The Rather Interesting History of Speak and Spell

The Rather Interesting History of Speak and Spell The Speak and Spell is a handheld electronic device and educational toy with a very interesting place in history. The toy/learning aid was developed in the late 1970s by Texas Instruments and introduced to the public at the Summer Consumer Electronics Show in June 1978. Its claim to fame is that the Speak and Spell was the first commercial product to use a brand new technology, called DSP technology. According to the IEEE: the Speak and Spell digital signal processing (DSP) innovation in audio processing is the starting milestone for the huge digital signal processing industry that has a more than $20 Billion market today. Using digital signal processing has grown tremendously with the development of analog to digital and digital to analog conversion chips and techniques. Digital signal processors are used in many of the consumer, industrial, and military applications. Digital Signal Processing By definition, DSP (short for digital signal processing) is the manipulation of analog information into digital. In Speak and Spells case, it was analog sound information that was converted into a digital form. The Speak and Spell was a product that was the result of Texas Instruments research into the area of synthetic speech. By being able to speak to children, the Speak and Spell was able to teach both the correct spelling and pronunciation of a word. Research and Development of the Speak and Spell The Speak and Spell marked the first time the human vocal tract had been electronically duplicated on a single chip of silicon. According to the manufacturers of the Speak and Spell, Texas Instruments, research on the Speak and Spell began in 1976 as a three-month feasibility study with a $25,000 budget. Four men worked on the project in its early stages: Paul Breedlove, Richard Wiggins, Larry Brantingham, and Gene Frantz. The idea for the Speak and Spell originated with engineer Paul Breedlove. Breedlove had been thinking about potential products that could use the capabilities of the new bubble memory (another Texas Instrument research project) when he came up with the idea for the Speak and Spell, originally named The Spelling Bee. With technology being what it was at that time period, speech data required a challenging amount of memory, and Texas Instruments agreed with Breedlove that something like the Speak and Spell could be a good application to develop. In an interview conducted by Benj Edwards of Vintage Computing with one of the Speak and Spell team members, Richard Wiggins, Wiggins reveals the basic roles of each of the team in the following way: Paul Breedlove originated the idea of a learning aid for spelling.Gene Frantz was responsible for the overall product design: spelling words, case design, display, and operation.Larry Brantingham was the integrated circuit designer.Richard Wiggins wrote the voice processing algorithms. Solid State Speech Circuitry The Speak and Spell was a revolutionary invention. According to Texas Instruments, it used an entirely new concept in speech recognition and unlike tape recorders and pull-string photograph records used in many speaking toys at the time, the solid-state speech circuitry it used had no moving parts. When it was told to say something it drew a word from memory, processed it through an integrated circuit model of a human vocal tract and then spoke electronically. Made specifically for the Speak and Spell, the Speak and Spell four created the first linear predictive coding digital signal processor integrated circuit, the TMS5100. In laymans terms, the TMS5100 chip was the first speech synthesizer IC ever made.

Do-gooder Is Not a Positive Term

Do-gooder Is Not a Positive Term Do-gooder Is Not a Positive Term Do-gooder Is Not a Positive Term By Maeve Maddox A reader questions the positive use of the epithet do-gooder: One use of the language that disturbs me is the use by my local paper of the term â€Å"Do-gooder† [to refer] to people who are indeed doing good deeds by helping or contributing.  However the only definitions I have seen for the term appear to refer to those who are trying to do good, but do so in unrealistic or wrong means. I feel the current use is not considering the older, perhaps archaic, usage. The OED does list one example of the noun Do-Good to mean â€Å"a person who does good,† but the only citation given is dated 1654 and the usage is labeled obsolete. In subsequent usage, the nouns do-good and do-gooder have not been intended as compliments. These OED examples from the 1920s reflect the pejorative usage: 1923 There is nothing the matter with the United States exceptthe parlor socialists, up-lifters, and do-goods. 1925   He could not stand them- no decently constituted American can- nor the uplifters and do-gooders who rule us to-day. The Web offers numerous examples of do-gooder in headlines that introduce stories that make it clear that the term is meant in a positive sense: Ebola-stricken doc described as driven do-gooder Africa [has become] the hottest continent for A-list do-gooders like Bono and Brangelina. Salvation Army honors Mon Valley do-gooders Brooklyn Do Gooder Awards to honor community service The misuse of do-gooder to mean â€Å"one who does genuine good† may have gone too far to reverse. If that’s the case, it’s unfortunate. We need a word that describes a person who acts according to his own idea of what doing good is without considering the consequences that might affect the recipients of the supposed good. For example, a corporation or celebrity might think that giving free shoes and free shirts to every person in a poor village is an excellent way to do good, whereas in reality the act would create worse poverty for the village cobblers, weavers, tailors, and seamstresses. English has other words to describe a person who tries to improve the lives of others. Philanthropist is an obvious choice, but many speakers might share the difficulty of the Wizard of Oz when he tries to use the word: Back where I come from there are men who do nothing all day but good deeds. They are called philaer, philaer, yes, er, Good Deed Doers. Ruling out philanthropist as too difficult to pronounce, we still have benefactor, humanitarian, altruist, and social reformer. And, perhaps, â€Å"Good Deed Doer.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:70 Idioms with Heart7 Tips for Writing a Film ReviewHow Verbs Become Adjectives

