Taking The movie Candy man 1992. With reference to the opening scene Essay

Taking The film Candy man 1992. Regarding the initial scene and in any event one other scene from the film, talk about how the - Essay Example In any case, when the scene changed into a picture of amassing honey bees with an unnerving, empty voice out of sight the thoughtful state of mind of the city changed into something compromising. So also, the scene where Helen Lyle is tuning in to the real story of Candyman makes a similar danger - a danger that something exceptionally horrendous is drawing nearer. The stifled shouting out of sight, close by threatening audio effects, adds to the dread of Candyman’s awful story. Other film sorts attempt to sincerely stir watchers, however it is just the frightfulness kind that rouses a certain and amazing passionate effect on the watchers. What's more, albeit other film classifications depict frightening occasions, just blood and gore movies grandstand the horrible, making dread its reason. Ghastliness never neglects to find another terrifying exterior to reflect existing issues, uncovering the vile feature to each craving, regardless of whether in a suburb or in profound spac e. A General Overview of the Symbols and Meanings in Candyman shows customary awfulness and grotesque premises: joined by a bothered female hero, the enemy is a powerful beast consistently hungry for a murder. Helen Lyle is a manhandled and genuinely tormented lady delivering faultless retaliation, a maniacal killer with a deceptive second self. Subsequently the film sets up itself firmly and coolly in a grotesque custom of repulsiveness. Regular troubles make the investigation of the film very testing. The finale, despite the fact that delineating ruthless passing for the satisfaction in the watchers, dismisses the absolutely unequivocal good delight of innocent stylized executing. Genuine and broadly perceived landscape amplifies racial and social real factors, intruding on the topographical disengagement regularly obliged by the class (Botting, 2001). Underscoring the mix of stun and inevitability, a few film researchers summarize Candyman’s exemplary parts: â€Å"knee-tw itch stuns, following bogeyman, and contacts of dull humour† (Botting, 2001, p. 140). They additionally noticed that the film â€Å"locates the detestations in a recognizable and valid scene of urban decay† (Botting, 2001, p. 140). Such juxtaposition agitates since quite a while ago settled convictions and darkens scientific translation. As McCabe contends, â€Å"while it might be conceivable to peruse Candyman as an entangled idealistic dream of multicultural propagation, it is additionally conceivable to peruse it as vicarious male want for a dark man who will at long last give a snooty white young lady what she’s been asking for† (Botting, 2008, pp. 66). In spite of the fact that the film fairly portrays social reactions, particularly as respects racial relations, the loathsomeness settles in the horrible substance of the dark man and consequently confirms racially biased perspectives on exploitation of white females and dark sexual twistedness. Where, customarily, the issue of race grasps strife, in Candyman the idea of race transforms into a significant indication of fiendishness and when gathered, it deletes every other choice of abhorrent character. In spite of the fact that the film presents just a bunch of useful portrayals of abhorrence and seems to check the most terrible apprehensions of the white race operating at a profit character that comes out, with horrendous and merciless reason, in the individual spaces of the home, the impediments could be misrepresented (Botting, 2001). Candyman isn't only called by the white individuals; he likewise draws

The History of Sex Discrimination Legislation in the US

The History of Sex Discrimination Legislation in the US The United States Constitution didn't make reference to ladies or breaking point any of its privileges or benefits to guys. The word people was utilized, which sounds unbiased. Be that as it may, customary law, acquired from British points of reference, educated the understanding regarding the law. Furthermore, many state laws were not sexually impartial. While directly after the Constitution was embraced, New Jersey acknowledged democratic rights for ladies, even those had been lost by a bill in 1807 that cancelled the privilege of the two ladies and dark men to cast a ballot in that state. The rule of coverture won at the time the Constitution was composed and embraced: a wedded lady was basically not an individual under the law; her lawful presence was bound up with that of her spouses. Dower rights, intended to ensure a widows salary during her lifetime, were at that point being disregarded progressively, thus ladies were in the extreme situation of not having noteworthy rights to claim property, while the show of dower that had secured them under that framework was crumbling. Starting during the 1840s, womens rights advocates started attempting to set up legitimate and political equity for ladies in a portion of the states. Property privileges of ladies were among the main targets. Be that as it may, these didn't influence the government established privileges of ladies. Not yet. 1868: Fourteenth Amendment to the US Constitution The principal significant protected change to influence womens rights was the Fourteenth Amendment. This alteration was intended to topple the Dred Scott choice, which found that dark individuals had no rights which the white man will undoubtedly regard, and to explain other citizenship rights after the American Civil War had finished. The essential impact was to guarantee that liberated slaves and other African Americans had full citizenship rights. In any case, the alteration likewise remembered the word male for association with casting a ballot, and the womens rights development split about whether to help the revision since it set up racial uniformity in casting a ballot, or restrict it since it was the main unequivocal government disavowal that ladies had casting a ballot rights. 1873: Bradwell v. Illinois Myra Bradwell asserted the option to provide legal counsel as a component of the fourteenth Amendments assurances. The Supreme Court found that the option to pick ones calling was not an ensured right and that womens principal fate and strategic the workplaces of spouse and mother. Ladies could be legitimately avoided from the act of law, the Supreme Court discovered, utilizing a different circles contention. 1875: Minor v. Happerset The testimonial development chose to utilize the Fourteenth Amendment, even with that notice of male, to legitimize ladies casting a ballot. Various ladies in 1872 endeavored to cast a ballot in a government political decision; Susan B. Anthony was captured and sentenced for doing as such. A Missouri lady, Virginia Minor, additionally tested the law. The enlistment centers activity disallowing her from casting a ballot was the reason for one more case to arrive at the Supreme Court (her better half needed to record the claim, as coverture laws preclude her as a wedded lady from documenting for her own sake). In their choice in Minor v. Happerset, the Court found that while ladies were in reality residents, casting a ballot was not one of the benefits and invulnerabilities of citizenship and in this manner states could deny ladies the option to cast a ballot. 1894: In re Lockwood Belva Lockwood recorded a claim to drive Virginia to permit her to specialize in legal matters. She was at that point an individual from the bar in the District of Columbia. In any case, the Supreme Court found that it was worthy to peruse the word residents in the fourteenth Amendment to incorporate just male residents. 1903: Muller v. Oregon Frustrated in legitimate cases guaranteeing womens full uniformity as residents, womens rights and work rights laborers recorded the Brandeis Brief on account of Muller v. Oregon. The case was that womens unique status as spouses and moms, particularly as moms, necessitated that they be given uncommon security as laborers. The Supreme Court had been hesitant to permit councils to meddle with contract privileges of businesses by allowing limits on hours or the lowest pay permitted by law prerequisites; in any case, for this situation, the Supreme Court took a gander at proof of working conditions and license uncommon insurances for ladies in the work environment. Louis Brandeis, himself later delegated to the Supreme Court, was the attorney for the case advancing defensive enactment for ladies; the Brandeis brief was arranged principally by his sister-in-law Josephine Goldmark and by reformer Florence Kelley. 1920: Nineteenth Amendment Ladies were conceded the option to cast a ballot by the nineteenth Amendment, passed by Congress in 1919 and endorsed by enough states in 1920 to produce results. 1923: Adkins v. Childrens Hospital In 1923, the Supreme Court concluded that government the lowest pay permitted by law enactment applying to ladies encroached on the freedom of agreement and subsequently on the Fifth Amendment. Muller v. Oregon was not upset, be that as it may. 1923: Equal Rights Amendment Introduced Alice Paul composed a proposed Equal Rights Amendment to the Constitution to require equivalent rights for people. She named the proposed correction for testimonial pioneer Lucretia Mott. At the point when she rephrased the alteration during the 1940s, it came to be known as the Alice Paul revision. It didn't pass the Congress until 1972. 1938: West Coast Hotel Co. v. Parrish This choice by the Supreme Court, toppling Adkins v. Childrens Hospital, maintained Washington States the lowest pay permitted by law enactment, opening the entryway again for defensive work enactment applying to ladies or men. 1948: Goesaert v. Cleary For this situation, the Supreme Court discovered legitimate a state rule denying most ladies (other than spouses or little girls of male bar managers) from serving or selling alcohol. 1961: Hoyt v. Florida The Supreme Court heard this case testing a conviction on the premise that the female litigant confronted an all-male jury since jury obligation was not required for ladies. The Supreme Court denied that the state resolution excluding ladies from jury obligation was prejudicial, finding that ladies required assurance from the air of the court and that it was sensible to accept that ladies were required in the home. 1971: Reed v. Reed In Reed v. Reed, the U.S. Preeminent Court heard a situation where state law favored guys to females as heads of a domain. For this situation, in contrast to numerous prior cases, the Court held that the fourteenth Amendments equivalent security statement applied to ladies similarly. 1972: Equal Rights Amendment Passes Congress In 1972, the US Congress passed the Equal Rights Amendment, sending it to the states. The Congress affixed a prerequisite that the change be endorsed inside seven years, after the fact reached out to 1982, yet just 35 of the essential states sanctioned it during that period. Some lawful researchers challenge the cutoff time, and by that appraisal, the ERA is as yet alive to be confirmed by three additional states. 1973: Frontiero v. Richardson For the situation of Frontiero v. Richardson, the Supreme Court found that the military couldn't have various standards for male life partners of military individuals in choosing qualification for benefits, damaging the Fifth Amendments Due Process Clause. The court likewise flagged that it would utilize more examination later on in taking a gander at sex qualifications in the law-not exactly severe investigation, which didn't get dominant part support among the judges for the situation. 1974: Geduldig v. Aiello Geduldig v. Aiello took a gander at a states inability protection framework which rejected impermanent unlucky deficiencies from work because of pregnancy incapacity and found that typical pregnancies didn't need to be secured by the framework. 1975: Stanton v. Stanton For this situation, the Supreme Court tossed out qualifications in the age at which young ladies and young men were qualified for kid support. 1976: Planned Parenthood v. Danforth The Supreme Court found that spousal assent laws (for this situation, in the third trimester) were illegal on the grounds that the pregnant womans rights were more convincing than her spouses. The Court upholded that guidelines requiring the womans full and educated assent were sacred. 1976: Craig. v. Boren In Craig v. Boren, the court tossed out a law which treated people distinctively in setting a drinking age. The case is likewise noted for setting out the new standard of legal audit in cases including sex segregation, halfway examination. 1979: Orr v. Orr In Orr v. Orr, the Court held that provision laws applied similarly to ladies and men and that the methods for the accomplice were to be thought of, not simply their sex. 1981: Rostker v. Goldberg For this situation, the Court applied equivalent assurance examination to analyze whether male-just enrollment for the Selective Service abused the fair treatment clause. By a six to three choice, the Court applied the elevated investigation standard of Craig v. Borenâ to locate that military preparation and suitable utilization of assets supported the sex-based orders. The court didn't challenge the prohibition of ladies from battle and the job of ladies in the military in settling on their choice. 1987: Rotary International v. Rotary Club of Duarte For this situation, the Supreme Court gauged a â€Å"States endeavors to dispose of sexual orientation based victimization its residents and the sacred opportunity of affiliation declared by individuals from a private organization.† A consistent choice by the court, with a choice composed by Justice Brennan, discovered collectively that the message of the association would not be changed by conceding ladies, and along these lines, by the exacting examination test, the enthusiasm of the state superseded a case to a First Amendment right of opportunity of affiliation and the right to speak freely of discourse.

