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Degree Level Essays

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Question: Unit 141 Professional practice in children’s care, learning and development.
Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Advanced Practice) Wales and Northern Ireland (4227-07/97)

Unit 141:1 Understand the values, principles and statutory frameworks that underpin service provision in children’s care learning and development

Unit 141:2 Be able to implement values, principles and statutory frameworks that underpins service provision in children’s care, learning and development
2.1 2.2 2.3

Unit 141:3 Be able to implement policies and procedures for sharing information
3.1, 3.2, 3.3

Unit 141:4 Be able to engage others in reflective practice
4:1, 4:2 4:3, 4:4

Unit 141.5 Be able to evaluate own professional practice in children’s care, learning and development
5.1

Answer: There are nine values and three principles that underpin the service we provide for our children and young people. One key value...


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  • Subject: Health and Social Care
  • Course: Level 5 Diploma in Leadership for Children’s Care, Learning and Development
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3350
  • Date submitted: December 04, 2016
  • Date written: October, 2015
  • References: No
  • Document type: Essay*
  • Essay ID: 7737

Question: Unit 142 Develop health and safety and risk management policies, procedures and practices in health and social care or children and young people’s settings.

142.1 Understand the current legislative framework and organisational health, safety and risk management policies, procedures and practices that are relevant to children and young people’s settings
1.1, 1.2

142.2 Be able to implement and monitor compliance with Health, safety and risk management requirements in children and young people’s settings.
2.1, 2.2, 2.3, 5.1, 2.4

142.3 Be able to lead the implementation of policies, procedures and practices to manage risk to individuals and others in children and young people’s settings.
3.1, 3.2, 3.3, 4.1

142.4 Be able to promote a culture where needs and risks are balanced with health and safety practice in children and young people’s settings
4.1 4.2, 4.3, 4.4, 5.1, 2.1, 5.2, 5.3, 5.4

Answer: 1.1, 1.2 Within my setting there is many legislative frameworks that have influenced health, safety and risk management within the day to...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3306
  • Date submitted: December 04, 2016
  • Date written: October, 2015
  • References: No
  • Document type: Essay*
  • Essay ID: 7736

Question: Unit 144 - Use and develop systems that promote communication

Unit 144.1 be able to address the range of communication requirements in own role
1.1, 1.2, 1.5, 3.1, 1.2, 1.3, 1.4

Unit 144.2 be able to improve communication systems and practices that support positive outcomes for individuals
2.1 2.2, 2.4, 2.3, 3.3

Unit 144.3 Be able to improve communication systems to support partnership
3.1, 1.1, 1.2, 1.5, 3.2, 3.3, 2.2

Unit 144.4 Be able to use systems that promote communication management
4.1, 4.2, 4.3

Answer: 1.1, 1.2, 1.5, 3.1 As manager I communicate with a range of different people and groups. The groups I communicate with are...


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  • Subject: Education
  • Course: Level 5 Diploma in Leadership for Children’s Care, Learning and Development
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 2536
  • Date submitted: December 04, 2016
  • Date written: October, 2015
  • References: No
  • Document type: Essay*
  • Essay ID: 7735

Question: Unit 10 Assignment 5 Communication and professional relationships With children, young people and adults. (F/601/3327)

1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults.
1.2 Explain the principles of relationship building with children, young people and adults.
1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.

2.1 Explain the skills needed to communicate with children and young people.
2.2 Explain how to adapt communication with children and young people for:
• The age of the child or young person.
• The context of the communication.
• Communication differences.
2.3 Explain the main differences between communicating with adults and communicating with children and young people.
2.4 Explain how to adapt communication to meet different communication needs of adults.
2.5 Explain how to manage disagreements with children, young people and adults.

3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.
3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.
3.3 Justify the kinds of situation when the confidentiality protocols must be breached.

Answer: 1.1 It is of paramount importance for me as a TA to develop positive relationships with children, young people and adults in...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4862
  • Date submitted: December 03, 2016
  • Date written: February, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 7734

Question: Unit 1 Assignment 1: Understand child and young person’s development from birth to 19 years.

1.1: EXPLAIN THE SEQUENCE AND RATE OF EACH ASPECT FROM BIRTH TO 19 YEARS. DO THIS FOR ALL AREAS. (S.P.I.C.E.S)

TASK 1b: Explain the difference between sequence of development and rate of development and why that difference is important.

Task 2a: produce a diagram to show the factors that can impact on a childs development, including both internal and external factors.
Task2b: Write a short reflective account, explaining how theories of development, and frameworks to support development, influence current practice. Don’t forget to
Task 3: Explain how children can be monitored using different methods, why they may not follow the expected pattern and what interventions may be needed to support the child and/or their family.

Task 3b: Produce a suitable form for monitoring the children/ young people you support, and include a section for feedback from you to the teacher.

Task 4 Q&A: How might a child or young person’s development be influenced by the following factors?
A. The health of the pupil.
B. Learning difficulties.

Many external factors can influence the development of children and young people. How could the following impact on the child or young person’s development? :
A: Pupil’s home environment/ family influences.
B: Pupils home financial situation- ( ie Low income or living in poverty, the area they live in – is it an historically deprived area?).

Task 4 Q&A continued. What other factors may impact on a child or young person’s development?

Task 4.2: Explain how multi agency teams work together to support speech, language and communication development.

Task 4.3: Explain how play and activities are used to support the development of speech, language and communication.

Task 5.1: Explain how different types of transitions can affect children and young people’s development.

Answer: 1.1A: SOCIAL: 0-1 year A child develops very quickly within the first year of its life. They go from only being able...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 10343
  • Date submitted: December 03, 2016
  • Date written: February, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 7733

Question: Unit 2 Assignment 2 Understand how to safeguard the well-being of children and young people.

