Pennsylvania Adoption Law

Adoption has been prevalent since time immemorial. In fact, history tells that the practice of adoption dates back as far as the 18th century BC. This was practiced by the ancient civilizations such Romans, Greeks, Egyptians, and Babylonians. It is even referred to in the Bible and other religious texts (Meiser, 1997).Adoption is the process whereby a child is removed from his/her biological parents and placed with non-biological parent(s). This establishes a parent and child relationship, in contemplation of law, between persons not so related by nature (Adoption, 1994). Thus, adoption creates a legal parent-child relationship between individuals without the benefit of biological relation.Reasons for the Emergence of the adoption In the early decades of the twentieth century, adoption was rather unusual. In fact, adoption was not recognized by the common law, and exists later in the United States solely by virtue of the special statutes. Thus, adoption was not a common way to form a family.Due to humanitarianism, upward mobility, and infertility, however, adoption started to be institutionalized. These factors mirrored reality especially in 1920s and 1930s, when inquiries made by adults about children unattached to their families greatly increased in the United States.Through adoption, children are transferred from adults who do not want or is not capable of becoming parents to adults who want the offspring and is capable of giving love, time, and an acceptable standard of living. Hence, adoption is considered as a salvation to married couples deprived of bearing their own children because of infertility since this process allow them to form families of their own.Likewise, adoption allowed illegitimate children to be protected from social stigma as they are legitimized once adopted by their adopting parents. Thus, adoption gives a fresh start to everyone involved—the mother can erase her past by placing her baby for adoption, the child can join a normal family rather than being raised by a single parent, and the adoptive parents can experience the joy of having a child (Martin, 2006).Adoption Phenomenon: Some statistics In 1950s and 1960s, as measured both by number and by the enthusiastic support of a broad white middle class, adoption flourished. Ten years thereafter, or in the 1960s and 1970s, adoption brought a remarkable transformation to society as adoption posted a record high of almost ninety thousand adoptions made by non-relatives.In recent years, however, this number increased by almost forty (40) percent as survey reveals that Americans annually adopt approximately one hundred twenty-five thousand (125,000) children, strangers and relatives alike (Adoption statistics, 2006).This has affected 2.4% of the United States population or about five (5) million Americans (id). The Census also reveals that among those children adopted, sixty-four (64) percent are whites, sixteen (16) percent are African American seven (7) perce nt are Asians (2000).In Pennsylvania alone, 4,047 children were served by the Pennsylvania Adoption Exchange (PAE) (PAE 2004). Forty-eight (48) percent of these children are African Americans, thirty six (36) percent are Caucasians and five (5) are Hispanics (id).Despite this wide acceptance of adoption in the American society or the inhabitants of Pennsylvania for that matter, a number of children are still â€Å"waiting† to be adopted. For instance, in Pennsylvania, out of the twenty two thousand six hundred ninety (22,690) children who were placed in foster care, twenty two (22) percent are still â€Å"waiting† to be adopted (Adoption institute, 1999).Considering this unprecedented increase in adoptions in the country, the United States senate is pushing for a bigger funding for the child support enforcement and family support programs to be paid to various states. Thus from a mere $2,121,643, 000 appropriated in 2006, the proposed budget for the administration of c hildren and families is increased to $2,759,997,000 for this incoming year of 2007 (US Department f Health and Services, 2006). This is equal to a $7,300,00 increase of funding.Adoption Laws in the United StatesBefore the first adoption statutes went into effect in 1850’s, children were removed from his/her biological parents and were transferred to non-biological parent(s) without the legal recognition of the adoption. As this informal type of adoption increased the State legislature devised a way to formalize the adoption process.Thus, in May 24, 1851 the first adoption statute in the United States went into effect – the Massachusetts Adoption of Children Act. Pursuant to the Massachusetts statute, adoption was required to be judicially approved, likewise the consent of the child’s parent or guardian were needed to be secured, and also a finding that the prospective adoptive family was of with sufficient ability to raise the child.History of Pennsylvania Adopt ion LawFollowing the example of Massachusetts, the Pennsylvania enacted its own adoption statutes – the Pennsylvania Consolidated Statutes. In earlier times, Pennsylvania provided that adoption could be decreed by the common pleas of courts of the countries.An amendment to this adoption legislation was thereafter made in 1872 wherein the process of adoption referred to as the â€Å"common law form of adopting a child be deed† was legalized. Under this system, it is possible that an adoption refused by the judge will be consummated by a deed. (Deardorff, 1925).The State legislatures saw the defect in this kind of Pennsylvania system. For under this system, no social investigation of the child and his natural family or of the adopting family was provided. Further, a judge can consummate an adoption without seeing any of the parties and worse, even without sufficient information other than that contained in the petition for adoption.With this kind of system, cases of perj ury as to the identity of the natural parents of a child and as to whether or not these natural parents are still alive were exposed.Due to the globalization of the adoption, legislatures have made vigorous reforms as regards adoption statutes. In 1917, for instance, Minnesota passed the first State law that required children and adults to be investigated and adoption records to be shielded from public view (Adoption history in brief, 2006).Decades later, more than twenty states had translated similar standards into law. By mid-century, policies of minimum standard such as certification of child-placers, investigation of the child and adult parties to adoption, and supervision of new families after placement and before finalization were incorporated in the revision of adoption statutes in all the states in the country.The policies of confidentiality and sealed records were likewise instituted by most states. Confidentially of records, however, at this time meant that the records of information are off limits to the inquisitive members of the public but kept it available to the children and adults directly involved in adoption, who were called the â€Å"parties in interest.†Similarly, in 1925, under the Pennsylvania adoption law, the adoption was accessible to anyone curious enough to search it out. Other court records were sealed only at the discretion of a judge, in which case they could then be inspected by court order. In 1947 however, Pennsylvania followed suit in sealing its records.Although the records were sealed, adoptees who would reach the age of twenty-one (21) could still obtain their original birth certificates from the Office of Vital Statistics. Then in 1953, court records including the adoption decree were sealed to all, with the exception of being able to be opened upon showing of an undefined â€Å"good cause.†(Holub, 2006) In 1984, after a six (6) year push by state Rep. Stephen Friend, R-Delaware Country â€Å"to close the lo ophole†, as it was termed, the state legislature passed a bill denominated as Act 185 finally closing the records of adoption. Act 185 amended Title 23 (Domestic Relations) of the Pennsylvania Consolidated Statutes and provides that all adoption records, and other papers shall be withheld from inspection except upon a court order.The Pennsylvania adoption law, thus prohibits adoptees from obtaining their original birth certificates or any other document that would identify birth parents. That includes baptism certificates and adoption records. After the grace period in February 1985, adoption records were finally closed.This law was pushed by Rep. Stephen Friend since he claimed that young, unmarried pregnant women would choose to have abortions rather than relinquish their children to adoption if it were possible for their adult children to discover their identity. He also asserted that the state should â€Å"keep its promise† of â€Å"privacy† to birthparents. (id)Cynthia Bertrand Holub, a member of the Pennsylvania Advisory Committee to the Joint State Government Commission on Adoption Law, says the desire to â€Å"preserve the middle-classness of these women, so they could relinquish their [illegitimate] child and go home as if nothing had happened,† was one of several forces that led states to seal adoptees' birth records (2006).Thus, confidentiality now means that when courts issue adoption decrees, they shall produce new birth certificates, thus, listing adopters’ names in the new birth certificate, and sealing away the originals, which contained the names of birth parents, or at least birth mothers.Criticisms of the Pennsylvania Adoption Law.  The Pennsylvania Adoption law was criticized mainly with respect to the sealing of the adoption records. Critiques refutes Rep. Stephen Friend’s claim that â€Å"unmarried pregnant women would choose to have abortions rather than relinquish their children to adoption if it were possible for their adult children to discover their identity.†They assert that Pennsylvania’s abortion rate should have declined and the adoption rate should have risen accordingly. Between 1985 and 1990, however, the abortion rate in Pennsylvania is inconsequential, and Pennsylvania still has one of the lowest adoption rates in the country.They further assert that neither was there ever a single suit by a birthparent for invasion of privacy. Other critique says that the confidentiality made it possible for some of these parents to avoid telling their children that they were adopted at all.As far as a number of birthparents are concerned, they believe that they still have the right to copies of everything relating to the loss of their babies. Dorner, in her book Adoption Search citing the Catholic manual states that â€Å"[b]irth parents also seek information about their children and their adoptive families through the years. Being able to obtain file informat ion pertaining to the time of the pregnancy, is reality basing and healing†¦Ã¢â‚¬  (Buterbaugh, 2001).On the other hand, supporters of the Pennsylvania Adoption Law, such as the relatives of many unmarried birth mothers also favored the confidentiality measure. After the World War II, when more out-of-wedlock births occurred in middle-class families, mortified parents contends that their daughters should have a second chance to lead normal, married lives. ConclusionAdoption statutes by different states primarily emerged as an answer to the growing unrecorded adoptions in the country. More so, these enactments are hoped to protect the interests of the parties involved — i.e. adopting parents, biological parents and the child himself.Adoption statutes, however, are of varying degrees in terms of privacy across states. Recently, Pennsylvania adopted a very strict standard on privacy matters.This means that nobody can actually view the original birth certificate of the adop ted child as a new one was created. This new law, however, sowed criticism from different sectors as they believed that biological parents still have the right to information as to what has become of their child.Also, they argued that the child, himself, is entitled to information as to whether he is indeed of the same flesh and blood as that of his known parents. They also sans the statute for allowing adopting parents to forever conceal the truth regarding the child’s birth.