A week of work

A week of work Last week was one of those weeks where I had either a test or something due every day of the week. Monday: 18.310 test corrections were due. 18.310 is Principles of Applied Mathematics, the discrete version (18.311 is the continuous version). In this class, the tests are deliberately made very difficult, but we can earn back up to half the points we lost if by correcting our mistakes. Its a nice feature. Tuesday: I had a 7-10 page (it ended up being 8 pages) paper due in 17.405, which is Politics and Conflict in the Middle East. My paper was on the relationship between religion and politics in Lebanon and Iraq. It was an interesting topic. Lebanese politics are really confusing, in case anyone was wondering. Wednesday: The weekly 18.310 problem set was due. It had a lot of implementing Euclids algorithm, which at first glance seems more like number theory than applied math. Well, it is number theory. But its useful in creating codes, which is why were learning about it. A lot of 18.310 has something to do with codes. Thursday: 9.71 midterm. I was pretty happy about it. 9.71 is fMRI and High-Level Vision. When I say this, unless Im talking to another course 9 major, the usual response is What?, so Ill explain that fMRI is functional magnetic resonance imaging. Its kind of like an MRI, except that it takes lots of pictures instead of just one, and instead of just showing the anatomy of your brain, it shows which parts are being activated. So the class is about the use of fMRI to study vision. Friday: The weekly 18.440 problem set was due. 18.440 is Probability and Random Variables. This problem set was on chapter 5, which is Continuous Random Variables. For all that, thoughI felt a little bogged down, but not overwhelmed with work. Having been in both situations, I can say that Id rather have my due dates for my classes be spread throughout the week than have all of them due on the same day. One of my major extracurricular activities was my part of the UA Committee on Orientations report on Orientation 2006 and the state of Orientation. More on that in a soon-to-be-written entry. What did you do last week?

The Future Of Music Is Now - 1317 Words

The future of music is now. Every aspect of the music industry is changing. The ways in which the public discovers, listens, and purchases music are being revolutionized. As Allen Bargfrede, Berklee associate professor of music business, puts it: â€Å"as the music industry evolves and streaming services become the dominant means of listening, recording artists and songwriters’ rights and the flow of money within the industry is the single biggest challenge today s musicians face—.† The internet and its many artist-friendly technologies (YouTube, TuneCore, Bandcamp, Reverbnation, CDbaby and many more services) make it easier for a band to be independent. The tyrannous reign of profit hungry record labels is over; the power, shifted by waves of technological advancements, is now in the hands of the artist. Fifty years ago, the level of exposure that is able to be achieved today by uploading music to the internet is about the same as when a radio station played and replayed a song over and over. Back then people only discovered and listened to music on the radio. If people liked the music, they would purchase physical copies of it in stores because music wasn’t something digital and disposable like it is now in today’s on-demand society. Music was deeply embedded in the collective culture. A physical album was a connection to the artist. George Howard, founder of TuneCore; COO of Daytrotter, Concert Vault, and Paste Magazine says: In the Zeppelin-era, music was inextricablyShow MoreRelatedDoes My Choice In Music Directly Shape My Future?. When1275 Words   |  6 Pageschoice in music directly shape my future? When one listens to music, dopamine levels are slightly increased resulting in a feel good sensation in response to the specific stimuli. 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Our school needs more music and art departments because the classes fascinate the students and keepRead MoreState Of The Current Music Industry1659 Words   |  7 PagesIntroduction - State of the Current Music Industry 3 The Music Streaming Industry 6 Porter’s 5 Forces Analysis 10 The Way forward for Deezer 10 References 12 â€Æ' Table of Figures Figure 1 Share of Industry Revenues (IFPI, 2015) 3 Figure 2 Global Digital revenues by Sector (IFPI, 2015) 4 Figure 3 Flow chart showing the change in the way music is distributed with the entrance of new actors such as streaming services (Oestricher Kuzma, 2009) 6 Figure 4 digital Music industry Value Chain showing 7 FigureRead MoreMusic And Its Impact On The Usa849 Words   |  4 Pages In the USA there are many different styles of music just like all around the world but music can be an outlet for different races in different ways. 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Why Bournemouth Is the Ideal Place for Tourists Free Essay Example, 1000 words

Every tourism attraction site or tourism center has some economic advantage to the surrounding area and to the people directly or indirectly related to the place. If given a chance, this is one of the things that I would explain in details. I would give the benefits in terms of explanation and in terms of figures like the one used to show how climate affects Bournemouth. This is because there must be figures that show the amount of government income gained from Bournemouth. I would also try searching whether there are charity foundations in Bournemouth and who runs these foundations. This would be an indicator that the income gained directly goes back to society. Infrastructure development in the area is also a good way of showing how some activities help in developing different areas. Therefore, I could have explained about infrastructure in this region, when it was developed and whether development is still going in order to show that the local government is using the money for th e benefit of all. On top of the named areas, tourism and other services that benefit the government and the people. We will write a custom essay sample on Why Bournemouth Is the Ideal Place for Tourists or any topic specifically for you Only $17.96 $11.86/pageorder now This, however, was not included in this research and given a chance, this area would be explained. Based on the presented review, it is clear that I did not take my time to plan my paper. Although I covered some important areas as explained, I did not explain them thoroughly. This is probably because of the source that I chose for my research. I would have chosen some important research sources such as government reports, which would have explained about Bournemouth than the sources chosen. Other researches would have been important in laying a foundation for my paper and in explaining areas that were not explained. These researches could have been of importance when referencing the paper as I did not take time to reference my paper as it is required. Therefore, in order to overcome such problems in the future, I will plan my research beforehand. I will also plan the referencing method to use. I will choose my references well than before in order to avoid including insufficient information.

Analytical Proceduresâ€Ratio Analysis Form Free Essays

11 ANALYTICAL PROCEDURES—RATIO ANALYSIS FORM The auditor can use this form to document the performance and evaluation of ratio analysis in connection with analytical procedures performed in an audit. The form is only a guide and is not a substitute for professional judgment. The form may be modified by adding or omitting certain ratio analysis. We will write a custom essay sample on Analytical Procedures—Ratio Analysis Form or any similar topic only for you Order Now CLIENT NAME: DATE OF FINANCIAL STATEMENTS: LIQUIDITY RATIOS 20__20__19__19__ 1. Current ratio = Current Assets Current Liabilities____________________ Comments: 20__20__19__19__ 2. Quick or acid test ratio = Current Assets – Inventory Current Liabilities____________________ Comments: PROFITABILITY RATIOS 20__20__19__19__ 1. Gross profit ratio = Net Sales – Cost of Goods Sold Net Sales____________________ Comments: 20__20__19__19__ 2. Operating margin ratio = Income before Income Taxes and Interest Net Sales____________________ Comments: 20__20__19__19__ 3. Net income ratio (or profit margin ratio) = Net Income Net Sales____________________ Comments: 20__20__19__19__ 4. Return on total assets ratio = Net Income + Interest Expense Total Assets____________________ Comments: 20__20__19__19__ 5. Return on equity ratio = Net Income Average Stockholders’ Equity____________________ Comments: LEVERAGE RATIOS 20__20__19__19__ 1. Debt to assets ratio = Total Debt Total Assets____________________ Comments: 20__20__19__19__ 2. Debt to equity ratio = Long-Term Debt Stockholder’s Equity____________________ Comments: 20__20__19__19__ 3. Times interest earned ratio = Income before Income Taxes and Interest Interest Expense____________________ Comments: ACTIVITY RATIOS 20__20__19__19__ 1. Inventory turnover = Cost of Goods Sold Average Inventory____________________ Comments: 20__20__19__19__ 2. Average age of inventory = 360 Days Inventory Turnover____________________ Comments: 20__20__19__19__ 3. Accounts receivable turnover = Net Sales Average Accounts Receivable____________________ Comments: 20__20__19__19__ 4. Days sales in accounts receivable = 360 Days Accounts Receivable Turnover____________________ Comments: 20__20__19__19__ 5. Asset turnover = Net Sales Total Assets____________________ Comments: Prepared by Date Approved by Date How to cite Analytical Procedures—Ratio Analysis Form, Essay examples

Skills in Negotiation and Counselling free essay sample

Counselling is considered a learning process, especially for the client. An effective counsellor displays affirmation and nurturing behaviours whilst less effective counsellors use the ‘watch and manage’, ‘belittle and blame’ and ‘ignore and neglect’ behaviours (Najavits amp; Strupp, 1994). The role play that was undertaken was Michael the VCE student, whereby Karen Tran is the observer, Christian Brett is the Client and Sarah Boubis is the counsellor. A counselling session was undertaken where the client Michael a student in his final year of VCE is struggling to make an important decision for his future. Michael is a high achiever and his parents have supported him immensely in his studies and strongly encourage him to pursue math and science subject to achieve a high ENTER so he can follow his father’s professional footsteps in to Law and Medicine. Although Michael is very appreciative of his parent’s time and energy into his education he is torn between two decisions of either travelling after high school or going straight to university. His mother supports travel and Michael is more open in regards to that subject. However both parents are concerned and wish their son to aspire to a further education and see it as far more beneficial at this stage in his life. Michael approaches a counsellor about the pressures he is experiencing and wishes to seek guidance and prompt him with a decision. Each of the counselling processes had been met as required, thus reported on the following: Preparation: Counsellor was reminded of the expectations, agendas, feelings and ethics towards counselling. The Meeting: Preamble: The Counsellor greets the client and they both introduce themselves. The Counsellor asks the client to sit down and provides the client with the boundaries by saying ,‘we have approximately 45 minutes to conduct this session, everything that is said in this session is strictly confidential and that as my role of a counsellor is to only guide the client and prompt them with their own solution to the problem’. Getting started: The client expresses their point of concern and appears to be quite distressed. The counsellor had put them at ease by using phrases such as ‘please tell me more ‘and ‘please share with me’. Active Listening: The Counsellor was able to provide minimal responses such as ‘I see’, and ‘please tell me more’. Once the client had revealed the problem the counsellor could then summarise. Problem Identification and clarifying: The counsellor was able to demonstrate active listening and asking questions such as ‘what are both of your parents views on this topic, do they wish you to study or to travel and what are their reasons for such a decision? ’. The client was then able to open up about the pressures that are exerting from his parents. Facilitating Attitude change: The counsellor states ‘Do you believe that it would be fair to dismiss all the time and energy your parents have put in for you to excel? ’ The client then expresses his frustration by saying he doesn’t understand’ and referring to his parents as ‘stubborn ‘. However he does come to the realisation that his parents have done a lot for him. The counsellor then assists in attitude change by stating ‘let’s focus on the situation at hand here and not get distracted by your emotions’. Exploring Options and Facilitating Action: The counsellor asks the client ‘what option would satisfy both you and your parents’? The client had then represented the idea of taking one year off to travel and see the world and then to return to his further studies. ’ The client was then confident to say that ‘I will have a chat with them and show that I am mature enough and I shall return to pursue further education and that I am a high achiever’. The client has come to his own solution. Termination: The Counsellor was able to sum up the clients decision and way of action and concludes the session. At the beginning of the session the counsellor made me feel comfortable, relaxed and gained my trust but also made it clear that she was there to guide me to a solution and not give me the answer to my problem. As the counsellor began to ask questions she opened me up about my situation and the reasons why I was under so much stress and pressure. The counsellors’ questions made me look more in depth as to how my parents would feel towards my decision of travel instead of studying and how this would affect me. As the session progressed, it did begin to make me look at my current circumstances from a different perspective. However it began to make me believe the counsellor agreed with my parents, this made me question her emotional stance towards my current problem resulting in me questioning the counsellor with â€Å"what she would do? And what her parents would think? † I was quickly reminded that she was the counsellor. This reinsured me that she was not biased and she was only guiding me, however I believe this affected our session majorly as it made me see I could trust this person. Once a good relationship had been built the session flowed a lot easily allowing for me to come to a sensible and rational decision with the guidance of the counsellor. The Counsellor (Sarah E. Boubis): As the counsellor it was important to initiate the counsellor mindset and in order to cater for the needs of the client there is a great deal of ethical background theory and practice that aims to develop the objective ‘eye’ (Corey, 2001). With reference to the case of Michael there was a need for me to draw the line as the client had been asking personal questions which were unproductive. Drawing the line is essential in order to avoid emotional burnout, misjudgement and unproductive use of power (Corey, 2001, pg 34). Michael the VCE student has a sense of work/ study related stress as he not only has the stress from higher demanding subjects and work load but the pressure from both of his parents, in particular his father to perform well and get into Medicine at University. The workplace and school are very stressful environments (Andrews, G, Crino R, Hunt, C, Lampe, L amp; Page, A, 1996). I believe that I was successful in creating a relaxed, confidential environment which allowed the client to open up about the problem. There was a clear set of boundaries which were mentioned to the client before commencement of the session and this created a sense of respect. I also showed empathy towards the client’s feelings of stress and tried to lead the client into grasping a better understanding of the actual problem. Competency was achieved in active listening and could summarise the client’s issue. Identifying the problem was achieved through the motion of active listening and summarising the actual problem. Once the client had a clear eye on the problem at hand they were then able to change their perspective and attitude towards the issue. Although the client had been emotional and become distracted and asked the counsellor personal questions, the counsellor could successfully draw the line and remind the client of their respective roles. Encouraging the client to arrive at a rational decision without providing a solution was challenging at first and more questions were needed in order to open up the clients mind and prompt them with a solution. Furthermore I believe the session was successful and the client had arrived at a solution to the problem out of the 45 minutes. The Observer (Karen Tran): The aim of the observer’s role was to evaluate the session that occurred between the counsellor and the client and determine whether or not it was successful. In this particular session, the counsellor and the client were able to quickly build a strong relationship where Michael, the client was able to open up and share his problems with someone whom he felt like was an authoritative figure. It was clear that Michael’s initial intentions of this session was to receive answers and recommendations as to what the counsellor believed was best for him, however, the counsellor was able to effectively invite Michael to talk, express what he wanted and inevitably arrive at his own solution. The counsellor was very professional as she applied the proper skills that showed her engagement which enabled Michael to feel comfortable such as body language, eye contact, facial expressions etc. The counsellor enabled Michael to ‘take time and allow pausing before reflecting’ (Gerald, 2003). This pause allows Michael time to reflect upon the conversation that has just been discussed and have a clear perspective of what he really wants and soak in all the new information gathered in the counselling session. Overall, this is a successful meeting between Michael and the School Counsellor as she was able to guide him in the right direction and allowed him to take control of his own situation and come to his own solution.   When approaching the counsellor the client felt a sense of respect as the counsellor was able to clearly identify the boundaries. The client felt comfortable and was able to share his problem openly. Although there were times where the client expressed levels of emotion and became distracted the counsellor was able to take control. As the role of the counsellor the aim was to build or recognise the problem and to establish suitable guidance for the client to arrive at his own solution by still keeping a professional stance on the situation and not become unethical. As the observer, an assessment must be made on how successful the role of the counsellor was in facilitating the clients’ resolution to the problem at hand. The counsellor in this session was able to build a strong connection and understanding relationship with the client and thus, gain a sense of trust, enabling him to bond and communicate efficiently. Furthermore the counselling session reported to be a success as the client had achieved a solution to his problem which wouldn’t cause confrontation.