Discussion #5 Business Ethics Essay Example | Topics and Well Written Essays - 250 words

Discussion #5 Business Ethics - Essay Example ltinationals to comply with the laws governing business an operation in other countries since each of them has distinct regulations which apply to them. For instance, the multinationals need to know and accept to adhere with the laws governing importation, exportation, recruitment, employee welfare, Corporate Social Responsibility (CSR) and environmental conservation. Failure to do so might expose them to lots of legal tussles which might in the long run, interfere with their success. On the other hand, it is my considered opinion that these multinationals should offer reasonable and fair salaries and wages to their employees. These can be determined by referring to the local and international labor laws, government policies on wage limits, demands from the trade unions, level of expertise and costs of living. The remunerations offered to each category of employee should be acceptable by all the involved stakeholders. This is the best way through which these multinationals can satisfy their workforce and appeal to the general public as they strive to accomplish their short and long-term

What do you think has been the most profound and enduring consequence Essay

What do you think has been the most profound and enduring consequence of colonialism in Africa Can it be said that colonialism had positive consequences - Essay Example onists normally govern the possessions, work force, and the trading aspects of the colony, and may enforce certain rules on the local people of that particular colony. In Africa, colonialism has most profound and enduring consequences that can either be positive or negative consequences. This paper, therefore, highlights some of the most profound and enduring consequences of colonialism, in Africa. It further argues whether or not colonialism had positive consequences, in Africa. The process of colonialism on the African land significantly transformed its account forever. Every way of living of the Africans changed completely from the way they think to culture, which were forever put in place by the change in their political system that was brought about by the process of colonialism (Thomson 67). The economy of Africa also transformed due to the slave trade through imperialism and the economic strategies that were imposed by the colonists. The major impacts and long lasting effects of colonialism, in Africa, include racial discrimination to Africans, tribal violence, and total poverty. According to Ali Mazrui, racial expression is the major lasting effect of colonialism in Africa, taking the example of the South African’s apartheid era, which took a long time to end even after they got their independent from the European colonists (Mazrui 116). The Europeans most awful heritage was the presence of the White racist state, which existed up to the year 1994, in South Africa. Apartheid was an acceptable racial discrimination method that was centered upon different ethnic backgrounds in South Africa. The people of South Africa were discriminated according to their races, and the local black population was denied the citizenship (Mazrui 112). The Whites were offered quality education, proper housing, good jobs, and excellent medical care. The apartheid system was so unreasonable with only whites who were less than te n percent trying to rule upon a larger population