Produce an induction/presentation aimed at new workers. The purpose of the presentation is to explain the importance of safeguarding children and young people. The presentation needs to cover the following sections:
Section 1: The main current legislation, guidelines, policies and procedures within our own UK home nation for safeguarding children and young people.
Section 2: An explanation of child protection within the wider concept of safeguarding children and young people.
Section 3: A clear analysis of how national and local guidelines, policies and procedures for safeguarding affect the day-to-day work, both with children and young people and within the new worker’s work role.
Section 4: An explanation of when and why the inquiries and serious case reviews processes are required, issues of how to share findings and implications for the worker’s practice.
Section 5: An explanation of the processes used by own work setting or service that must comply with legislation that covers data protection, information handling and sharing. (ie when is it ok to share, etc).

Task B- Answer the following questions:
1.Why is it important to safeguard children and young people?
2. Explain why a person-centred approach is important in safeguarding the well being of children and young people.
3. Explain what is meant by partnership working in the context of safeguarding.
4.Complete the following table describing the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed:

Task C. Write a report explaining the importance of ensuring children and young people’s safety and protection in the work setting:
The report needs to cover the following sections:
Section 1-Introduction. Explain why it is important to ensure children and young people are protected from harm in the work setting.
Section 2-Describe the policies and procedures that are in place to protect children and young people and the adults who work with them.
Section 3- Explain how practitioners can take steps to protect themselves within their everyday work setting both on site and off site visits.
Section 4- Research, evaluate and explain ways in which concerns about poor practice can be reported, including protective measures for whistleblowers and those whose practice or behaviour is being questioned.

D1- In the context of safeguarding, write a report to describe the possible signs, symptoms, indicators and behaviours that may cause concern:
D2: Produce a ten point action plan describing the actions for workers to take if a child or young person alleges harm or abuse. The action plan should be in line with
D3: Give three examples of the rights young children, young people and their carer’s have in situations where harm or abuse is suspected or alleged.

Produce a report explaining how to respond to evidence or concerns that a child or young person has been bullied.
Section 1: Explain different types of bullying and the effect that bullying can have on children or young people; giving examples of specific types:
Section 2: A. Outline the relevant policies and procedures; and state the reasons why they are in place.
B: Explain how the relevant policies and procedures are implemented.
Section 3- Use an example (either real or fictitious) of a child or young person who has suffered bullying and describe how to support the child/young person and their family.


Task F. Questions. Answer the following questions.
1.Give two examples of how to support-
• Children and young people’s self confidence.
• Children and young people’s self esteem.
2. Explain why it is important to support resilience in children and young people.
3.Give one example of how you could support resilience when working with children and young people.
4.Explain why it is important to work with a child or young person to ensure they develop strategies to protect themselves and to make decisions about safety.
5. Give three examples of ways of empowering children and young people to make positive informed choices that support their well being and safety.

Complete the following table, outlining the importance of E-Safety for children and young people. Give examples of three risks and possible consequences for each issue.
ISSUES:
RISKS:
POSSIBLE CONSEQUENCES:

2. Complete the following table to describe ways of reducing risk. Give two examples of ways to reduce risk for each area.

Answer: SECTION 3: Local and national guidelines, policies and procedures for safeguarding affect us day-to-day in many ways. For us to function as...


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  • Subject: Education
  • Course: Teaching
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 10734
  • Date submitted: December 03, 2016
  • Date written: February, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 7732

Question: TMA 1 The Theory and Practice of Collaborative Learning.

Part A – Collaboration Concepts (Unit 1)
Part B – Understanding of Management Aims (Unit 2)
Part C – Conclusion

Answer: Introduction The report considers the main challenges associated with the managing of collaboration across the different theories, namely collaborative advantage versus collaborative...


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  • Subject: Business and Management
  • Course: B325 Managing Across Organisational and Cultural Boundaries
  • Level: Degree
  • Year: 2nd/3rd
  • Mark: Not available
  • Words: 2595
  • Date submitted: December 03, 2016
  • Date written: May, 2016
  • References: Yes
  • Document type: Essay*
  • Essay ID: 7731

Question: Presentation: CRIMINAL LAW PROVOCATION / LOSS OF SELF CONTROL

Answer: INTRODUCTION The defence was also considered to have a gender bias in that it was too favourable to those who killed as...


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  • Subject: Law
  • Course: Criminal Law
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 3564
  • Date submitted: November 29, 2016
  • Date written: November, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 7730

Question: “The interpretation of “reckless” in section 1 of the1971 Act {by the majority in Caldwell (1982)} was a misinterpretation. If it were a misinterpretation that offended no principle and gave rise to no injustice there would be strong grounds for adhering to the misinterpretation and leaving Parliament to correct it if it chose. But this misinterpretation is offensive to the principle and is apt to cause injustice. That being so, the need to correct the misinterpretation is compelling” – Per Lord Bingham R v G and Another (2003).

DISCUSS.

Answer: This discussion paper will focus on the opinion of one of the Lords in the Appeal for judgment in the case: Regina...


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  • Subject: Law
  • Course: Criminal Law
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 3227
  • Date submitted: November 29, 2016
  • Date written: November, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 7729

Question: Assess the modern approaches to the definition of “Intention” in Englsh Criminal Law.

Answer: Actus reus + mens rea in the absence of a defence gives rise to criminal liability. The actus reus is commonly referred...


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  • Subject: Law
  • Course: Criminal Law
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 1796
  • Date submitted: November 29, 2016
  • Date written: November, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 7728

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