Society Essays - Social Philosophy, Metaphysics, Autonomy, Will

Society What does man owe society? I think man owes society a lot of things. We owe society our respect for the laws most of all. We should obey all the laws the government has issued even if we think they're not for our own good. If everyone would just obey the laws, this society would be close to perfect. The laws are there for a reason, so people should obey them for a reason. Another thing man owes society is the knowledge that he learns throughout his life. Man learns a lot of things during his life, and these things learned should be passed down from one generation to another. This applies to personal knowledge especially. Something that has been learned and can help better the society should be taught to everyone. No knowledge should be held back. Another thing man owes society is his self dependence. People shouldn't depend on society to support them unless they are truly in need of help. Man should give his best effort to support himself. What does society owe man? One really important thing society owes man is protection and safety. Laws are the main thing society provides to keep people safe from anything that may harm them. But keep in mind, laws only work if they are obeyed. Another thing society owes is its knowledge that has been learned through the years. Everyone should have the same opportunity to learn what is available. Society has to provide these things so that they can be carried on and will never be forgotten. Even though there are probably more things that man owes society and that society owes man, I think these are the most important. If everyone would just contribute to society and society would contribute all to man, we probably would be happier in life.

Best Philosopher essays

Best Philosopher essays In the novel, Sophies World, the philosopher that I was indeed intrigues by was Aristotle. I was astonished by his view over the world. How he was able to go ahead and disagree with his teacher all the time and brought up good explanations to back up on his belief. He not only brought his philosophical views but also brought even more, on how to have the government operate and how it should be limited as well. It was his way of thinking that I love; it would always amaze me on how he would always come up with his stunning ideas. Scientifically and how it was best to have the government work in favor of that wouldnt lead to catastrophic arguments in the long run. His system of checks and balances was a system that would bring government in check so that it wouldnt result that the government would have absolute power. I would like to learn more about Aristotle to get a further understanding of his ideas. What I mean is that I would like to go into depth in his ideas of politics, natures scale, and logic. I also have questions regarding to his teachings and his view of life. In addition, I would like to know personally how he was criticized and he was able to continue his studies without no support from anyone nor having the efficient tools like he have today. Overall, I want to get to know Aristotle from childhood and how he was influenced to become a philosopher. Just want to have some knowledge over Aristotle and his history. I guess the way I would go ahead and seek the information toward Aristotle to personally read his book, The Republic, which focuses on politics and how it should be structured. Also, to go ahead and speak w/ a historian who knows the background of Aristotles days. Finally, another way is to go to an old library that owns books toward the philosophic days and that focuses on Aristotle. This should give me a more clear understanding of the life of Aristotle. ...

The context in which health and social care managers operate is as Outline

The context in which health and social care managers operate is as important as the decisions they make. Discuss this in relatio - Outline Example The case has provided supporting literature regarding social worker’s key concerns. Social worker Social workers are the people who have the obligation to assist people in adjusting to complications and problems in their lives like illness, child abuse, job hunt, mental illness, handicaps and any sort of anti-social behavior.  The main duty and responsibility of the social workers is to help people in their problems, provide counseling and linking their problem with the rules and policies of the state. The most important concern for the social worker is to provide a healthy and safe environment to the children as they are the future prospect of the state (Firestone, 2002). Baby P case There are a number of cases where social and health mangers have not delivered their duties properly and the victims of social crime had to suffer a lot. One of such cases is of â€Å"Baby P case†, which is also known as â€Å"Baby Peter case†. The case revolves around a 17 months old boy, who was killed due to the negligence of a social worker. The summary of this case is that baby Peter was abused and beaten to death by his step-father. Although, his stepfather and mother were arrested a number of times, in the mean time Peter was kept in care by a health care provider, but was later given back to the parents. Just a few days before Peter’s death, the social worker missed the injuries on his face and hands. The boy was found dead in his cot with his spine broken and severe bruises all over the body. Peter’s mother and his step father were jailed for several years. Moreover, the social worker and 3 mangers from Haringey council and a doctor were dismissed because of neglecting their due responsibility (Fresco, 2008). Contextual Factors The underlying factors that led to Peter’s death were: (1) The irresponsibility and negligence of his mother as she left Peter unattended while staying busy in pornography; (2) The social workers who came by to check on the baby, as they had left him with his mother with a belief that his mother seems very caring; this was neglect on their behalf; (3) The doctor who, due to his negligence, while examining Peter, was unable to find the broken ribs and spine. So, everyone on their behalf neglected the poor baby, all of which led to his death. Management theories Management basically is aligning people to achieve organizational goals. The management theories help establishing a road map and linking principles and concepts for a specific purpose. The main and recent theories are Systems Approach, Contingency theory, Chaos theory, and Team Building theory. (1)System approach: It emphasizes the fact that an organization is interrelated, that its actions and decisions taken in one organizational department will affect other departments as well. (2)Contingency theory: An approach that says that every organization is different from others; it faces different situations and requires different ways for managing the situation. (3): Chaos theory: It says that some situations are uncontrollable, at times the organization gets complex and it becomes hard to maintain stability. (4)Team Building theory: The approach emphasizes building teams, maintaining quality and reducing the level of hierarchy (Robbins & Coulter 2008, pp. 35-36). Interrelationship between Management theories and social worker’s practices In Baby Peter case, the social worker’s and doctor’s conduct had an effect on the respective social service provider and the

The Value of Education in Todays Society Research Paper

The Value of Education in Todays Society - Research Paper Example This essay stresses that today’s economy has become more global and Americans are being asked to gain more global knowledge. As the economy and political policies continue to change, the needs for competition and understanding have changed. Many businesses are requiring employees to have knowledge of more than one language so that they negotiate contracts easier. Globalization also brings with it the need for computer knowledge that includes an understanding of virtual working teams, and they must be able to take in knowledge quickly. This project makes a conclusion that education is important to society on many levels. Education drives a society and can help it transition to a stronger community. Education is important to enhance a society and to make it stronger. When someone is gaining education, he or she learns how to help others achieve as they take the role of leadership. Education is important to the economy because educated people spend more and they pay more taxes. They also pay taxes. Both situations bring people together and help the society grow. Most organizations are working with a diverse work group which means that training should be involved with them to understand more about cultures and about what culture looks like. In a global world, it is important is to be culturally sensitive to the needs of all workers and this come with education and training. There is no doubt that education is important to society. There are a variety of ways that educated people help the economy.