Historical Development of the Early Childcare Essay

a) History and current status of childcare provision in Ireland During the early Twentieth century in Ireland there was a lack of job opportunities for women in the workforce. Women were still seen largely seen as the ‘stay at home figure’. Due to this environmental impact, children were cared for in their own homes mainly by their mothers. Therefore there was less of a demand in the Early Childcare Education sector. This ended when children started attending Primary school. During the latter part of the Twentieth century, during the times of the Celtic Tiger, the number of job opportunities for women in the workforce escalated. This resulted in an increase in urbanisation and a decrease in family support. For example: Families lived further apart from each other, and as a result, it did not make sense to leave the children with their grandmother or other family members due to financial restrictions such as the price of fuel, or time restrictions such as the length of time taken to leave the children from one  destination to the ot her. This lead to parents seeking the childminding services privately or within their local area. Statistics have shown that approximately 60% of children under six years of age attended a form of childcare service at this time. (Class Notes) There was a substantial increase in the demand for both private and community childcare services. In response to the rapidly increasing demand for childcare service, it was deemed necessary that an ‘Expert Working Group on Childcare’ was formed. The Expert Working Group came together and arranged a meeting to discuss ways to resolve the upcoming problems within the childcare services sector. They held discussions on how to make childcare services more readily available and accessible to families in Ireland. It was recognized at this point, that there was a need to develop a ‘National Strategy’ to assist them with the transformation of the current childcare services sector. Thus, a National Strategy was developed and was published in 1999. The National strategy recognized and contained the following principles: ‘The Needs and the rights of the child, Equality of access and participation, Diversity, Partnership and Quality’ (Class Notes Page 2) It also contained suggestions and advice on support for parents/guardians, Laws relating childcare, Qualifications, Employment, Planning and Co-ordination. In 2002, the Centre for Early childhood development and Education was established. This centre was set up to develop standards and to improve the childcare sector. The Centre for early Childhood Development and Education aimed to ensure that every childcare setting (whether it was a Full-time / Part-time service or a Public / Private service); met the criteria and quality standards that that were established by the Centre. The main objective of the Centre for Early childhood development and Education was to focus on improving more disadvantaged are as as well as the more advantaged areas so as to ensure that all areas within the childcare sector offered the same quality of services In 2006, ‘Siolta’ was launched. Siolta was set up to implement the first aim of the Centre for Early Childhood Development and Education which was to develop the current standards within the childcare sector. This was called ‘The National Quality Framework for Early Education’. This ensured that there was support in improving quality across all childcare services which contained children from 0-6 years of age. Further to this, in 2009, a new scheme was introduced within the Childcare sector. The Early Childcare  Education scheme ‘Free pre-school place’ was formed. The free pre-school place enabled children within the age range of 3 years and 3 months and 4 years 6 months in September of the relevant year to engage in one free academic year within a full time or seasonal service. If a childcare service/ centre wanted to take part in the Early Childcare Education scheme, the criteria set out by Siolta had to be met and furthermore the Principles set by An Siolta would have to be implemented within their current childcare setting. It is important to recognize that this is the first time that Early childhood education has received any direct Universal funding. As a result of the free pre-school place initiative, the demand within the childcare sector continued to grow. (Siolta) More recent developments within the childcare sector include the introduction of a new initiative called ‘Aistear’, which was established by the Department of Education and Skills through NCCA in 2010. Aistear from the Irish word meaning ‘journey’, is of relevant importance to childcare settings where children from the ages of 0-6 years receive their care and education. Aistear works closely alongside Siolta and consists of an informal curriculum that contains twelve principles and themes that give guidance to the childcare worker. Aistear recognizes that education and care are not separate within the childcare sector and they aim to help children grow and develop independently.(Aistear) b) Current range of childcare provision in Ireland Six types of services that can be categorised under sessional and fulltime services are: Naà onraà  – A Naà onraà  is a sessional service. It organises and communicates with the playgroup through the medium of Irish, they recognise each child as individuals. The service doesn’t put pressure on children to speak Irish, they still encourage and support children either way. As the children are surrounded in Irish they will gradually pick up and learn the language in their own time. The service is recognised by Forbairt Naà onraà . Parent and toddler groups – This is a sessional service and is supported by Early Childhood Ireland. Parents and their children/toddlers meet in one area, often held in one of the parent houses who are taking part in the service. It gives children the opportunity to gain the experience of interacting with others, therefore promoting and developing the child’s social skills. It also gives parents the opportunity to intera ct with other  parents, gaining support of each other. Montessori pre-schools – The pre-school is usually privately run, it develops its curriculum around the methods of Dr Maria. The Montessori focuses mainly on the child’s educational development, its curriculum is therefore more practical based, isn’t fully focused on play. This action of purely practical based education may be scrutinised by certain individuals as it thought by some theorists that children should experience and develop through the experience of play at this young age. The pre-school functions on academic year and mainly cares for children from three to six years of age. Home and community playgroups – Home and community playgroups care for children within the age range of 2 and a half to five years of age, they operate in either a home or community basis. Home playgroups are generally privately funded where as community playgroups receive funding from the government, each service usually opens and runs for a period of three to four hours each day. The service highlights and develops children’s social and emotional learning through play. Crà ¨ches, Nurseries and Day care services – These services are recognised as a fulltime service and cater for children from the age of approximately three months to five years of age. They are open at a minimum of eight hours a day and usually provide a day-to-day curriculum. The services can be privately or publicly run, an increase in demand for these services greatly increased after the Free Pre-School Year was introduced. Each service provides the children attending the service with a hot meal and snacks during the duration of the day. Each service helps met the child’s safety, welfare and developmental needs. They also help children make the best of their abilities, whether that be through play or practical learning. Family Day Care – Children are looked after in the childminders home. There is no specific age group that Family Day Care caters for, they can cater for all different age groups at once in the same facility. The hours that the carer caters for the children is arranged between the child’s parent and the carer. The children become easily settled in this form of day care as they are only interacting and building a relationship with one adult with the service. The