute, Inc. v. Donovan).  The meaning of occupational safety and health standards is that it should be a sufficient and reasonable practice to make sure that employees are protected at work under hazardous circumstances that might affect their health conditions.

            As a result, the Secretary of Labor on the basis of the said law promulgated a standard named as Cotton Dust Standard which aims to limit the exposure to cotton dust at work that might affect the health of employees. This measure is calculated to prevent employees from byssinosis which could lead to the more serious diseases called brown lung cancer caused by cotton dust exposure. There was a findings that hundreds and thousands of employees, retired and still working are exposed to cotton dust everyday that their health conditions is in danger. The measure called Cotton Dust Standard allows a minimum exposure to cotton dust and regulating the activities in the workplace to ensure that employees are free from brown lung cancer. At the time when a 4-year interim period was given for permission of full compliance with the said measure, there is a requirement for the employers that they should provide respirators to employees as well as to relocate employees that were not able to wear respirators to another place of position of work if there is any. There should also be a dust level that proves sufficient to follow the measure’s exposure limit with no loss of earnings and employment rights and benefits (Findlaw: American Textile Manufacturers Institute, Inc. v. Donovan).

            As such, the petitioners filed a case and challenge the legality of the alleged standard before the Court of Appeals. The petitioners represent the cotton industry in this case. The main contention of the petitioners is that that the Act requires OSHA to demonstrate that the Standard reflects a reasonable relationship between the costs and benefits associated with the Standard, that OSHA’s determination of the Standard’s “economic feasibility” was not supported by substantial evidence, and that the wage guarantee requirement was beyond OSHA’s authority (Findlaw: American Textile Manufacturers Institute, Inc. v. Donovan). However, the Court of Appeals affirmed the Cotton Dust Standard for some legal and ethical reasons. Hence, this case was filed by the petitioners before the Supreme Court.

Legal and Ethical Issues Statement

The legal issue of the case is that: is it legal for the Secretary of Labor to promulgate the Cotton Dust Measure despite the opposition of the people representing the cotton industry thereby invoking legitimate excuses? Is it ethical for the petitioners to limit the occupational safety and health standards of its employees for purposes of profits? The answers to this query were dealt with appropriate basis as the health of employees being exposed to cotton dust is at risk.

Applicable Legal Rules

            Section 6 (b) (5) of the Occupational Safety and Health Act of 1970 (Act) requires the Secretary of Labor (Secretary), in promulgating occupational safety and health standards dealing with toxic materials or harmful physical agents, to set the standard “which most adequately assures, to the extent feasible, on the basis of the best available evidence” that no employee will suffer material impairment of health. Section 3 (8) of the Act defines the term “occupational safety and health standard” as meaning a standard which requires conditions, or the adoption or use of practices, means, methods, operations, or processes, “reasonably necessary or appropriate” to provide safe or healthful employment and places of employment. Section 6 (f) of the Act provides that the Secretary’s determinations “shall be conclusive if supported by substantial evidence in the record considered as a whole.

Support for Ethical Issues

            It is clear to us that the representatives of the cotton industry do not care to their employees since they question the promulgated standard by the Secretary of Labor which is primarily aimed at helping the employees. Essentially, the primary reason why the employers are against of the measure implemented by the Department of Labor is due to the high cost of implementation in their respective plants or workplaces. Thus, they wanted to protect the earning of their profit upon business operation of cotton materials.

Observation

            This case will surely give a huge impact for future employers in the cotton industry. It can be gleaned from the decisions of the Supreme Court that it affirmed in full the decision of the appellate court thereby ordering that there should be approval of the Secretary’s application of the wage guarantee provision of the Cotton Dust measure (Findlaw: American Textile Manufacturers Institute, Inc. v. Donovan). In other words, the case was remanded to the lower authority to fix legal questions as ordered by the Supreme Court. The mandate of the law is to protect the employers from hazardous working conditions that is why there was a requirement on the part of the Secretary of Labor to promulgate the aforementioned Cotton Dust Standard. This would only mean that occupational safety and health standards are for the benefit of the employees without neglect of the rights of the employers to earn profits. The dissenting opinion of this case only points out to technical matters that the Secretary of Labor failed to observe while implementing the Cotton Dust Standard.

References

Findlaw. (2008).American Textile Manufacturer Institute  Inc. Retrieved September 19, 2008, from http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=

452&invol=490.

It is illegal for a person 21years of age or older to drive with a blood alcohol concentration (bac) that is or higher. 0. 08%- Eight hundredths of one percent. You must notify DMV within 5 days if you: Sell or transfer your vehicle. ighways are typically most slippery: When it first starts to rain after a dry spell. A police officer is signaling you to continue driving through a red traffic light. What should you do? Do as the officer tells you 5. When planning to pass another vehicle you should: Not count on other drivers making room for you.