Methods Of Recovering Energy From Waste

Methods Of Recovering Energy From Waste Biomass (waste) energy is increasingly attracting attention worldwide because it is a renewable source of energy and potentially CO2 neutral. At present, most waste materials are converted into electricity often by combustion. Waste combustion is widely applied for district heating and combined heat and power for electricity generation. This report describes waste, waste reduction and treatment regulations in Europe as well as different types of waste generated, an overview of waste to energy technologies applied throughout the world today. Energy from waste has been evaluated based on their ability to reduce the emission of pollutant into the atmosphere. In order to mitigate climate change which is gaining increasing awareness, recent developments of different technologies that have been able to process waste to generate heat and power with high efficiencies can be considered to be the most viable option to replace fossil fuels. 2 INTRODUCTION Due to the rising cost and the ecological disadvantages of fossil fuels, there as been concerns about the future of energy supply in the world. According to the World Energy Council, fossil fuel covers about 82% of the worlds energy. And this has caused severe damages for the environment in terms of greenhouse emissions, sea level rising, air pollution, etc. Moreover, as the World continues to experience globalization, rapid industrialization and technological advancement, it will certainly get to a point, where supply of these fossil fuels will not meet demand. Therefore, it is imperative to find an alternative source of energy (Soetaert and Vandamme, 2006). Research and development of renewable sources of energy and energy from biomass is expected to be of immense benefit to the society as it reduces the concentration of carbon dioxide in the atmosphere and it is not exhaustible. Biomass is a major source of biologically derived bio fuels (bio-ethanol) and biogas. This is considerably becoming a reality in energy/electricity generation. Biomass can be burnt directly to produce heat or electricity, or it can be converted into solid, liquid or gaseous fuel through fermentation process into alcohol and anaerobic digestion into biogas. There are many environmental and social benefits associated with biomass energy. These include reduction in CO2 levels, energy carriers to rural communities, waste control, etc. (Calbe, Bajay, Rothman and Harry, 2000). Biomass raw materials for energy generation includes the first generation feedstocks i.e. energy crops (corn, sugarcane, wheat, etc) and the second generation feedstock mainly lignocellulosic materials (wood and agricultural residues). Hence, using biomass as a substitute for fossil fuels is sustainable and beneficial. However, there have been contentions on the use of human food (energy crop) for energy generation especially in developing countries where there is shortage of food. Hoffert et al. (2002), Dismiss the use of biomass for energy, others take the opposite view (Dewulf and Langenhove 2006). To this effect, energy recovery from waste can be an economical viable option. 3 WASTES 3.1 Definition Waste arises as a result of human technological development and social activities. The Uks Environmental Protection Act 1990 indicated waste includes any substance which constitutes a scrap material, an effluent or other unwanted surplus arising from the application of any process or any substance or article which requires to be disposed of which as been broken, worn out, contaminated or otherwise spoiled, this is supplemented with anything which is discarded otherwise dealt with as if it were waste shall be presumed to be waste unless the contrary is proved. Murphy et al. (2002) defined waste as a material with no further beneficial use. The figure below shows the Schematic illustration of the EU Legal definition of waste 3.2 EU WASTE FRAMEWORK DIRECTIVE The Directive requires all Member States to take the necessary measures to ensure that waste is recovered or disposed of without endangering human health or causing harm to the environment and includes permitting, registration and inspection requirements. The Directive also requires Member States to take appropriate measures to encourage firstly, the prevention or reduction of waste production and its harmfulness and secondly the recovery of waste by means of recycling, re-use or reclamation or any other process with a view to extracting secondary raw materials, or the use of waste as a source of energy (Department for Environment, Food and Rural Affairs, 2009). 3.3 UK WASTE MANAGEMENT POLICY The UK Waste Policy is developed from the idea of sustainable development. This policy encourage diversion from landfills by imposing high tax levies on landfill site, reduce the amount of waste produced by the commercial sector, and ultimately encourage re-use and recycling of materials. 3.4 WASTE HIERARCHY Figure 3.1 Waste hierarchy 3.5 TYPES OF WASTE Municipal Solid Waste Hazardous/Radioactive Waste Sewage Sludge Medical/Clinical Waste Agricultural Waste Industrial and Commercial Waste Other Waste e.g. construction and demolition industry waste, mines and quarry waste and power station ash, iron and steel slags (Williams, 1999). There are also two different kinds of component fraction in a waste stream; The Organic fraction i.e. Biodegradable and the Inorganic fraction. 3.5.1Municipal Solid Waste This is composed of/includes mainly household waste, with commercial and trade waste which is collected or disposed of by a municipality within an area. The composition of MSW streams varies, depending upon socio-economic factors, geographical locations, climate, population density and level of industrialization etc. for example in US and other industrialized countries where value is placed on time, consumers have adapted to the mentality of using disposable at all times, thereby driving packaging and wrapping technologies to a new level, in addition with the putrescible waste from food stuffs. The energy fraction contained in materials of this type of waste stream can be between 75 to 90%. Whereas in less developed countries where the waste stream is composed dominantly of putrescible fraction i.e. foodstuffs, vegetable and organic materials with minute packaging materials, the energy content will be much lower (Murphy, 2002). 3.5.2 Hazardous Waste Hazardous Waste is waste which contains substances that are considered to be dangerous to health and society. This includes substances which are reactive, infectious, harmful, toxic and corrosive etc. examples are chemicals such as, hydrogen cyanide, sulphuric acid, hydrofluoric acid etc. explosives such as dynamite, ammunition etc. water reactive chemicals such as potassium, phosphorous, sodium hydride etc. In USA, estimate arisings of hazard waste is 275 million tonnes, UK 4.5 million tonnes, Germany 6 million tonnes, Spain 1.7 million tonnes (Williams, 1999). 3.5.3 SEWAGE SLUDGE Sewage Sludge is usually generated at the waste water treatment facility. It is a by-product of the treatment of raw sewage from domestic households, which may also include commercial and industrial waste. The sewage is composed mainly of water, but after treatment, the moisture material is concentrated to form sewage sludge (Williams, 1999). They are solid, semi-solid or bio solid in nature. Harper-Collins Dictionary of Environmental Science defines Sewage Sludge as a semi-solid mixture of bacteria, virus-laden organic matter, toxic metals, synthetic organic chemicals, and settled solids removed from domestic and industrial waste at sewage treatment plants. (Renewable Energy Institute) The sewage sludge treatment undergoes both aerobic and anaerobic digestion and the final treated sewage sludge is either land filled, spread on land as fertilizers or incinerated. Recent developments have shown that biogas can be produced during anaerobic digestion. 3.5.4 CLINICAL WASTE Clinical Waste is mainly produced/waste arising from health centres, hospitals and nursing homes etc. Examples include drugs, syringes, needles, blood, human or animal tissue etc. Approximately 0.3 millions tonnes of clinical waste arises in the UK annually. Majority of clinical waste are incinerated (Williams, 1999). 3.5.5 AGRICULTURAL WASTE Agricultural waste is waste streams generally produced from agricultural activities. They are produced within agricultural premises and they include organic materials such as slurry, manure from livestock, silage effluent and crop residues. It is estimated that approximately 700 million tonnes of agricultural waste is produced in OECD countries. UK also produces large tonnage, 80 million tonnes estimated from housed livestock alone (Williams 1999). 3.5.6 INDUSTRIAL AND COMMERCIAL WASTE These are types of waste stream that arises from both industrial and commercial sectors such as hotels and catering, food, drink and tobacco manufacturing industries, metal manufacturing industries, timber and wooden furniture industries, mechanical and electrical industries, transport and communication industries etc. The typical composition of this waste streams differs and very wide. A survey carried out by Environmental Agency of some 4,500 commercial and industrial businesses in England in 2002/2003 showed that commercial waste amounted to 30 million tonnes and industrial waste 38 million tonnes (mt). In that survey, the main sectors producing CI wastes were retail (12.7mt), food, drink and tobacco (7.2mt), professional services and other (7.1mt), utilities (6.2mt), the chemicals industries (including fibre, rubber and plastics) (5.3mt), basic metal manufacture (4.8mt) and hotels/catering (3.4mt) (Defra, commercial and industrial waste in England, 2009). 4 ENERGY RECOVERIES FROM WASTE TECHNOLOGIES Energy is recovered from waste either through thermal combustion or biological/chemical reactions. The energy recovery process produces electricity directly through combustion, or produces synthetic and combustible fuel i.e. methane. 4.1 INCINERATION Incineration with energy recovery is the controlled combustion of waste and it is the most wide spread waste to energy implementation. It involves the combustion of waste streams at high temperatures and the heat produced can be used to drive a turbine in order to produce electricity and district heating. Waste materials or fuel are fed into incinerators in two ways, the mass fired/burning systems and refuse derived fuel (RDF) fired systems. The mass burning involves minimal processing; the entire mixed municipal solid waste is fed into a furnace without any removal/separation of recyclable and non combustible materials. For RDF fired technologies, MSW undergoes pre-treatment, separation of non-combustible and recyclable material which is known as RDF. RDF fired systems has a higher energy content compared to unprocessed MSW because of its homogeneity (Tchobanoglous, Thiesen and Vigil, 1993). There are various types of incinerator plant design: moving grate, fixed grate, rotary-kiln, and fluidized bed incinerator. 4.1.1 Moving Grate This can also be called Municipal Solid Waste incinerators. The moving grate enables the movement of waste by a waste crane at one end of the grate through the combustion chamber to the ash pit at the lower end. The combustion air is supplied through the grate lying below. Cooling of the grate itself is essential for the mechanical strength of the grate. One single moving grate boiler can handle 35 metric tonnes of waste per hour, and 8,000 hours per year. 4.1.2 Fixed Grate This is a simpler type of incinerator. It is made of a brick lined compartment with a fixed metal grate above the lower ash pit, with one opening for loading and another opening in the side for removing incombustible solids known as clinkers. 4.1.3 Rotary kiln It is mostly used by municipalities and large industrial plants. Rotary kiln incinerators have 2 chambers, primary and secondary chamber. In the primary chamber, movement and conversion of solid fraction of the waste to gases and partial combustion occurs while the secondary chamber completes the gas phase combustion reactions. 4.1.4 Fluidized Bed Fluidized Bed Combustion (FBC) is a combustion technology used in power plants. FBC developed from efforts to find a combustion process that is able to control pollutant emissions. Advanced fluidized bed combustion offers a viable power generation technique. In fluidized bed combustion, a strong airflow is forced through a sand bed, which keeps the waste suspended on pumped air currents and takes on fluid like character. Due to the turbulent mixing, the waste and sand are fully circulated through the furnace. 4.2 BALDOVIE WASTE TO ENERGY PLANT The Baldovie waste to energy plant is a state of the art facility commissioned in Dundee in 1999, to replace a waste disposal incinerator due to its inability to meet EU requirements on emissions. The plant is run by a joint venture between Dundee city council and private sector partners. The joint venture is collectively called Dundee energy recycling limited (DERL). The plant processes 120,000 tonnes of waste annually and generates electricity to meet its own demand (about 2.2MW) and also supply to the public (about 8.8MW). Separation techniques carried out before combustion removes and recovers ferrous metals which can be resold (Gazetteer for Scotland, 2010). 4.3 LANDFILL GAS CAPTURE Landfill is a waste disposal site where waste is deposited onto or into the land. When waste is deposited, it undergoes various degradation process which produces gas mainly methane. Modern landfills have gas recovery systems, where the landfill gas is extracted and can be used for production of steam, heat and electricity (Dewulf and Langenhove 2006, p.248) 4.4 ANAEROBIC DIGESTION Anaerobic treatment technologies are used throughout the world for effective treatment of organic waste. This technology is particularly attractive because the energy required for operating the process is minimal compared to energy required for aerobic process. Anaerobic digestion is a complex biogenic process which involves the microbial degradation or conversion of organic waste in a closed reactor vessel (absence of air) to produce gas chiefly methane (55-65%), CO2 (35-45%), and trace amounts of N2, H2 and H2S, depending on factors such as the composition of waste, organic loadings applied to the digester, time and temperature. The methane-rich biogas which can be combusted to generate heat and electricity In general anaerobic digestion is considered to occur in three stages: A] Liquefaction or polymer breakdown; B] Acid formation; and C} Methane formation Substrates for anaerobic digestion includes waste water from food processing, breweries, distilleries etc. sewage sludge, animal waste, farm residues. 4.5 GASIFICATION AND PYROLYSIS Gasification is defined as a partial oxidation/combustion of biomass and various combustible waste/carbonaceous fuels to produce gas. This gas can be used in internal combustion engines and gas turbines to generate electric power. Pyrolysis is a thermal process which involves the breakdown of organic materials in waste under pressure in the absence of oxygen. The pyrolysis process produces a liquid residue and gas which can be combusted to generate electricity. The principal difference between the two systems is that, pyrolysis system use an external source of heat to drive the endothermic pyrolysis reaction in an oxygen free environment, whereas gasification systems are self-sustainable and use air or oxygen for partial combustion of solid state (Tchobanoglous, Thiesen and vigil 1993). 5 CONCLUSIONS Energy from waste has been evaluated based on their ability to reduce the emission of pollutant into the atmosphere, minimise waste, and generate heat and power. With the recent development of different technologies that have been able to process waste to generate energy with high efficiencies, waste to energy technologies can be considered to be viable substitute/option for fossil fuels for electricity generation and also in minimizing of waste accumulation.

The Spanish Debate On The Americas :: essays research papers

Juan Ginà ©s de Sepulveda, Bartolomà © de las Casas, and Francisco de Vitoria arguments pertaining to the settlement and colonization of the native people of America, while presented in different manors, are all the same. All three Spaniards believed that the barbarians had to accept the rule of the Spanish because the Spanish were mentally superior, and divine and natural laws gave the Spanish the right to conquer and enslave the native people of America. The foundation for Spanish conquests was their interpretation of the bible. Ironically, it was the teachings of the bible they were all trying to bring to the newly found infidels. Sepulveda stated that the Spanish conquests were sanctioned in divine law itself, for it was written in the Book of Proverbs that "'He who is stupid will serve the wise man.'" In propositions one and two, Bartolomà © de las Casas stated that he believed that Jesus Christ had the authority and the power of God himself over all men in the world, especially those who had never heard the tidings of Christ nor of His faith. Las Casas also stated in his second proposition that St. Peter and his successors(that being missionaries located in the New World) had the duty by the injunctions of God to teach the gospel and faith of Jesus Christ to all men throughout the world. What is interesting is that Las Casas thought that it was "unlikely that anyone [would] resist the preaching of the gospel and the Christian doctrine..." While being a bishop and a Dominican missionary in the New World, he had the task of spreading the holy faith, expanding the area covered by the teachings of the universal Church(that being the Christian religion), and the improvement of the natives' souls as his ultimate goal. As stated in proposition ten however, the Indians sovereignty and dignity and royal pre-eminence should not, in his belief disappear either in fact or in right. "The only exceptions are those infidels who maliciously obstruct the preaching of the gospel... ." In proposition eleven though, he continues by contradicting himself by saying that "He who persistently defends it[that being the preaching of the missionaries] will fall into formal heresy." Sepulveda also thought that if infidels rejected the rule of Christianity, it could be imposed upon them by force of arms. Sepulveda's justification for the use of force was, after all, justified according to natural law, and that just and natural noble people should rule over men who are not "superior". War against the barbarians, according to Sepulveda, was justified because of their paganism and also because of their abominable licentiousness. Sepulveda and Las Casas both thought