children are provided with snacks and possibly hot meals, depending on the length of time the child is attending the service. The service is supported and recognised by Childminding Ireland. c) Current range of roles in childcare support organisations and agencies Health Service Executive (HSE) – is the first service contacted when there is a serious concern involving a child safety or family issue , the Health Service Executive then has the responsibility of bringing services and agencies together to help resolve the concerned matter. The Health Service Executive provides services that helps protect and support children, parents/guardians and families. There are many roles within the Health Service Executive, they include: Family support worker – The Family support worker offers support and supplies services to family’s going through emotionally distressing times. The Family Support Worker tries to keep families remained together unless there is a family member deemed at serious risk if kept together. Some of the services that The Family Support Worker will supply to the family to try help resolve the issues are, â€Å"Parenting Skills, Confidence and Personal Development, Home Care management, Diet, Nutrition and Health Care, Budgeting and family Finance†. (Class notes page 4) Community Childcare Worker – The Community Childcare Worker works alongside professionals to give support to children who are in disadvantaged families, deemed at risk, deprived or in care. The Community Childcare Worker also helps children deal with or come to an understanding of why they are in that care home. Social Worker – works with problematic families and individuals, The Social Worker helps resolve problems in families whether that is emotional, behavioural or social problems. Social Workers also deal with problems such as child abuse, domestic violence, and adoption. Before removing children from their home and separating families social worker s have to prove that they have gave families every option possible, if the family /parents does not comply with any of the options, the matter continues to rise and the child/children are still recognised at risk then the case is taken to court and assessed by a Judge whether the child/children should be removed from the family home, thus action is seen as a last resort. Barnardos – Barnardos is Ireland’s biggest children’s charity. It is focused on working with children and families on, whether that be group work or one-on-one interaction. Barnardos help children make the best of their abilities when going through difficult situations, such as neglect, abuse,  or poverty. They provide a range of services to help families through distressing time’s i.e counselling, and bereavement help lines. Barnardos also protest against Government laws that affect children and their way of living e.g. child benefit cuts. d) Six National Childcare organisations Barnardos – Barnardos is Ireland’s biggest children’s charity, it is mainly focused on working with children and families. Barnardos provide a range of services to help assist and support families through distressing times, they also help children make the best of their abilities whilst going through or have gone through difficult times e.g. neglect. Childminding Ireland- is a registered Charity and was created in 1986. It was created by a small group of childminders that further grew into a bigger organisation. The organisation promotes home-based childcare. Forbairt Naà onraà  Teoranta – is a voluntary organisation which supports education and care for children from birth who are brought up in Irish. St.Nicholas Montessori Society of Ireland – Provide opportunities for Montessori teachers to further their profession. They also offer help, support and give guidance for Montessori teachers. The Irish Society for the prevention of Children’s Cruelty – Provide a 24hour support service for children who are going through a difficult situations. States that id high quality childcare service wants to keep their service high quality, then the service must ensure that there is good child protection within the facility. The organisation also recognises children are individuals and therefore the child’s right s and values should be supported. Border Counties Childcare Network – Is a network that services in counties such as Monaghan, Meath, Louth, Cavan, Donegal, Sligo and Leitrim in helping deliver a childhood service of high quality. LO4: Clear explanation the rights of the child in the context of an ECCE setting. A) Examine the UN convention on the Rights of the Child. The UN convention on the Rights of the Child has 54 articles. These  fifty-four articles are a written list of the different types of the child’s rights, if those rights are intentionally broken it is seen as breaking the law. The UN convention on the Rights of the child can be broken into four broad areas, these four areas are – Survival, Development, Protection and Participation. Survival – The child has a right to life and the right to the basic requirements to survive life e.g. food, water, shelter, clothing, medical aid. Development – The child has a right to education, religion, play, develop the identification of right and wrong and leisure. The child also has the right to be provided with a safe environment to develop these skills and knowledge. Protection – The child has the right to be protected against abuse and neglect. If a child has come in interference with and suffered from abuse then the child has the right to some form of counselling to come to an understanding and overcome the traumatic situation. Participation – The child has the right to join organisations e.g. clubs, groups, freedom of expression and speech. Standard 1: Right of the child. â€Å"Ensuring that each child’s rights are met, requires that she/he is enabled to exercise choice and to use initiative as an active participant and partner in her/his own development and learning.† (Siolta page 13) Component 1.1 – Choice for the child Practitioners could put component 1.1 into practice at meal time. By giving the child the options at meal time, this could be achieved by giving the child the choice of two different meals therefore enabling the child to make its own choices. If a child decides they do not want to eat at meal time the practitioner should respect the child’s decision. By having different utensils available at meal time e.g. chopsticks, this provides choice for the child. The child can then make the choice on what they want to eat there meal with. Component 1.2 – Use initiative A practitioners could put component 1.2 into practice with a child from twelve – thirty-six months by providing the opportunity of letting the child out on its coat independently, enabling the child to zip or button  the coat. The practitioner should talk the child through the process, encourage the child as she/he is trying to overcome and accomplish the task and support the child if he/she comes into difficulty. Component 1.3 – active participants A practitioner could put component 1.3 into practice with a child from birth to eighteen months by viably communicating. While/when the practitioner is changing the child’s nappy he/she could viably communicate to the child and make eye contact whilst changing its nappy. The practitioner could also sing nursery rhymes and act out movements to the child e.g. three little pigs, touching the child’s toes whilst singing the rhyme. This makes the child feel comfortable and an active participant throughout the activity. LO2: Detained description of the qualifications and experience needed for work associated with one occupation in the ECCE sector. a) Outline legislations, policies, practices and procedures pertaining to ECCE provision. Childcare Act 1991 Provides asset of rules relating to children/young adults under the age of eighteen in Ireland, it governs the care and protection of children in Ireland. (Classnotes) Due to this legislation the Health Service Executive has a mandatory duty to promote and protect the wellbeing of all children under this act. Children who are being abused or at risk, this Act allows those children to be removed or be placed under the care of the Health Service Executive. In relation to preschool services the Act is consulted with when rules and regulations are being drawn up for the supervision of children of pre-school services. Under the Act the pre-school