What is the difference between traffic lights with red arrows and those with solid red lights You cannot turn on a red arrow, even if you stop first. Which of the following increases your chances of having a collision? Continually changing lanes to pass other vehicles. Which of these statements about drugs and driving is true Even over-the- counter drugs can impair your driving. You should allow more space in front of your vehicle when following large trucks because: You need the extra room to see around the truck. You may cross double yellow lines to pass another vehicle if the:

Yellow line next to your side of the road is broken. You must use your seat belt: And failure to do so will result in a traffic ticket. Which of these statements is true about road work zones? You must “slow for the cone zone”.. Animals may be transported in the back of a pickup truck only if: They are properly secured If you drive slower than the flow of traffic, you will most likely: Interfere with traffic and receive a ticket. When changing lanes on a freeway, you should: Signal for at least five seconds. You want to pass a bicyclist riding on the tight edge of your lane.

You: Must not squeeze past the bicyclist. At intersection, crosswalks, and railroad crossings, you should always: Look to the sides of your vehicle. You want to turn left ahead. In the middle of the road there is a lane marked as shown. You must. Merge completely into this lane before you make your left turn. This yellow sign means: Merging traffic ahead. You are driving on a city street and see an emergency vehicle with flashing lights behind you. What should you do? Drive to the edge of the road and stop. Which statement is true about motorcyclists and motorists otorcyclists he same rights/responsibilities as other motorists When making a right turn from a highway with two lanes in your direction, you may turn from. The lane nearest the curb or edge of the road. Which of these vehicles must stop before crossing railroad tracks? Tank truck marked with hazardous materials placards. If you have trouble seeing other vehicles because dust or smoke blowing across the roadway, you should drive slower and turn on your: Headlights. Large trucks turning right onto a street with two lanes in each direction: Often have to use part of the left lane to complete the turn. . You should not start across an intersection if you know you will block the intersection when the lights turn red: Under any circumstances. Pedestrians crossing at corners have the right-of-way: Whether or not a crosswalk is marked. 28. Which of the following will help you avoid being hit from behind? Decreasing your following distance. You want to make a right turn at the corner. A pedestrian with a guide dog is at the corner ready to cross the street in front of you. Before making your right turn, you should: Wait until the person crosses the street.

Smoking inside a vehicle when a person younger than 18 years of age is present is: Illegal at all times. You must file a report of Traffic Accident Occurring in California (SR 1) with DMV within 10 days if you: Are in a collision that causes $750 in damage. When is it legal to use a cell phone without a hands-free device while driving? When making a call for emergency assistance. This white sign means: Stay in the right lane if you are driving slower than other traffi34. You should use your horn when: It may help prevent a collision. 35. You are driving on a one-way street.

You may turn left onto another one-way street: If traffic on the street is moving to the left. At dawn or dusk, or in rain or snow, it can be hard to see and be seen. A good way to let other drivers know you are there is to turn: On your headlights. -rest 1. You must notify DMV within 5 days if you: It is illegal for a person 21years of age or older to drive with a blood alcohol. You are driving on a five-lane freeway in the lane closest to the center divider. To exit the freeway on the right you should Change lanes one at a time until you are in the proper lane.

A large truck is driving in the middle ot three lanes. You want to pass the large truck. It is the best to pass: Quickly on the left and move ahead of it. You are driving on a divided street with multiple lanes in your direction if you need to make a U-turn, where should you start? In the left lane. When you are in a dedicated turn lane controlled by a green arrow, which of the following is true? All oncoming vehicles and pedestrians are stopped by red light. Always look carefully for motorcycles before you make a turn because: Their smaller size makes them harder to see.

When looking ahead of your vehicle while driving, you should: Scan your surroundings. Unless otherwise posted, the speed limit in a residential or business district is: 25mph. There is one lane in your direction and the vehicle ahead of you often slows down for no apparent reason. In this situation you should: Increase the following distance between you and the other vehicle. If an oncoming vehicle has started to turn left in front of you: Slow or stop to prevent a collision. You should usually drive your vehicle more carefully when you: Are near schools, playgrounds, and in residential areas. . This yellow sign means: Divided highway ahead. Do not cross double solid yellow lines in the center of the roadway to: Pass another vehicle. Where should you stop your vehicle if there is no crosswalk or limit line? At the corner. You are approaching an intersection. The traffic signal light is flashing red. What should you do? Stop before entering, then proceed when safe. which statement is true about motorcyclists and motorists motorcyclists have the same rights/responsibilities as other motorists Use your high-beam headlights at night: Whenever it is legal and safe.