Childcare – Orientation Package

CHILD CARE LICENSING IN ONTARIO Orientation Package for Prospective Child Care Operators June 2008 TABLE OF CONTENTS Introduction Child Care in Ontario Child Care Licensing in Ontario Role of the Operator The Director under the Day Nurseries Act Role of Program Advisors The Application Process Planning and Design Guidelines for Child Care Centres Obtaining a Licence Health Canada – Product Safety Program Duration of Licensing Process Types of Licences Child Care Licensing Website Child Care Service System Managers 5 5 6 6 7 7 9 9 10 10 10 11 11 Summary of Licensing Requirements for Day Nurseries Organization and Management Staff Qualifications Health Assessments and Immunization Number and Group Size Criminal Reference Checks Building and Accommodation Equipment and Furnishings Policies and Procedures Playground Requirements Inspections Insurance Requirements Fire Safety and Emergency Information Health and Medical Supervision Nutrition 13 13 13 13 14 15 15 17 17 18 19 19 19 2 0 21 2Behaviour Management Enrolment Records Program 22 23 23 Summary of Licensing Requirements for Private-Home Day Care Agencies Organization and Management Numbers of Children Criminal Reference Checks Building and Accommodation Equipment and Furnishings Policies and Procedures Inspections Insurance Requirements Health and Medical Supervision Nutrition Behaviour Management Enrolment Records Program Health Assessments and Immunization 25 25 25 27 27 27 28 28 29 29 30 31 32 32 33Conclusion Glossary of Terms (Appendix 1) Things to Look Into Before Applying for a Licence to Operate a Day Nursery or a PrivateHome Day Care Agency (Appendix 2) Ministry of Children and Youth Services Regional Offices (Appendix 3) Child Care Service System Managers (Appendix 4) 34 35 36 37 38 3 INTRODUCTION One of the goals of the Ministry of Children and Youth Services is to help support social and economic development in Ontario by investing in and supporting an affordable, accessible and accountable ch ild care system which helps benefit children, their parents and caregivers, and the broader community.The early learning and child care system in Ontario should: †¢ be accessible, affordable and inclusive †¢ care for children in a safe, nurturing environment †¢ foster early childhood development †¢ help support early learning and readiness for school †¢ be flexible and provide choice †¢ support children and their families †¢ provide appropriate standards of child care †¢ provide supports for parents in financial need, who are employed, in training, or involved in other employment activities †¢ support economic growth, and †¢ work in partnership with others involved in Ontario’s arly learning and child care system. This Orientation Package has been designed to provide individuals who are interested in obtaining a licence to operate either a day nursery (also known as child care centres) or a private-home day care agency in the Province of Ontario, with practical information and advice.The following information is included in this package: †¢ the process for obtaining a licence †¢ a summary of the licensing requirements to operate a day nursery or a private-home day care agency under the Day Nurseries Act †¢ a glossary of terms (Appendix 1) †¢ information to assist you in considering your decision to apply for a licence to operate either a day nursery or a private-home day care agency (Appendix 2) †¢ a list of the Regional Offices of the Ministry of Children and Youth Services (Appendix 3), and †¢ a list of the Child Care Service System Managers responsible for planning and managing the delivery of child care services throughout Ontario (Appendix 4). 4 CHILD CARE IN ONTARIO The child care system in Ontario consists of a range of services for families and their children, including licensed day nurseries and private-home day care which provide supports to children and their fami lies.The Day Nurseries Act requires any premise that receives more than five children under the age of 10 years, not of common parentage (children who have different parents), for temporary care and guidance, to be licensed as a day nursery. A person may provide informal child care to five children or less under the age of 10 years who are not of common parentage (children who have different parents), in addition to his/her own children, without a licence. This number may not be exceeded, regardless of the number of adults present or on site. When a person provides in-home child care at more than one location or co-ordinates the provision of care at more than one site, a licence to operate a private-home day care agency is required. It is an offence to establish, operate or maintain a day nursery or private-home day care agency without a licence.On conviction, the fine is up to $2,000 for each day the offence continues, or imprisonment for a term of not more than one year, or both. Ministry staff have the responsibility to follow-up on all complaints about child care being provided without a licence. CHILD CARE LICENSING IN ONTARIO The Ministry of Children and Youth Services is responsible for the Day Nurseries Act and issues licences to operators of child care programs. There are two types of licensed child care programs: day nurseries and private-home day care agencies. In the Day Nurseries Act and in this package, child care centres are referred to as day nurseries. Day nurseries may include nursery schools, full day care, extended day care, and before and after school programs. 5Private-home day care agencies arrange or offer home day care at more than one home. Care is provided to five children or less, under 10 years of age in a private residence other than the home of the parent/guardian of the child. Homes are monitored by the agency. Role of the Operator Operators have responsibility for the operation and management of each day nursery or private-home day care agency, including the program, financial and personnel administration of the program. Operators of licensed day nurseries and private-home day care agencies are required to achieve and maintain compliance with the standards set out in Ontario Regulation 262 under the Day Nurseries Act at all times.The Day Nurseries Act and Ontario Regulation 262 are available through: Publication Services 777 Bay Street, Market Level, Toronto, Ontario M5G 2C8 416-585-7485 or 1-800-668-9938 The Day Nurseries Act is available on the ministry’s website at: http://www. elaws. gov. on. ca/html/statutes/english/elaws_statutes_90d02_e. htm. Ontario Regulation 262 under the Day Nurseries Act is available online at: http://www. elaws. gov. on. ca/html/regs/english/elaws_regs_900262_e. htm#37. (1). The Director under the Day Nurseries Act Child care licences are issued by a â€Å"Director† who is an employee of the Ministry of Children and Youth Services, appointed by the Minister for the purpose of the Day Nurseries Act. The Director reviews all documents required for licensing, approves and signs the licence.The Director has the authority to refuse to issue a new licence if: †¢ the applicant or any of the officers, directors or employees of the applicant are not competent to operate a day nursery or privatehome day care agency in a responsible manner in accordance with the Day Nurseries Act 6 †¢ the past conduct of the applicant affords reasonable grounds for the belief that a day nursery or private-home day care agency will not be operated in accordance with the Day Nurseries Act, or the building in which the applicant proposes to operate the day nursery or provide private-home day care does not comply with the requirements of the Day Nurseries Act. †¢ In addition, if there are grounds, the Director may refuse to renew or revoke an existing licence. The Director may also issue a direction and temporarily suspend a licence if there is an immediat e threat to the health, safety or well-being of the children.An applicant or licensee is entitled to a hearing before the Licence Appeal Tribunal. Role of Program Advisors Program Advisors, Ministry of Children and Youth Services staff designated under Section 16 of the Day Nurseries Act, are responsible for inspecting day nurseries and private-home day care agencies to enforce licensing requirements. In some regional offices, this position is referred to as Licensing Specialist. Program Advisors are responsible for assessing whether the operator has met the licensing requirements before an initial licence is issued. Unannounced inspections are conducted by Program Advisors for licence renewals on an annual basis or more frequently for a shorter term licences.In addition, Program Advisors conduct unannounced inspections in response to complaints related to licensed child care programs and to monitor operators who have difficulty maintaining compliance with licensing standards. The M inistry of Children and Youth Services also responds to complaints from the public pertaining to persons who are alleged to be operating without a licence (i. e. caring for more than five children under 10 years of age, not of common parentage, without a licence). The Application Process An individual or corporation can apply for a licence to operate a day nursery or a private-home day care agency. (Licences cannot be issued to partnerships. ) 7Types of operators include: †¢ an individual †¢ corporations (non-profit and for-profit) †¢ municipalities †¢ community colleges †¢ churches, or †¢ Bands and Councils of the Band. The prospective operator contacts the local Regional Office (see Appendix 3) to request an application package and confirm the information required before proceeding with the next steps in the licensing process. Prior to requesting an initial site inspection for a day nursery (a visit to determine if the space is appropriate), the opera tor submits the completed application form to the Regional Office, as well as: †¢ †¢ †¢ written verification from the zoning authority confirming the location is approved for use as a child care centre detailed floor plans, and detailed site plans of the proposed location.These plans must include room measurements, window measurements (actual glass area), location of fixed cabinets (counters and storage areas) and fenced outdoor playground space dimensions (if required). Please note that effective July 1, 2005, as part of regulatory changes to the Ontario Building Code, all building or renovation plans for a day nursery must be reviewed and approved by the Ministry of Children and Youth Services prior to a municipality issuing a building permit. It is the operator’s responsibility to determine whether the location will meet zoning, building, fire and health requirements. Written verification must be submitted to the regional office confirming that these require ments have been met prior to a licence being issued. The fee for a new licence is $15; the renewal fee is $10.If a licence renewal is submitted to the ministry after the licence expiry date, the late fee is $25. 8 Planning and Design Guidelines for Child Care Centres This guide provides information about the planning, design and renovation of licensed child care centres. It is intended to be used by persons involved in the site selection, design, and operation of a child care centre in the province of Ontario. This guide is available through the local MCYS Regional office and on the ministry’s website at http://www. children. gov. on. ca/mcys/english/resources/publications/be ststart-planning. asp. (Alternately, from the ministry’s home page at http://www. children. gov. on. a, you can follow the links to Best Start, then Best Start resources, then Planning and Design Guidelines for Child Care Centres. ) Obtaining a Licence To obtain a licence, applicants must demonstr ate compliance with the requirements set out in Regulation 262 of the Day Nurseries Act in a number of areas including: confirmation of compliance with municipal zoning, building, fire and health requirements; the suitability of the building; availability of equipment and furnishings; conformity with space requirements and playground standards; maintenance of staff/child ratios for various age groups; staff qualifications; nutrition; appropriate behaviour management; programming and insurance.Private-home day care agencies must demonstrate compliance with the requirements set out in Regulation 262 of the Day Nurseries Act in a number of areas including: staffing and training; policies and procedures; records of inspections of providers’ homes; availability of equipment and furnishings; appropriate behaviour management and insurance. The Program Advisor makes a recommendation to the Director under the Day Nurseries Act about the issuance of a licence based on their assessment of compliance with the requirements of the Day Nurseries Act and ministry policy. The Director decides whether to issue a licence and the type and term of licence to be issued. The Director may add terms and conditions to the licence. The operator is required to comply with the terms and conditions of the licence as well as the requirements of the Day Nurseries Act and ministry policy. 9Operators must apply for a licence renewal prior to the expiry date of the current licence. Licences may be issued for a period of up to one year if all licensing requirements are met. Health Canada – Product Safety Program Health Canada helps protect the Canadian public by researching, assessing and collaborating in the management of the health risks and safety hazards associated with the many consumer products, including children’s equipment, toys and furnishings, that Canadians use everyday. Through their Product Safety Program, Health Canada communicates information about juvenile p roduct hazards and recalls to protect children from avoidable risks.Advisories and warnings, juvenile product recall notices, food recalls and allergy alerts are posted on the Health Canada website. The Consumer Product Recalls webpage can be accessed at http://209. 217. 71. 106/PR/list-liste-e. jsp. Health Canada offers an electronic newsletter so that the public can receive updates when consumer advisories and warnings, juvenile product recalls, and consultation documents regarding consumer product safety are posted on the Health Canada Web site. As a prospective operator, you are encouraged to register on line for this service at: http://www. hc-sc. gc. ca/cps-spc/advisories-avis/_subscribeabonnement/index_e. html.Duration of Initial Licensing Process It may take up to 6 to 12 months to open a new day nursery or private-home day care agency depending on a number of factors, including the extent of the renovations, the incorporation of a corporation, the purchasing of equipment, t he hiring of a supervisor or home visitors, the recruitment of staff, the development of policies and obtaining all required approvals. Types of Licences †¢ Regular licence – may be issued for up to 1 year if the operator was in compliance with licensing requirements when last inspected. 