carers have a responsibility and duty to implement safety and wellbeing of children under their pre-school setting. If the pre-school carer has concern for a child’s safety health it is their responsibility to notify the Health Service Executive. If a new pre-school setting is being set up or is intending to set up the local Health Service Executive must be notified. The Health Service Executive then has a duty to inspect the pre-school setting to  ensure the health and safety standards of the setting are being met. The rules and regulations drawn up from the Act must be strictly followed by the practitioners. Childcare (preschool services) Regulations 2006 The regulation outlines the standards that a preschool setting of any form must put/have in place before it can commence e.g. all forms of health, safety and welfare of the setting must be put in place to ensure full safety of the child is being met. It is the Health Service Executive’s duty for inspecting and giving a report of information on pre-schools of any sort or kind who care for children from the age of zero-six years of age. The regulation is arranged in six parts – thirty-three regulations and can be broadly covered over the following areas: â€Å"Health, welfare and development of the child Notification and inspection by the Health Service Executive Record keeping Standard of premises and facilities General administration† (class notes) Policies and procedures must be drawn up and developed from these points. Children First 1999 Children First was first made available in the year 1999 but was later replaced with Children First: National Guidance for the Protection and Welfare of Children 2011. The general rule of the document was left unchanged but acknowledges past inspections and reports and feedback, due to this the document had been edited to set out distinctive guidelines that individual roles should take is concerned for a child’s health, safety and welfare. Children First: National Guidance for the Protection and Welfare of Children 2011 main aims are to ensure children’s health safety and welfare are being constantly met. That society are aware that they should not assume but should report any concerns regarding a child’s health and safety and realise that it is their responsibility to put this action into place. The legislation provides advise/support for parents/guardians in regards to their role as a parent/carer. Inspections made by the ‘Department of Education and Science’ will take place through-out schools of all sorts to  reinforce and ensure that the new legislation is being enforced. Siolta Siolta is made up of twelve principals, sixteen standard and seventy-five components. The twelve principals provide the base of the frame work. Without the principals the components wouldn’t be able to be put in place. The principals give direction for childcare workers on how they should carry out their work in an Early Childhood Care and Education environment, how to interact and communicate with children and fillies, how subjects should be taught and how the services that the childcare worker works in should be organised. The twelve principles contain: Equality – is a necessary aspect to have in a childcare setting, it is essential every child feels equal. Diversity- Every childcare setting should recognise that each child comes from very different backgrounds. It is the childcares settings responsibility to confirm that they understand, respect and accommodate this with visual aids e.g. posters, dolls from different ethnic backgrounds, chopsticks in the home area ec t. Environment- The physical layout of the setting should be organised to meet, encourage and develop the child’s abilities so the child can reach their full potential. Welfare- The child’s health, safety and welfare is essential and should be met as much as it possibly can be e.g. if a child has chicken pock’s, that child should be removed to a room where no other children are present the child’s parents should be contacted and the child shouldn’t return until it has cleared to prevent it infecting other children. The role of the adult- The adult working in the setting has a responsibility to make sure the child is making the most of their experience and are reaching full potential while in that adults company. Teamwork-Good communication and respect should be shown and practised in settings between the various workers in the setting. If there isn’t respect among workers, there won’t be good teamwork skills therefore the children present in that company will pick up on the negative energy and put what they have picked up on into practice. Pedagogy- The study and theory of the methods and principals of teaching should be put in place in early childhood care and education through holistic play, as this is the most appropriate method of learning for children of that age range. Play-Should be promoted, as it is an essential part in a child’s development  whether that be physical or theory learning. Sioltas sixteen standards are essential and necessary in services as it give guidance for workers within the service, IT gives guidance on how to act, provide and develop services with the setting. The standards contain various elements such as the various elements such as the child’s rights to the legislation and regulation. It’s from the sanders that the seventy-five components are made up. The components help meet the standard. Without the sixteen standards and seventy-five components the knowledge of the twelve principals wouldn’t be able to be put in place as effectively. Siolta was created to improve the way childcare is taught, organised, carried out and viewed in the Early Childhood Care and Education settings who cater for children from the age range of birth to six years of age. It â€Å"defines, assess and supports† these improvements. Early Childhood Care and Education settings and services taking part in the free school year must implement Siolta, making more demand for the service. (siolta) Aistear Aistear, was established by the Department of Education and Skills through NCCA in 2010. Aistear from the Irish word meaning ‘journey’, is of relevant importance to childcare settings where children from the ages of 0-6 years receive their care and education. Aistear works closely alongside Siolta and consists of an informal curriculum that contains twelve principles and themes that give guidance to the childcare worker. Aistear recognizes that education and care are not separate within the childcare sector and they aim to help children grow and develop independently. (Aistear) The manager The manager is required to have a minimum level 7/8 qualification in childcare, they have to manage the day-to-day routine of the preschool setting, ensuring that the developmental needs, safety and wellbeing of each individual child are being met. The manager may also be required to work unsocial hours and must attend to relevant meetings. The manager also has the responsibility to ensure the child protection policy is being implemented within the setting, recording and concerns and also ensuring high sanders of safety are being maintained at all times. (Class notes) The Childcare assistant The Childcare assistant is required to have a minimum of a level 5 qualification in childcare and previous experience is required. They assist in the day-to-day organisation and preparation of the childcare setting. The Childcare assistant must maintain all personal information of the individual children as confidential and at times have to work unsocial hours. The assistant must ensure the children within their care are receiving high standards of care, safety and wellbeing whilst also ensuring the developmental need of the children are being met accurately. The Childcare Assistant will have to at times participate in fundraising activities, special events and outings. They must strictly follow the Child Protection policy and report any concerns. (class notes) The Playgroup Leader The Playgroup Leader is required to have a minimum of a level 5 qualification in childcare and previous experience in childcare is required. The Playgroup Leader is required to manage the day-to-day routine of the playgroup. The playgroup leader has the responsibility to ensure the safety, wellbeing and developmental needs of the children are being continually being met. They must keep all personal information regarding the