Tools That Monitor Truck Drivers Essay Example for Free

Tools That Monitor Truck Drivers Essay How to Monitor Truck Drivers Trucks and drivers represent a considerable cost for firms, therefore, a firm should use tools to monitor the behavior of its truck driver to ensure that 1- Drivers are following regulations to minimize risks and cost. 2- Reduces or eliminates fatigue-related injuries and fatalities. 3- Reduces accidents and equipment damage. Copilot A low cost driver drowsy driver monitor, Copilot, is one of such tools mentioned early. The Copilot consists of a digital camera integrated with a low-cost digital signal processor (DSP). The Copilot is a functionally enhanced version of a previous monitor that has been successfully used in a variety of research projects in simulators and in over-the-road vehicles (). The Copilot measures slow eyelid closures as represented by PERCLOS (Percent Eyelid Closure). PERCLOS is defined as the proportion of time that a subjects eyes are closed over a specified period. PERCLOS has been separately validated in two independent laboratories as an accurate predictor of performance degradation in sleep- deprived subjects. The current driver interface is based on recent experimental results that drowsiness feedback can reduce drowsiness and improve driver performance for sleep deprived truck drivers operating a truck simulator. DSS System ÂÆ'The DSS system works most of the time for most operators ÂÆ' Provides â€Å"virtual† driving buddy for the operator ÂÆ' Can provide site supervision near real-time notice of potential fatigued operators ÂÆ'Highly effective if used with supervisor intervention procedure ÂÆ'The communications plan about the technology and how it will be used is critical ÂÆ' Complete management support and ownership of the process (from the mine manager to front-line supervisor) ÂÆ' Consequences are clearly defined; do what you say you are going to do ÂÆ' Listen to complaints and fix issues/problems early ÂÆ' Site champions required Accelerometers and pressure transducers, mounted in suspension components, can be used to monitor the ride of haulage trucks. Presently, it is difficult to tell what caused a jolt to the truck using either pressure or acceleration data alone. When information from a global positioning system (GPS) is recorded at the same time as shock pressures or acceleration data, the exact location of an event can be determined. Mine management can then determine what caused the jolt to the truck. † NIOSH (National Institute for Occupational Safety and Health) is investigating how the work environment of haulage truck drivers can be improved. The US Mine Safety and Health Administration (MSHA) notes that, between 1986 and 1995, 60% of the back injuries were to haulage truck drivers in metal/non-metal surface mining. Personnel from Phelps Dodge suggested that combining acceleration data with information obtained from a GPS could generate results with a variety of uses. Therefore, researchers at the Spokane Research Laboratory (SRL) began investigating how to tie acceleration and GPS data together. It was originally thought that this tool would be used primarily for road and truck maintenance. However, as research progressed, it became apparent that it would also be useful in providing feedback about equipment operations and identifying unusual causes of jolting. A data collection system that ties acceleration and GPS location data has been successfully demonstrated at a cooperating mine. A variety of applications are possible. Using plotting software, the person reviewing the data produced can see the acceleration history of the truck, much like an infrared camera can display the thermal signature of a moving object. Sophisticated hardware and software monitors very low-level accelerations and increases functionality. Severe jolts can be monitored by using inexpensive hardware and software. GPS-based location intelligence technology deliver exception control and visibility over entire truck GPS fleet, eliminating out of route miles, reducing fuel consumption, automating compliance and improving your bottom line. These truck GPS combined capabilities resolve a rogue’s gallery of fleetwide problems: excessive fuel costs, unnecessary timecard disputes, error-prone manual HOS reporting, and inefficient fuel tax accounting and compliance paperwork. GPS users report an average 15% to 30% lower fuel consumption, 15% less overtime, 12% less unauthorized vehicle use and 12% higher productivity. Driver monitoring tool detects driver workload and stress levels It’s a Tool which monitors driver’s state with camera and seat sensor and alarms if the driver becomes too distracted. Key benefits: Operator vigilance – supervise the machine operator sleepiness and distraction level Traffic safety – advice a driver to adapt his/her driving style to avoid safety risks Green driving – assist a driver to save fuel and reduce carbon dioxide emissions