10 †¢ Regular short-term licence – issued at the discretion of the Director – routinely issued to new licensees (generally for a period of up to six months) or when more frequent licensing visits are appropriate to support ongoing compliance.Regular licence with terms and conditions – terms and conditions are requirements prescribed by a Director and are additional to the requirements of the Day Nurseries Act. They may reflect circumstances specific to the operation, such as half day or 10 month service. They may also be in place to minimize the recurrence of a non-compliance, such as incomplete staff medical records. Provisional licence – When Day Nurser ies Act requirements have not been met and the operator requires time to meet requirements, a provisional licence (generally for a period up to three months) may be issued. This licence gives the operator a period of time to meet licensing requirements.Copies of a letter indicating that a provisional licence has been issued and a summary of the non-compliances are sent to the centre for distribution to parents. The summary of non-compliances will also appear on the Child Care Licensing Website. †¢ †¢ Child Care Licensing Website MCYS has launched the Child Care Licensing Website to provide parents with information about licensed child care in Ontario. The site is accessible at http://www. ontario. ca/ONT/portal51/licensedchildcare. A search tool allows parents to search for child care by city, postal code, type of program, age group, program name, operator name and language of service delivery.The site also provides the status of the licence and the terms and conditions of the licence for any licensed program parents might be considering or about which they might be concerned. Once a licence is issued, the information appearing on the licence of the program will be available on the website. Child Care Service System Managers The child care system is managed at the municipal level by fortyseven Consolidated Municipal Service Managers (CMSMs) /District 11 Social Services Administration Boards (DSSABs). Each service system manager has responsibility for planning and managing a broad range of child care services, including fee subsidy, wage subsidy, family resource centres and special needs resourcing.Prospective operators should contact their local child care service system manager (see Appendix 4) to discuss the need for child care in the area being considered and for information about funding and fee subsidy. 12 DAY NURSERIES ACT SUMMARY OF LICENSING REQUIREMENTS FOR DAY NURSERIES Day nurseries are centre-based programs and can include nursery schools , full day child care, extended day and before and after school programs. Organization and Management The operator of the day nursery is responsible for maintaining compliance with the Day Nurseries Act and ministry policy. This includes responsibility for the operation and management of the program and financial and personnel administration. A qualified supervisor who directs the program and oversees the staff is required for each child care centre.This person must have a diploma in Early Childhood Education, or other academic qualifications which are considered equivalent, and have at least two years experience in Early Childhood Education. The supervisor must also be approved by the Director under the Day Nurseries Act. Staff Qualifications †¢ The supervisor must have a diploma in Early Childhood Education or equivalent qualifications, with two years experience and must be approved by the Director under the Day Nurseries Act. †¢ One staff with a diploma in Early Childho od Education or equivalent qualifications must be hired for each group of children. Health Assessments and Immunization †¢ Staff immunization/health assessment, as required by the local medical officer of health, must be completed before commencing employment. 13Number and Group Size Number of Staff required for a Day Nursery Other than a Day Nursery for Children with Disabilities Ratio of Employees to Children 3 to 10 1 to 5 Maximum Number of Children in a Group 10 15 Group Age of Children in Group Infant Toddler Under 18 months of age 18 months of age and over up to and including 30 months of age more than 30 months of age up to and including 5 years of age 44 months of age or over and up to and including 67 months of age as of August 31 of the year 56 months of age or over and up to and including 67 months of age as of August 31 of the year 68 months of age or over as of August 31 of the year and up to and including 12 years of age Preschool 1 to 8 16 Junior Kindergarten 1 t o 10 20 Senior Kindergarten 1 to 12 24 School age to 15 30 †¢ All children must be supervised by an adult at all times. †¢ Ratios are not permitted to be reduced at any time for children under 18 months of age. †¢ Ratios are not to be reduced on the playground. 14 †¢ Where there are six or more children over 18 months of age or four or more children under 18 months of age in attendance, there must be at least two adults on the premises. †¢ Staff/child ratios may be reduced to 2/3 of the required ratios during the periods of arrival and departure of children and during the rest period, with the following exceptions: †¢ †¢ when children are under 18 months of age on the playground with any age group In a full day program operating six or more hours in a day, for the purposes of staffing, the period of arrival is not to exceed two hours after the opening and the period of departure is not to exceed two hours before the closing of the day nursery. â₠¬ ¢ In half day nursery school programs and school age programs, the period of arrival is not to exceed 30 minutes after the opening and the period of departure is not to exceed 30 minutes before the closing of the day nursery. Criminal Reference Checks Individuals and directors of a corporation applying for new licences will be required to submit a criminal reference check to their local Ministry of Children and Youth Services Regional Office as part of the licence application.In preparation for the initial licensing visit, the operator of the day nursery is required to develop a criminal reference check policy for all full and part time staff working with the children, as well as for volunteers. Additional information about the Ministry of Children and Youth Services criminal reference check policy is available from Regional Offices. Building and Accommodation Each day nursery must: †¢ comply with the requirements of applicable local authorities i. e. zoning and building depa rtment, medical officer of health and fire department †¢ comply with the requirements of the Safe Drinking Water Act, 2002, O. Reg. 170/03, where applicable.These provisions only apply to designated facilities with drinking water systems where 15 the water is not provided through service connections with a municipal residential water system. The requirements of this regulation are available from the Ministry of the Environment’s website at http://www. ene. gov. on. ca/envision/gp/5361e. pdf †¢ comply with the requirements for lead flushing and water sample testing (where applicable) under the Safe Drinking Water Act, 2002, O. Reg. 243/07. The requirements of this regulation are available from the Ministry of the Environment’s website at http://www. ontario. ca/ONT/portal51/drinkingwater/General? docId= 177450&lang=en †¢ comply with the requirements of the Smoke-Free OntarioAct †¢ have designated spaces for washing, toileting and separate storage are as for toys, play materials and equipment †¢ have designated space for eating and resting, preparation of food if prepared on premises or a food service area if food is catered (prepared off premises by a food catering company and delivered to the centre), a fenced playground (see page 15), storage for beds, a staff rest area and an office area if the program operates for six or more hours †¢ have play space of at least 2. 8 square metres (30 square feet) of unobstructed floor space for each child, based on the licensed capacity †¢ have separate play activity rooms for each age grouping. A separate sleep area for infants is also required †¢ have rooms on or below the second floor where the rooms are for children under six years of age †¢ have a clear window glass area equivalent to 10% of the available floor area for each play activity room for a program that operates for six or more hours in a day. 16 Equipment and Furnishings Each day nursery must have: â € ¢ an adequate number of toys, equipment and furnishings for the licensed capacity.The toys, equipment and furnishings must be age appropriate and include sufficient numbers for rotation as well as for gross-motor activity in the playground area †¢ infant and toddler diapering areas that are adjacent to a sink †¢ cribs or cradles that meet the requirements of the Hazardous Products Act, for infants, and cots for older children †¢ equipment and furnishings which are maintained in a safe and clean condition and kept in a good state of repair †¢ a telephone or an alternative means of obtaining emergency assistance that is approved by the Director †¢ Where children are transported in a day nursery vehicle, child seating and restraint systems are used that meet the requirements of the Highway Traffic Act, O. Reg. 613.Policies and Procedures Every operator must develop the following policies and procedures: †¢ Fire evacuation procedures †¢ Sanitary pr actices †¢ Serious occurrence policy, including child abuse reporting procedures †¢ Criminal reference check policy †¢ Medication policy †¢ Behaviour management policy, including monitoring procedures and contravention policies 17 †¢ Program statement/parent handbook †¢ Playground safety policy †¢ Anaphylactic policy, including an individual plan for each child with a severe allergy and the emergency procedures to be followed. Playground Requirements †¢ Programs operating six or more hours in a day require outdoor play space equivalent to 5. 6 square metres (60 square feet) per child, based on licensed capacity. The playground must be: †¢ sub-divided if licensed capacity is over 64 children †¢ at ground level and adjacent to the premise †¢ designed so that staff can maintain constant supervision. †¢ If used by children under 44 months of age as of August 31 of the year, the playground must be fenced to a minimum height of 1 . 2m (4 feet) and furnished with one or more gates that can be securely closed at all times. †¢ If used by children 44 months of age and up to an including 67 month of age as of August 31 of the year (children eligible to attend junior and senior kindergarten), the playground is fenced to a minimum height of 1. 2 metres and the fence is furnished with one or more gates that are securely closed at all times, unless otherwise approved by the Director. †¢ Fixed playground structures (i. e. limbing equipment, slides) are not required by the Day Nurseries Act; however, if the operator intends to install fixed play structures, the structures and safety surfacing must meet current Canadian Standards Association standards. †¢ The current Canadian Standards Association’s (CSA) Standard applies to new and newly renovated playground equipment, and 18 safety surfacing. The CSA Standards also set out the requirements for routine maintenance and inspections. †¢ Playgrou nd plans indicating the type and location of fixed structures as well as the type and area of safety surfacing must be approved by the ministry before installation. †¢ Once play structures and surfacing are installed, compliance with the CSA standards must be verified in writing by an independent certified playground inspector before the structures can be used by the children.Inspections †¢ Copies of fire and health inspections are to be sent to the Ministry of Children and Youth Services program advisor and kept on file at the day nursery. Insurance Requirements †¢ The operator must have comprehensive general liability coverage and personal injury coverage for all staff and volunteers. †¢ All vehicles owned by the operator and used for transportation of staff and children must have motor vehicle insurance. Fire Safety and Emergency Information †¢ A fire safety plan must be approved by the local fire department. †¢ A written evacuation procedure, approv ed by the fire department, must be posted in each room. †¢ Staff are to be instructed on their responsibilities in the event of fire. Monthly fire drills must be conducted and written records of drills maintained. †¢ Tests of the fire alarm system and fire protection equipment (as required under the Ontario Fire Code) must be conducted and written records of test results maintained. 19 †¢ There must be a designated place of emergency shelter. †¢ An up-to-date list of emergency telephone numbers including the fire department, hospital, ambulance service, poison control centre, police department and a taxi service must be posted where they can be easily accessed. †¢ Medical and emergency contact information for each child must be accessible. Health and Medical Supervision †¢ A daily written log that includes health and safety incidents is required. Any instructions or recommendations made by the fire department, public health department or other regulator y bodies must be implemented and recorded. †¢ Sanitary practices and procedures must be approved by Ministry. †¢ Children must be immunized according to the requirements of the local medical officer of health, unless a fully authorized exemption is on file. †¢ Before each child begins to play with others, a daily observation of the child’s health is required. †¢ An ill child must be separated from others and arrangements made for the child to be taken home or for immediate medical attention, if required. †¢ Serious occurrence procedures must be in place and the Ministry of Children and Youth Services notified of any occurrence.A serious occurrence includes such things as the death of a child, a serious injury, alleged abuse/mistreatment of a child, a missing child, a disaster on the premises (e. g. fire) or a serious complaint. 