children within the service, children’s family and staff strictly confidential. Must strictly follow and promote the Child Protection Policy, ensuring high standers of hygiene and quality are being promoted within the setting. Organise regular meetings with parents throughout the year. Must regularly carry out appraisal on the staff’s performance, make sure all staff and volunteers have guard vetting. Must try to obtain good staff more and show respect to other staff members. Special Needs Assistant A Special Needs Assistant must have a minimum level5 qualification in childcare. Must ensure that all personal information regarding children or staff they work with remains confidently then it should be reported. Must strictly follow the Child Protection Act and make sure the developmental needs of the child are being met. The assists are recruited to help assist  and support children with special needs or difficult behaviour problems in schools. The assistants engage regularly with the parents of the special needs child, they also participate in fundraising activities, special events and outings to further help the child or children with special needs. Montessori teacher Must have a minimum level5 qualification in childcare. Must strictly follow the Child Protection Act and make sure the developmental needs of the child are being met, ensuring high standards of hygiene and quality are being promoted within the setting. A Montessori has the responsibly to provide opportunities for children so they can figure out how to do something for themselves. Must observe children within the setting and comment on their development. They provide challenging tasks for the children, so they make the best of their abilities. Organise meetings with the parents throughout the year. Detailed description of the qualifications and experience needed for work associated with on occupation in the ECCE sector. One occupation in the Early Child Care and Education sector I have chose to further evaluate on is the pre-school manager. The pre-school manager has many roles and responsibilities such as: Being strictly confidential within and outside the Early Childhood Care and Education setting in relaxation to keeping personal information about the children, their family and also the staff. Ensuring when planned activities are taking place that each individual child’s developmental needs are being met. Making sure that every area and all facilities of the Early Childhood Care and Education setting are being met to Sioltas standards. Has the role of preparing and creating curriculum plans for the staff to carry out in the Early Childhood Care and Education setting. Making sure that there is good staff morale, resolving any issues that arise promptly and effectively Making sure that there the Child Protection policy is being promoted and that the policy is being firmly stuck to. If any concerns are arisen then the manager must document and record this. Organise meetings with parents throughout the year to inform them and discuss such things as the child’s progression and also  adhering to any concerns raised by the parents. It is also a role and responsibility of the manager to prepare and organise special event and outings for the children attending the Early Childhood Care and Education setting. ( class notes) The preschool manager must have a minimum qualification of level of seven/eight in childcare.This qualification can be obtained in most IT’s. The duration of study that it would take to obtain this would be approximately three to four years depending on the level of qualification. To then further become a pre-school manager the level of experience the individual would need to have would depend on the Early Childhood Care and Education setting. Generally the minimum experience needed by the individual would be approximately two – four years. It would be appropriate that the individual had experience as a supervisor before becoming a pre-school manager. Employment and Career Opportunities in Childcare Funding that is made available to state to childcare services, such as the Equal Opportunities Childcare Programme, the Early Childhood Care and Education Scheme / Free Pre-School year and Community Childcare Solovention scheme make the option of childcare services more appealing and therefore increase the demand for childcare services. As a result of the increased demand for childcare services, the demand for employment opportunities also increases. The Early Childhood care and Education Scheme / Free Pre-school year (FPSY) was introduced in 2009. The scheme recognized the importance of qualifications within the childcare sector and as a result it introduced a minimum qualifications standard for pre-school leaders. An important feature of the scheme is that it offers more funding for better qualified staff and because of this feature it can increase or decrease an individual’s employment opportunities e.g. if an individual applied for a particular position in which the state requires the potential employee to hold a Level 7 qualification, and the candidate did not hold a Level 7 qualification,  that candidate will most likely not get the position as a result as their employment would not benefit the pre-school. The Community Childcare Subvention Scheme is a support scheme that was set up to aid and support non-profit childcare services/centres. This scheme does not support profit childcare services. The schemes main focus is to help the non-profit childcare services. This scheme allows non-profit childcare services to provide their services at a lower rate, which enables children with disadvantaged parents the opportunity to attend childcare services. Each Community based service that takes part in the Community Childcare scheme, has the responsibility to make a guideline available of the different rates for each type of service that they offer to parents. There are four types of fee rates available; and the parent/guardian will be offered the rate depending on what price band or category they fall into based on their individual financial situation. This scheme enables more access to all types of parents and therefore increases the demand for childcare services and effectively increases employment opportunities. Special Needs Assistant – Due to the downturn in the Irish Economy, there have been substantial cuts in Special Needs Assistants. It has been revealed that approximately 1200 Special needs assistant positions will be cut in the near future. (Class notes) If this happens, there will be a sharp decrease in the amount of employment opportunities available within the childcare sector. It is also thought that as a result of the cuts, individuals that currently hold a Level 7/8 qualification may not be willing to apply for job opportunities that become available due to the poor pay conditions and low status of the childcare positions. Progression of qualifications within the childcare sector e.g. achieving a Level 5 and progressing to a Level 6, Level 7 and Level 8 qualification is becoming more important to childcare workers to help them increase their employment opportunities. The better the qualification that a childcare worker obtains means they have a higher chance of securing employment within the childcare sector. E.g. If an advertisement is published in a newspaper for a childcare position, and an individual that holds a Level 5 applies  while also an individual what holds a Level 8 qualification also applies, the individual with the higher qualification i.e. the Level 8 qualification, will have a higher chance of getting the position. After obtaining a Level 8 qualification i.e. A Degree in childcare, which is generally obtained over a three year period, there is a career opportunity to continue to study towards a Primary school teaching qualification. A further two years of study in Teacher training is also required before obtaining a qualification as a Primary school teacher. After achieving a minimum of a Level 7/8 qualification, there is also the opportunity to become a manager within a childcare setting. An individual seeking to further their career or who wishes to pursue a career in management would also need sufficient experience within the early childcare and education setting to secure a higher position. This career opportunity can only become available for the individual if they have obtained a Level 7/8 qualification.