All About Adolf :: essays research papers

Adolf Hitler was born a child on April 20, 1889 in a â€Å"Modest Inn† located in the town of Braunavon, Germany. Hitler grew up in a household of seven people, five of which were siblings. He had a little brother Edmund. One younger sister named Paula. One older half-brother named Alois, Jr and one older half sister named Angela. This family of seven lived on a little farm located in Limbach, Austria. He had moved several times. The first time he moved it was to Braunavon, Germany. The second time he moved it was to Leonding.   Ã‚  Ã‚  Ã‚  Ã‚   Throughout his childhood he grew up watching war movies and playing â€Å"Cowboys and Indians†. He was adapted to a survival behavior since the day he was born, and many real life instances helped him grow that way. At the age of 16, his mother died from cancer. Later that year, Hitler’s father Alois, died from a lung hemorrhage. The death of his parents brought a new beginning to Hitler’s life, time to live on his own. Due to this tragedy, Hitler became homeless in Vienna, Austria. While in Vienna, Hitler tried to join the Vienna Academy of Fine Arts, but he had happened to fail both times. Due to his failures in Vienna, this is the place he grew to hate Jews. While living on the streets, Hitler adopted a survivor instinct. At the age of 21, Hitler became keenly interested in politics. As some years passed he decided to move out of Vienna and into a town of Munich, at the age of 24. After moving, he was later tracked down by authorities in January of 1914. The cops decided not to press charges of refugee. While living in Munich, he applied for the World War. A process which would change his life indefinitely. The War was the type of a place Hitler was used to being in. He was used being in a fighting and battling scene. Therefore nothing was new to him. Hitler avoided several life threatening injuries during the War. Hitler’s attitude was better than the other 25-year-olds. Hitler never complained about bad situations or bad food. Hitler thought that this injury would have never happened if it weren’t for the Jews. He felt that the Jews were causing all of the German problems. While in the hospital for this leg injury, Hitler had been offered a Medal of Honor, but turned it down because the offer came was a Jew. All About Adolf :: essays research papers Adolf Hitler was born a child on April 20, 1889 in a â€Å"Modest Inn† located in the town of Braunavon, Germany. Hitler grew up in a household of seven people, five of which were siblings. He had a little brother Edmund. One younger sister named Paula. One older half-brother named Alois, Jr and one older half sister named Angela. This family of seven lived on a little farm located in Limbach, Austria. He had moved several times. The first time he moved it was to Braunavon, Germany. The second time he moved it was to Leonding.   Ã‚  Ã‚  Ã‚  Ã‚   Throughout his childhood he grew up watching war movies and playing â€Å"Cowboys and Indians†. He was adapted to a survival behavior since the day he was born, and many real life instances helped him grow that way. At the age of 16, his mother died from cancer. Later that year, Hitler’s father Alois, died from a lung hemorrhage. The death of his parents brought a new beginning to Hitler’s life, time to live on his own. Due to this tragedy, Hitler became homeless in Vienna, Austria. While in Vienna, Hitler tried to join the Vienna Academy of Fine Arts, but he had happened to fail both times. Due to his failures in Vienna, this is the place he grew to hate Jews. While living on the streets, Hitler adopted a survivor instinct. At the age of 21, Hitler became keenly interested in politics. As some years passed he decided to move out of Vienna and into a town of Munich, at the age of 24. After moving, he was later tracked down by authorities in January of 1914. The cops decided not to press charges of refugee. While living in Munich, he applied for the World War. A process which would change his life indefinitely. The War was the type of a place Hitler was used to being in. He was used being in a fighting and battling scene. Therefore nothing was new to him. Hitler avoided several life threatening injuries during the War. Hitler’s attitude was better than the other 25-year-olds. Hitler never complained about bad situations or bad food. Hitler thought that this injury would have never happened if it weren’t for the Jews. He felt that the Jews were causing all of the German problems. While in the hospital for this leg injury, Hitler had been offered a Medal of Honor, but turned it down because the offer came was a Jew.