20 †¢ A written anaphylactic policy is in place that includes: †¢ A strategy to reduce the risk of exposure to anap hylactic causative agents †¢ A communication plan for the provision of information on lifethreatening allergies, including anaphylactic allergies †¢ An individual plan for each child with an anaphylactic allergy that includes emergency procedures in respect of the child †¢ Staff, students and volunteers have received training on procedures to be followed if a child has an anaphylactic reaction. A first aid kit and manual must be readily available. †¢ A written procedure approved by a qualified medical practitioner regarding the giving and recording of medication is required. The procedure should include the storage of medication (e. g. medication must be stored in a locked container). †¢ If a child has or may have a reportable disease or is or may be infected with a communicable disease, this is reported to the medical officer of health as soon as possible. †¢ Cats and dogs on the premises must be inoculated against rabies. Nutrition †¢ Infants are to be fed according to written parental instructions. †¢ Food and drink from home must be labelled with the child’s name. All food and drink must be stored to maintain maximum nutritive value. †¢ Meals and snacks must meet the requirements of the Day Nurseries Act. Canada's Food Guide provides useful information about nutrition. 21 †¢ Meals are to be provided where a day nursery operates for 6 or more hours each day or where the daily program operates less than 6 hours each day and operates over the meal time. This generally refers to the provision of lunch as the mid-day meal. In day nurseries that offer care over extended hours, this may mean that breakfast and/or dinner are also provided. †¢ With the approval of a ministry Director, children 44 months of age or over as of August 31 of the year may bring bag lunches.Written policies and procedures with guidelines for bag lunches should be both posted and provided to parents. †¢ Menus must be posted with substitutions noted. †¢ Children’s food allergies must be posted in the kitchen and in all rooms where food is served. †¢ Special dietary arrangements for individual children are to be carried out according to written instructions of parents. Behaviour Management †¢ Corporal punishment is not allowed under any circumstances. †¢ The following are not permitted: †¢ deliberate harsh or degrading measures that would humiliate or undermine a child's self respect †¢ deprivation of food, shelter, clothing or bedding †¢ confining a child in a locked room †¢ exits locked for the purpose of confinement. Written behaviour management policies and procedures which guide centre staff in managing children’s behaviour are to be reviewed annually by the operator. The operator is required to review the policies and procedures with employees and volunteers or students before they begin working, and annually thereafter. These policies must set out permitted and prohibited behaviour 22 management practices and measures to deal with any contraventions of the policy. †¢ There must be: †¢ a signed, written record of all reviews, and †¢ a written procedure for monitoring behaviour management practices of employees, students and volunteers, and a record kept of this monitoring.Enrolment Records †¢ Up to date enrolment records for all children in attendance must be on site at all times and be available to the Ministry of Children and Youth Services. These records include, in part, an application, immunization records, emergency information, names of persons to whom the child may be released, parental instructions regarding rest, diet or exercise. †¢ Daily attendance records that indicate a child’s arrival, departure and absence from the program are required. †¢ The medical officer of health or designate such as the public health nurse is permitted to inspect children’s records to ensu re that all required immunizations are up to date.Program In order to ensure that the program offered is age and developmentally appropriate for the age of the children being served, the following is required: †¢ a written program philosophy statement which is reviewed annually by the operator and with parents prior to enrolling their child †¢ a program statement which includes: services, age range, times when the services are offered, holidays, fees, admission and discharge policies, program philosophy, program development, personal and health care, nutrition, parental involvement and 23 behaviour management, specialized services and activities off the premises †¢ varied, flexible and age appropriate programs that include quiet and active play, individual and group activities which are designed to promote gross and fine motor skills, language and cognitive skills, and social and emotional development, and †¢ a daily program plan posted and available to parents w ith any variations to the program recorded in the daily log.In addition: †¢ Any infants not able to walk are to be separated from other children during active indoor and outdoor play periods †¢ Children under 30 months of age are to be separated from older children during active indoor and outdoor play periods †¢ Children who attend for six or more hours in a day and are over 30 months of age shall have at least two hours of outdoor play, weather permitting †¢ Children who attend for six or more hours in a day and are under 30 months of age shall be outside for sleep or play, for up to two hours, weather permitting †¢ Children who attend for six or more hours in a day and who are between the ages of 18 months and five years shall have a rest period, not longer than two hours following lunch †¢ A child under 44 months of age as of August 31 of the year who is unable to sleep is not to be kept in a bed (cot) for longer than one hour, after which the child is allowed to get up and participate in quiet activities †¢ A child 44 months of age or over and up to and including 67 months of age as of August 31 of the year and who is unable to sleep during the rest period is permitted to engage in quiet activities. 24 DAY NURSERIES ACT SUMMARY OF LICENSING REQUIREMENTS FOR PRIVATE-HOME DAY CARE AGENCIES Private-home day care agencies provide home child care at more than one location. Care in each location is provided to five children or less under 10 years of age in a private residence other than the home of the parent/guardian of the child. Homes are monitored by the agency. Organization and Management Each private-home day care agency is required to employ one home visitor for every twenty-five homes.The home visitor must have completed a post-secondary program of studies in child development and family studies (for example a diploma in Early Childhood Education or a Degree in Child Studies), have a least two years experience and must be approved by the Director under the Day Nurseries Act. Home visitors provide support to providers who are required to follow the agencies' approved policies and procedures and meet the requirements of the Day Nurseries Act. They are responsible for the recruitment, evaluation and monitoring of providers and the care they offer. Home visitors also meet with parents and providers to establish the most suitable placement for a child and facilitate ongoing communication with parents.Numbers of Children In each home that has been approved by the agency: †¢ The number of children receiving child care must not exceed 5 children †¢ The number of children under 6 years in the provider’s home, including the provider’s own, may not exceed a total of 5 children †¢ The following number of children in each of the following classifications cannot be exceeded at any one time: 25 †¢ †¢ †¢ †¢ †¢ two handicapped children two children, who are un der 2 years of age three children, who are under 3 years of age one handicapped child and one child who is under 2 years of age one handicapped child and two children who are over 2 years of age but under three years of age. †¢Where the children of the provider are under the age of six years, they must be counted in the allowable age mix of children listed above; however, the provider may still have five child care children in addition to her own by caring for some school age children. For example, a provider who has three children of her own under five years may, in addition, provide care for five child care children, if at least three of these children are over the age of six. †¢ †¢ With the approval of the agency, school age children up to and including the age of 12 years may be accommodated along with younger children where appropriate. Agency placed children over the age of 10 years must be counted in the same way as other children, i. e. , there can be a total of only five placements with one provider.Example groupings of the number of allowable children Privatehome day care child Under 2 years 2 1 2 1 2 Privatehome day care child Under 3 years Privatehome day care child 3 to under 6 years 1 2 2 3 Privatehome day care child Over 6 years Provider’s children Under 6 years Provider’s children over 6 years (not counted in allowable number of children) 2 3 1 2 1 2 1 1 2 â€Å"Private-home day care child† includes children placed by the private-home day care agency as well as any children receiving care through private arrangements between the provider and the child’s parent/guardian. 26 †¢ Every private-home day care agency establishes a maximum capacity for each home in compliance with the Day Nurseries Act.Criminal Reference Checks Individuals and directors of a corporation applying for new licences will be required to submit a criminal reference check to their local Ministry of Children and Youth Services Re gional Office, as part of the licence application. In preparation for the initial licensing visit, the operator of the private-home day care agency is required to develop a criminal reference check policy for all staff and providers working with the children, as well as for any volunteers and other persons regularly on the premises where care is being provided. Additional information about the Ministry of Children and Youth Services criminal reference check policy is available from Regional Offices. Building and Accommodation †¢ The buildings and accommodation must comply with municipal bylaws, health, fire and zoning requirements. Private-home day care locations must comply with the requirements of the Smoke-Free Ontario Act. Equipment and Furnishings †¢ Suitable indoor and outdoor play equipment is required for the number and developmental needs of the children enrolled. †¢ Cribs or cradles that meet the requirements of the Hazardous Products Act are required for in fants, and cots and beds for older children. †¢ All equipment must be maintained in a safe and clean condition and kept in good repair. †¢ Outdoor play must be supervised and planned in consultation with the home visitor and the child’s parent. †¢ Poisonous and hazardous materials are to be inaccessible to children. 27 †¢ Firearms and ammunition are to be kept locked and inaccessible to children. Where a private-home day care operator or private-home day care provider transports child in a vehicle, child seating and restraint systems are used that meet the requirements of the Highway Traffic Act, O. Reg. 613. †¢ Working smoke alarms are installed near all sleeping areas at the location and on every storey of the provider’s home that does not have a sleeping area. Policies and Procedures Every operator must develop the following policies and procedures: †¢ Fire evacuation procedures †¢ Sanitary practices †¢ Serious occurrence poli cy, including child abuse reporting procedures †¢ Anaphylactic policy, including an individual plan for each child with a severe allergy and the emergency procedures to be followed. Criminal reference check policy †¢ Medication policy †¢ Behaviour management policy, including monitoring procedures and contravention policy †¢ Home visitor and provider training and development policy †¢ Program statement/parent handbook. Inspections †¢ Copies of fire and health inspections are to be sent to the Ministry of Children and Youth Services program advisor and kept on file at the head office of the private-home day care agency. 28 Insurance Requirements †¢ The operator must have comprehensive general liability coverage and personal injury coverage for all staff and providers. †¢ All vehicles owned by the operator must have motor vehicle insurance. Health and Medical Supervision †¢ Instructions or recommendations from the local Public Health Depart ment must be implemented. †¢ Sanitary practices and procedures must be approved by the Ministry. Children are to be immunized as recommended by the local medical officer of health. †¢ Each day, before each child begins to play with others, an observation of the child’s health is required. †¢ An ill child must be separated from others and arrangements made for the child to be taken home or for immediate medical attention, if required. †¢ Serious occurrence procedures must be in place and the Ministry of Children and Youth Services notified of any occurrence. A serious occurrence includes such things as the death of a child, a serious injury, alleged abuse/mistreatment of a child, a missing child, a disaster on the premises (e. g. fire) or a serious complaint. A written anaphylactic policy is in place that includes: †¢ A strategy to reduce the risk of exposure to anaphylactic causative agents †¢ A communication plan for the provision of information on lifethreatening allergies, including anaphylactic allergies †¢ An individual plan for each child with an anaphylactic allergy that includes emergency procedures in respect of the child 29 †¢ Home visitors, providers, residents, students and volunteers have received training on procedures to be followed if a child has an anaphylactic reaction. †¢ A first aid kit and manual must be readily available. †¢ A written procedure approved by a qualified medical practitioner regarding the giving and recording of medication is required. The procedure should include the storage of medication (e. g. tored in a location that is inaccessible to children). †¢ Cats and dogs on the premises must be inoculated against rabies. Nutrition †¢ Infants are to be fed according to written parental instructions. †¢ Food and drink that is brought from home is to be labelled with the child’s name. †¢ All food and drink must be stored to maintain maximum nutritiv e value. †¢ Meals and snacks must meet the requirements of the Day Nurseries Act. Canada's Food Guide provides useful information about nutrition. †¢ Nutritious between-meal snacks are to be provided for each child one year of age or over that promote good dental health and will not interfere with a child's appetite for meal time. Meals are to be provided where a private-home day care location provides care for 6 or more hours each day or where care is provided for less than 6 hours each day and over the meal time. This generally refers to the provision of lunch as the mid-day meal. In locations that offer care over extended hours, this may mean that breakfast and/or dinner are also provided. †¢ With the approval of a ministry Director, children 44 months of age or over as of August 31 of the year may bring bag lunches. Written 30 †¢ Menus are to be planned in consultation with parents and the home visitor. †¢ Special dietary arrangements for individual chil dren are to be carried out according to written instructions of parents. Behaviour Management †¢ Corporal punishment is not allowed under any circumstances. The following are not permitted: †¢ Deliberate harsh or degrading measures that would humiliate or undermine a child's self respect †¢ Deprivation of food, shelter, clothing or bedding †¢ Confining a child in a locked room, and †¢ Exits locked for the purpose of confinement. †¢ Written behaviour management policies and procedures for provider’s management of children’s behaviour must be reviewed annually by the operator and with each provider, volunteers, students and any persons regularly on the premises where care is being provided. These policies must set out permitted and prohibited behaviour management practices and measures to deal with any contraventions of the policy. There must be: †¢ a signed, written record of all reviews, and †¢ a written procedure for monitoring behaviour management practices of providers, students, volunteers and any persons regularly on the premises, and a record kept of this monitoring. 