Bioavailability And Bioequivalence Studies

Bioavailability And Bioequivalence Studies Each year so many drugs loss their patent protection and opens the door for the generic alternatives. In this way Bioavailability and Bioequivalence studies becomes most important. Bioavailability is defined as â€Å"The rate and extent to which the active moiety is absorbed from a drug product and becomes available at the site of action.† Bioavailability can be generally documented by a systematic exposure profile obtained by measuring drug and/metabolite concentration in the systemic circulation over a particular time period. Scope of Bioavailability studies: Development of new formulations of the already existing drugs. Determination of effect of excipients, patient related factors and possible drug To ensure the of quality of a drug product during the early stages of marketing in order to determine the influence of manufacturing factors, storage and stability factors on drug absorption. The systemic exposure profile of drug or metabolite obtained by measuring concentratio n in the systemic circulation over a particular time period during clinical trials in the early stages of drug development can serve as a benchmark for subsequent bioequivalence studies. Bioequivalence is a relative term which shows the absence of a significant difference in the rate and extent to which the active ingredient becomes available at the site of drug action when two or more identical dosage forms administered at the same molar dose under similar conditions. Bioequivalence mainly focus release of drug substances from its dosage forms and subsequent absorption into the systemic circulation i.e. test dose plasma concentration-time will be identical with reference dose plasma concentration-time without showing any significant statistical differences ,then test dosage form will consider as therapeutically equivalent to the reference dosage form . Scope of Bioequivalence studies: To establish relativity between different formulations used during the development of a new produc t. The therapeutic equivalence of a generic product and the reference product can be demonstrated. Development of a modified release form of a product which has already approved as an immediate release formulation. Development of alternative salt form for pharmaceutically equivalent drugs. Bioequivalence studies are designed to establish equivalence between the test and reference products. If test and reference products are found to be bioequivalent,by this one can expect that the test product will also be therapeutically effective. Bioanalytical method validation includes all of the procedures that demonstrate that a particular method used for quantitative measurement of analytes in a given biological matrix, such as blood, plasma, serum or urine is reliable and reproducible for the intended use. Bioanalytical method validation parameters: Accuracy Precision Selectivity Sensitivity Reproducibility Stability Validation documentation is done, by using specific laboratory investigatio ns ,which ensures that the performance characteristics of the method is suitable for the intended analytical use. The analytical method is applicable only when the validation parameters are in acceptable range. Types of validation: A. Full Validation Developing and implementing a bioanalytical method for the first time. Full validation is required for a new drug entity. If metabolites are added to an existing assay for quantification full validation is required. B. Partial Validation:

Conceptions of Vocational Education Essay Example | Topics and Well Written Essays - 6000 words

Conceptions of Vocational Education - Essay Example The competency test is aimed to measure job success, which cognitive tests failed to do. In this sense, competency tests were seen as an alternative to traditional cognitive tests (Delmare and Winterton 2005). On the other hand, Barnett and Depinet (1991) argued that cognitive tests are capable of predicting job success. They cited the work of Hunter (1986) which claimed that cognitive tests do predict job success. Nonetheless, what is necessary in this discourse is the supposition that competency tests were developed in order to measure the fit between the person and the job success (McClelland 1994). 10 Functional Approach. The functional approach is competent –based approach, and it follows the United Kingdom tradition (Delamare Le Deist and Winterton 2005). This approach is based on the consultation among employees, employers, trade unions, scholars, academicians, regulating and professional bodies with the aim of developing an occupational standard across a particular occ upational group (Rolls 1997). There is a lead organization that the government organises that serve as the steering committee. 13 Holistic and Multi-Dimensional/Integrated Approach (H-MD/I approach). This approach tackles the issues and concerns of competence not only from the perspective of the individual, organisation, action, and job function, but it also deals with the influence of external factors to the understanding of competence (Hager 2013; Gonzci 2013). This approach develops in three countries in Europe, namely, Spain, Germany, and Austria. It is significant to note that this approach develop in Europe with minimal influence from McClelland (Delamare Le Deist and Winterton 2005). On the other hand, Hager and Gonzci in Australia develop the holistic and multidimensional approach, which is also called as integrated approach. Hager and Gonzci works are hallmark in the field and their contributions have transformed the landscape of vocational education and training. 16 Conclu sion 23 References 27 Competence: what does it mean? Introduction In the past few decades, the notion of competence has gained prominence in the fields of management and education. In the sphere of management, competence has been used in developing standards that will provide organisations strategic competitive advantage (Campbell and Sommer Lochs 1997; Nadler and Tushman 1999). Whereas, in education, it has been used in the development of vocational education and training (Mulder, Weigel, and Collins 2006). The ‘popularity of competence’ (Mulder et al. 2006) is based on the supposition that it aligns education and training with the demands and needs of the labour market (Boon and van der Klink 2002). Thus, it assists employees and employers in responding to the changes and challenges brought by technological innovation, lifelong learning policies, and employment strategies (Delamare Le Deist and Winterton 2005). In this context, competence is now considered as the hall mark of a successful manager, teacher, nurse, waiter, crane driver, and sales person (Beckett 2004, p.495). As such, competence plays an integral role in understanding the contemporary dynamics of labour market and business environment. Human competence is the â€Å"heart of economic competition† (Tatangang 2011, p. 549). However, it is observed that there is no universal agreement among scholars regarding a common definition that may be attributed to the concept of competence (Ha

Outline Chapters Essay Example | Topics and Well Written Essays - 750 words

Outline Chapters - Essay Example There is also an emphasis that is placed on the skills requirements by career development practitioners. The chapter further moves on to discuss the history of vocational guidance and career development, which discusses the new paradigm for the theory and practice of career counseling. The chapter then moves on to provide a well set out timeline table of the various events that have taken place since 1883 until 2001. Furthermore the chapter provides for a discussion of the need for career development services which provides for numerous statistics of the country and the career development services that are presently used within the society. A discussion of the high school student needs and disabled persons needs. There is also a discussion of the definition of position, job, occupation, career and career development which help provide a basis for the further chapters. The author then moves on to the meaning of work and also why people work, this also includes the various definitions that have been provided in the past. The chapter is concluded with a clear summary to help recall everything discussed within the chapter. The main objective of this chapter is to provide the readers with the history of theorizing the career choice and development. The other objective that the chapter entails is the discussion of the trait – and – factor and also the developmental theories. Discussions of the applications and the theories have been able to stand the test of time in the sections. The chapter starts with the discussion of the purpose and evaluation of the theory of career development. The chapter moves on to provide a timeline of the history of career development and how it has theorized over the years. This time line provides for the events that have been dated back to 1909 until 2005. The chapter provides for a history of the theorizing process of career

The Fourteenth Amendment Analysis Article Example | Topics and Well Written Essays - 750 words

The Fourteenth Amendment Analysis - Article Example The police took notice of the car, and when they confronted her, she conceded of having cocaine. The issue under contention is whether the anonymous tip amounted to reasonable suspicion. The court was of the opinion that such an act amounts to reasonable suspicion (Engdahl, 2009). The court was of the opinion that the basis of knowledge, reliability, and veracity are the main basis amounting to the definition of reasonable suspicion. The anonymous caller satisfied all these conditions. The stop and Frisk search occurs when a police officer encounters a suspicious person, and to prevent an occurrence of crime, they conduct a frisk search (Engdahl, 2009). A stop amounts to temporary interference with the liberty of an individual. The police can implement this concept, only when they have grounds to be reasonably suspicious of a person. Probable cause is a higher of the belief that is supported by facts and can satisfy the threshold of prosecuting a person to a court of law (Engdahl, 2009). This concept is mostly used when a law enforcement agent applies for a search and an arrest warrant. The agent must prove a probable the existence of a probable cause. The Fourth Amendment protects against unreasonable searches, and entry, but gives an exemption when there exists a probable cause to conduct the search. A valid arrest warrant must show probable cause. The Supreme Court in Carol vs. US, 1971 was of the opinion that information under the police custody providing a valid ground to believe that a crime is about to take place is an element of a probable cause (Engdahl, 2009). The warrant must describe the place and person to be searched. Warrants must provide details of the person under investigation, and the place under suspicion. The address of the place and a vivid description of the suspected person is essential for purposes of the person from the crowd. The magistrate who issues the arrest warrant must be impartial. The magistrate must not be a member of the executive branch, as this contravenes this law.