31 Enrolment Records †¢ Up to date enrolment records for all children in attendance must be on site at all times and be available to the Ministry of Children and Youth Services. This record includes, in part, an application, immunization, emergency information, names of persons to whom the child may be released, parental instructions regarding rest, diet or exercise). †¢ A record of each child’s daily attendance is required. †¢ Local medical officer of health or designate such as the public health nurse is permitted to inspect records to ensure that all required immunizations are up to date.Program In order to ensure that the program offered is age and developmentally appropriate for the age of the children being served the following is required: †¢ a written program philosophy statement which is to be reviewed annually by the operator and with parents prior to enrolling their child †¢ a program statement which includes: services, age range, fees, particular approach to program, parental involvement and behaviour management †¢ varied, flexible and age appropriate programs must be planned which include quiet and active play as well as individual and group activities that are designed to promote gross and fine motor skills, language and cognitive skills, and social and emotional development, and †¢ the program of activities is to be made available to parents.In addition: †¢ Each child who is in attendance for six or more hours in a day and is over 30 months of age is required to have daily outdoor activities. 32 †¢ Each child under 30 months of age in attendance for six or more hours in a day is required to be outdoors for sleep or play or both for up to two hours each day, weather permitting. †¢ Each child who is in attendance for six or more hours in a day and is between 18 months and five years is required to have a rest period not exceeding 2 hours following lunch. †¢ A child under 44 months of age as of August 31 of the year who is unable to sleep is not to be kept in bed (cot/playpen) for longer than one hour and is allowed to get up and participate in quiet activities. A child 44 months of age or over and up to and including 67 months of age as of August 31 of the year and who is unable to sleep during the rest period is permitted to engage in quiet activities. Health Assessments or Immunization †¢ Providers and persons (including the provider’s own children) regularly on the premises must be immunized as recommended by the local medical officer of health, unless a fully authorized exemption in on file. 33 CONCLUSION The Ministry of Children and Youth Services’ vision is an Ontario where all children and youth have the best opportunity to succeed and reach their full potential. Child care is an important supp ort to families, healthy child development and school readiness.The licensing requirements exist to support a system where children are cared for in a safe, nurturing and stimulating environment. The information provided in this package will assist you in understanding the licensing requirements for child care in Ontario. This package is only an overview of the process. If you decide to apply for a licence to operate either a day nursery or a private-home day care agency, contact the Ministry of Children and Youth Services Regional Office in your area for more detailed information. The Regional Office staff will be pleased to assist and support you in establishing your child care program. 34 APPENDIX 1 Glossary of TermsChild Care Service System Managers: The municipalities and district social service administration boards which are responsible for the management of the delivery of child care services. Premises that receive more than five children under 10 years of age, not of common parentage, for a continuous period not more than 24 hours for temporary care and guidance. The Ministry also licenses day nurseries for children with a developmental disability up to the age of 18 years. An employee of the Ministry appointed by the Minister as a Director for all or any of the purposes under the Day Nurseries Act. Ministry of Children and Youth Services. Minister of the Ministry of Children and Youth Services An individual or corporation who holds the licence.A person or corporation that provides private home day care at more than one location. The self employed person in charge of the children in a location where private-home day care is provided who is directly responsible for planning and implementing a daily program. A ministry employee, designated under section 16 of the Day Nurseries Act to inspect licensed child care programs and follow up on complaints about unlicensed child care. Ministry offices located in geographical areas across the province. Day Nurser y: Director: Ministry: Minister: Operator: Private-Home Day Care Agency: Private-Home Day Care Provider: Program Advisor: Regional Offices: 35 APPENDIX 2Things to look into before applying for a licence to operate a day nursery or a private-home day care agency NOTE: It is recommended that you do not purchase or lease premises for a day nursery until you have reviewed this information, taken the steps as outlined and consulted with the ministry about your specific plans. †¢ Obtain a copy of the Day Nurseries Act to become familiar with the regulations governing the operation of a licensed day nursery or a privatehome day care agency. A copy of the Day Nurseries Act is available from Publications Ontario, 777 Bay Street, Market Level, Toronto, Ontario M5G 2C8 or by calling 416-585-7485 or 1-800-668-9938.The Day Nurseries Act can also be viewed on the ministry’s website at http://www. children. gov. on. ca by following the links to Legislation. Assess the need for service within the area in which you intend to operate. This could include contacting existing agencies and/or child care centres to discuss the possible need for additional licensed child care services and surveying the community where you would like to establish your service. Speak with your fire, health and municipal zoning and building inspection departments for information regarding any site specific requirements for starting a day nursery or a private-home day care agency. These telephone numbers are available in the blue pages of your telephone directory.Prepare a basic budget based on expenses such as staff salaries and benefits, provider payments, play equipment, food, insurance and office expenses such as rent, taxes, utilities, telephone and bank charges. If you wish to operate a day nursery, determine what it would cost to renovate the space, indoors and outdoors in order to meet the requirements of the Day Nurseries Act and requirements of fire, health, and the building code. M inistry approval of the floor plans which include any proposed changes to the premises must be obtained prior to application for a building permit. Building permits issued by the municipal Building Department must be obtained prior any renovations being made. Call the MCYS Regional Office in your area for more detailed information and for assistance with the licensing process.Contact your local Child Care Service System Manager to find out about the child care services that are currently being delivered in your area. Examine their local child care plan to see what services are being planned and 36 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ developed. The addresses of the Child Care Service System Managers are included in this package. APPENDIX 3 Ministry of Children and Youth Services (MCYS) REGIONAL OFFICES MCYS Toronto Region 477 Mount Pleasant Rd, 3rd Floor, Toronto ON M7A 1G1 Tel: (416) 325-0652 MCYS Central East Region 465 Davis Drive, Newmarket ON L3Y 8T2 Tel: (905) 868-8900 Toll Free:1-877-669-6658 MCYS Central West Region 6733 Mississauga Rd. Suite 200 Mississauga ON L5N 6J5 Tel: (905) 567-7177 ext. 245 Toll Free: 1-877-832-2818 MCYS Hamilton/Niagara Region 119 King St. W. , 7th floor Hamilton ON L8P 4Y7 Tel: (905) 521-7344 Toll Free: 1-800-561-0568 MCYS Northern Region 199 Larch St. , Suite 1002 Sudbury ON P3E 5P9 Tel: (705) 564-6699 Toll Free:1-800-265-1222 MCYS South West Region 217 York St. , Suite 203 London ON N6A 5R1 Tel: (519) 438-5111 Toll Free: 1-800-265-4197 MCYS South East Region 11 Beechgrove Lane Kingston ON K7M 9A6 Tel: (613) 545-0539 Toll Free:1-800-646-3209 MCYS Eastern Region 347 Preston St. , 3rd floor Ottawa ON K1S 3H8 Tel: (613) 787-5281 Toll Free:1-800-667-6190 MCYS North East Region 621 Main St.West North Bay ON P1B 2V6 Tel: (705) 474-3540 Toll Free:1-800-461-6977 37 APPENDIX 4 CHILD CARE SERVICE SYSTEM MANAGERS CENTRAL EAST REGION City of Kawartha Lakes 322 Kent Street West PO Box 2600 Lindsay ON K9V 4S7 (70 5) 324-9870 County of Northumberland 860 William Street Cobourg ON K9A 3A9 (905) 372-6846 City of Peterborough 178 Charlotte Street Peterborough ON K9J 8S1 (705) 748-8830 County of Simcoe Administration Centre 1110 Hwy 26 West Midhurst ON L0L 1X0 (705) 735-6901 Regional Municipality of York 17250 Yonge Street PO Box 147 Newmarket ON L3Y 6Z1 (905) 895-1231 Regional Municipality of Durham 605 Rossland Road East Whitby ON L1N 6A3 (905) 668-7711 CENTRAL WEST REGION County of Dufferin 229 Broadway Ave. Unit #4 Orangeville ON L9W 1K4 (519) 941-6991 Regional Municipality of Peel 3515 Wolfedale Road Mississauga ON L5C 1V8 (905) 791-1585 County of Wellington 21 Douglas Street Guelph ON N1H 2S7 (519) 837-3620 Regional Municipality of Halton 690 Dorval Drive, 5th Floor Oakville ON L6M 3L1 (905) 825-6000 Regional Municipality of Waterloo P. O. Box 1612 99 Regina Street South, 5th Floor Waterloo ON N2J 4G6 (519) 883-2177 38 EASTERN REGION City of Cornwall 360 Pitt Street, PO Box 877 Cornwall ON K6H 5T9 (613) 932-6252 County of Renfrew 9 International Drive Pembroke ON K8A 6W5 (613) 735-7288 City of Ottawa 100 Constellation Crescent Ottawa ON K2G 6J8 (613) 580-2424 United Counties of Prescott & Russell 59, Court Street P. O. Box 304 L'Original ON K0B 1K0 (613) 675-4661 HAMILTON NIAGARACity of Brantford 220 Clarence Street Brantford ON N3R 3T5 (519) 756-3150 Norfolk County 12 Gilbertson Drive PO Box 570 Simcoe ON N3Y 4L1 (519) 426-6170 ex 3736 City of Hamilton 4 Hughson Street South, Suite 201 Hamilton ON L8N 3Z1 (905) 546-2424 ex. 4120 Regional Municipality of Niagara 2201 St. David’s Road PO Box 344 Thorold ON L2V 3Z3 (905) 984-6900 ex 3823 NORTH EAST REGION District of Cochrane Social Services Administration Board The 101 Mall 38 Pine Street North, Unit 120 Timmins ON P4N 6K6 (705) 268-7722 Toll Free: 1-877-259-7722 District Municipality of Muskoka 70 Pine Street Bracebridge ON P1L 1N3 (705) 645-2412 Toll Free: 1-800-461-4215District of Nipissing Social Services Ad ministration Board 200 McIntyre Street East, 3rd floor PO Box 750 North Bay ON P1B 8J8 (705) 474-2151 District of Parry Sound Social Services Administration Board 76 Church Street, 2nd floor Parry Sound ON P2A 1Z1 (705) 746-7777 Toll Free: 1-800-461-4464 39 Toll Free: 1-877-829-5121 District of Timiskaming Social Services Administration Board 29 Duncan Avenue North PO Box 310 Kirkland Lake ON P2N 3H7 (705) 567-9366 Toll Free: 1-888-544-5555 NORTHERN REGION Algoma District Services Administration Board RR #1 1 Collver Rd. Thessalon ON P0R 1L0 (705) 842-3370 District of Thunder Bay Social Services Administration Board 34 N Cumberland St. 5th Floor Thunder Bay ON P7A 8B9 (807) 684-2155 Manitoulin-Sudbury District Social Services Administration Board 210 Mead Boulevard Espanola ON P5E 1R9 (705) 862-7850 The City of Greater Sudbury PO Box 5000, Station A Sudbury ON P3A 5W5 (705) 673-2171 District of Sault Ste. Marie Social Services Administration Board 180 Brock Street Sault Ste. Marie O N P6A 3B7 (705) 541-7300 Kenora District Services Board 211 Princess Street, Suite 1 Dryden ON P8N 3L5 (807) 223-2100 Rainy River District Social Services Administration Board 450 Scott Street Fort Frances ON P9A 1H2 (807) 274-5349 SOUTH EAST REGION City of Kingston 362 Montreal Street Kingston ON K7K 3H5 (613) 546-2695 County of Lanark P. O. Box 37 99 Sunset Blvd. County of Hastings P. O.Box 6300 Belleville ON K8N 5E2 (613) 966-8032 County of Prince Edward, Lennox and Addington 97 Thomas Street East 40 Perth ON K7H 3E2 (613) 267-4200 United Counties of Leeds and Grenville 25 Central Avenue West Suite 200 Brockville ON K6V 4N6 (613) 342-3840 Napanee ON K7R 3S9 (613) 354-4883 SOUTH WEST REGION City of London Child Care Services 151 Dundas Street, 4th Floor P. O. Box 5045 London ON N6A 4L6 (519) 661-2500, Ext. 5895 City of Stratford 82 Erie Street Stratford ON N5A 2M4 (519) 271-3773, Ext. 243 County of Bruce PO Box 399 30 Park Street Walkerton ON N0G 2V0 (519) 881-0431, Ext. 234 Count y of Huron Jacob Memorial Building 77722D London Road RR #5 Clinton ON N0M 1L0 (519) 482-8505, Ext. 01 County of Oxford 40 Metcalfe Street Woodstock ON N4S 3E7 (519) 539-5656, Ext. 248 City of St. Thomas St. Thomas/Elgin Ontario Works 423 Talbot Street St. Thomas ON N5P 1C1 (519) 631-9350, Ext. 128 City of Windsor 215 Talbot Street East Leamington ON N8H 3X5 (519) 322-3522 County of Grey 595-9th Avenue East Owen Sound ON N4K 3E3 (519) 376-7324 County of Lambton Community & Health Services 160 Exmouth Street Point Edward ON N7T 7Z6 (519) 383-6231, Ext. 242 Municipality of Chatham-Kent 435 Grand Avenue West PO Box 1230 Chatham ON N7M 5L8 (519) 351-1228, Ext. 2130 TORONTO REGION City of Toronto Children’s Services Division 55 John Street, Station 1102 41 10th Floor, Metro Hall Toronto ON M5V 3C6 (416) 392-5437 42