Supply Chain Management Master Case Study Example | Topics and Well Written Essays - 2000 words

Supply Chain Management Master - Case Study Example It has an excellent distribution service network throughout the UK. While it's administrative office is located in Harrow, its central warehouse is at Thamesmead, London for all of Waissel's worldwide incoming shipments as well as nationwide deliveries (Waissl's). Supply chain of Barilla SpA has been a case of study for the revolutionary changes it made in late eighties and early nineties of the last century. With UK being one of the major markets of Barilla's product, Barilla's action of reducing the distributor's control over the shipment quantity while taking the larger portion of the responsibility has now become an ever guiding policy of supply chain management. The supply chain in Barilla requires the involvement of many third-party distributors. They are the major link between Barilla and the retailers who were the actual person getting customer's interest and their feedback. The Barilla management analyzing the pattern of customer's demand and that of distributors has sharp differences. The company saw very wide fluctuations in the demand pattern of the distributors while the customer's response was much less sharp and unusual (Simchi-Levi, Kaminsky & E. Simchi-Levi, 1999). In the world where globalization as a matter of discussion is making rounds of talk and competitors are from all over the world, it's the supply chain management that is greatly used as management tool to win over competition in retail sector. Supply chain design for a particular product is different than that of others. So, supply chain for supplying or delivering pasta is different from supply chain for fashion jewelry or apparels. Supply chain design for producing and delivering pasta deals with productivity and efficiency. Waissel's being UK's leading importer receives all its inbound shipment from all over the world in its central ware house located at Thamesmead, London. The Wiassel's now uses its nationwide supply network to provide products to retailers. The products of Barilla are also delivered to retailers like Tesco in the same manner. Waissel's has the responsibility that after receiving the order from the retailer, it has to deliver the product directly to the retail s tore or to its ware house. The long distribution channel with distributor's importing shipments in their warehouse and then using their network of logistical support to supply the product to retailers are basically forecast-driven. The reason behind this much forecasting is the rarity often seen in the stability factor of customer's demand. Forecast is very important because it is the only way to manage a balance in positioning the inventory and other resources. But this forecasting is still not more than a mathematically calculated data so it has its own limitations and most of the time it deviates from actual outcomes (Nagi, 2005). The forecasting errors are normally covered through buffer or safety stock. The supply chain from the simple end-user to raw material provider and producer are all because of being a part of the complete set of supply chain normally see greater variation in demand and hence the safety stock. The actual effect is visible when the lower end supply chain participant increases and de creases its order to higher one according to the orders from the participant lower to it. This causes Bullwhip effect. The effect can

Ecology and Christian Theology Essay Example | Topics and Well Written Essays - 250 words - 1

Ecology and Christian Theology - Essay Example Sea levels are rising and closer to home, Australia is faced with water restrictions, greater droughts and more extreme fire days; all because of climate change. The impacts of climate change if left unchecked will increase poverty. Poor people in developing countries are more vulnerable to the  impacts of climate change, yet they have done little to contribute to it. Australian average temperatures have increased 0.9 °C since 1950, with significant regional variations. The frequency of hot days and nights has increased and the frequency of cold days and nights has declined. Since 1950, most of eastern and south-western Australia has experienced substantial rainfall declines. Across New South Wales and Queensland these rainfall trends partly reflect a very wet period around the 1950s, though recent years have been unusually dry. In contrast, north-west Australia has become wetter over this period, mostly during summer. From 1950 to 2005, extreme daily rainfall intensity and frequ ency has increased in north-western and central Australia and over the western tablelands of New South Wales, but decreased in the south-east and south-west and along the central east coast. Global sea levels rose by about 17 cm during the 20th century, and by around 10 cm from 1920-2000 at the Australian coastal sites monitored. Substantial warming has also occurred in the three oceans surrounding Australia, particularly off the south-east coast and in the Indian Ocean. In the film, An Inconvenient Truth, Al Gore begins his slide show on climate change; a comprehensive presentation replete with detailed graphs, flow charts and stark visuals. Gore shows off several majestic photographs of the Earth taken from multiple space missions and he notes that these photos dramatically transformed the way we see the Earth, helping spark modern environmentalism. Throughout the movie, Gore discusses the  scientific opinion on climate change, as well as the present and future  effects of

Choose a case study organisation. Make an evaluation of the reward Essay

Choose a case study organisation. Make an evaluation of the reward implementation problem. Offer recommendations that are logical, viable and scheduled. Offer some costings - Essay Example As for the social factors, issues such as immigration, emigration, and poverty are bound to surface. Employment relations in this context refer to the business relationship between employer and the worker(s). Perkins & White (2011) argue that it plays an important role in the motivation of the employees, building the organization’s reputation; ensuring that there is efficiency in the operations; and maximization of output or production and profit margins (Rose, 2008). There are two main approaches to employment relation. Wilkinson &Townsend (2011) elaborates that these approaches are through either collective bargaining or individual bargaining. Individual bargaining is a situation where the employees individually negotiate about working conditions and remunerations with the employers while in the collective bargaining approach they use trade unions to negotiate on their behalf. There is an emerging trend in the workforce that tends to make it flexible. Firms are increasingly employing the technique of employing part time workers or temporary workers instead of permanent workers (Daniels, 2008). This flexibility is perceived to be cheap as it enables companies to meet the demand of consumers and reduces cost of training. However, its disadvantages are lack of security and effective communication. Workers can influence the operations of businesses through the concept of employee participation and industrial democracy. Employee participation encompasses scenario where decisions made by organizations involve the inputs of the employee while industrial democracy entails the modalities workers can incorporate to influence decisions. In any organizations, disputes and conflicts are bound to surface. It is the modalities that companies or firms adopt that play a key role in providing remedy to the disputes/conflicts. In most cases these disputes emanate from issues such as the working,