Tda 2.5 Schools as Organisations

TDA 2. 5 Schools as organisations Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1. 1, 1. 2, 2. 1, 2. 2, 2. 3, 3. 1, 3. 2, 3. 3, 4. 1, 4. 2, 5. 1, 5. 2, 6. 1, 6. 2 and 6. 3. †¢Identify the main types of state and independent schools †¢Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance †¢Describe roles and responsibilities of: -School governors -Senior management team -Other statutory roles e. g. SENCO -Teachers †¢Describe the roles of external professionals who may work with a school e. g. ducational psychologist †¢Define the meaning of: -Aims -Values †¢Describe with examples how schools may demonstrate and uphold their aims †¢Describe with examples how schools may demonstrate and uphold their values †¢Identify the laws and codes of practice affecting work in schools †¢Describe why school have policies and procedures †¢Identify the policie s and procedures school may have relating to: -Staff -Pupil welfare -Teaching and learning †¢Identify the roles and responsibilities of national and local government for education policy and practice †¢Describe the role of schools in national olicies relating to children, young people and families †¢Describe the roles of other organisations working with children and young people and how these may impact on the work in schools. Identify the main types of state and independent schools Links to learning outcome 1, assessment criteria 1. 1 AND Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance Links to learning outcome 1, assessment criteria 1. 2 All children in England between the ages of 5 and 16 are entitled to a free place at a state school. There are four main types of state schools that receive funding from the local authority. They all follow the national curriculum and are regularly inspected by OFSTED. Community schools – Run by the local authority, which employ the staff, own the lands and building, and decides which admissions criteria to use. Community schools have strong links with the local community and they usually offer their facilities for childcare and adult learning classes. (I do work placement at a community school) Foundation and trust schools – Foundation schools are run by their own governing body, which employs the staff and sets the admissions criteria. Land and buildings are owned by the governing body or a charitable foundation. Trust schools are like foundation schools but they have an outside partnership which forms a charitable trust. The outside partner could be a business or educational charity. They try to explore new way of working to raise standards. The governing body decides whether to become a trust school with parents having a say. Voluntary-aided schools – Are mainly religious or faith schools. The governing body employs staff and sets the admissions criteria. The school buildings and land is owned by a charity hich could be a religious organisation. They also appoint some of the members of the governing body. Voluntary-controlled schools- Are similar to voluntary-aided schools, but are run by the local authority. The local authority employs the staff and set the admissions criteria. The land and buildings and land are owned by a charity usually a religious organisation, which also appoint some members of the g overning body. There are; Specialist schools- which follow the National Curriculum and focus on a particular subject area like, sports, media or technology. Academies- which are independently managed, they are set up by sponsors from business, faith or voluntary groups in partnership with the Department for Education (DfE) and the local authority. Together they fund the land and buildings, with the government covering the running costs. City Technology Colleges- These are independently managed, non-fee-paying schools in urban areas for pupils of all abilities aged 11 to 18. They are geared towards science, technology and the world of work, offering a range of vocational qualifications as well as GCSEs and A levels. Community and foundation special schools- cater for children with specific special educational needs. These may include physical disabilities or learning difficulties. Faith schools- are mostly run in the same way as other state schools. However, their faith status may be reflected in their religious education curriculum, admissions criteria and staffing policies. Grammar schools- select all or most of their pupils based on academic ability. Maintained boarding schools- offer free tuition, but charge fees for board and lodging. Independent schools- set their own curriculum and admissions policy is usually decided by the governing body and head teacher. They are funded by fees paid by parents and income from investments. Just over half have charitable status. They have to be registered with the DfE, and regularly monitored by OFSTED. http://www. direct. gov. uk/en/Parents/Schoolslearninganddevelopment/ChoosingASchool/DG_4016312 Describe roles and responsibilities of: -School governors -Senior management team -Other statutory roles e. g. SENCO -Teachers Links to learning outcome 2, assessment criteria 2. 1 School governors- work with the school, they work in partnership with the headteacher and staff. Governors do not intervene with the day to day running of the school, unless there is a serious problem. The governing body is also responsible for making sure that the schools finances are managed appropriately. It is also responsible for staffing and personnel management. They will also make decisions on issues involving the curriculum and whether to write new policies. Senior management team- Is responsible for taking interviews, inductions, performance monitoring, and appraisals. They can also deal with complaints and issues with colleagues. Deal with courses and career development. They can hold staff meetings, also be responsible for child protection issues. Have general information about policies. Sort out salary queries. Other statutory roles e. g. SENCO- This person is responsible for coordinating the special needs policies in a setting and advising staff. They will be the line of contact for any outside agencies that need to come into the school to look at individual children with special needs. Teachers- are responsible for the education and welfare of the children in the reception classes and for the communication with Parents and all members of the School community. Specific responsibilities: CURRICULUM †¢ Provide a broad, balanced curriculum based on the Foundation Stage †¢ Plan effectively, using learning objectives, producing long-term, mid term and weekly plans †¢ Organise an appropriate timetable, following School’s guidelines †¢ Arrange visits out of school for the children, to extend learning opportunities †¢ Arrange visitors to come to school, to enrich learning and encourage enquiry ASSESSMENT †¢ Assess children regularly, both formally and informally †¢ Observe individual children in different situations and involved in different activities †¢ Use Baseline Assessment †¢ Keep up to date profiles for all children †¢ Use assessment results to plan appropriate learning programmes Describe the roles of external professionals who may work with a school e. g. educational psychologist Links to learning outcome 2, assessment criteria 2. 2 EDUCATIONAL PSYCOLOGIST Educational psychologists consider how children learn, so are used to helping to identify learning difficulties. They visit schools and settings regularly and work alongside parents and professionals in the setting. PHYSIOTHERAPIST A physiotherapist helps to identify a child’s main physical problems while working alongside other professionals and parents. SPEECH AND LANGUAGE THERAPIST Speech and language therapists work with children who have some difficulties with their language. COMMUNITY PAEDIATRICIAN Paediatricians are manly based in hospitals and clinics. They have specialised training in children’s medicine and children are referred to them via their family doctor for diagnosis. They make regular assessments of hildren’s progress and medical needs. They are able to refer children to other health services such as speech and language therapy and dieticians. COMMUNITY NURSE In some areas community nurses visit schools and settings to help provide advice and support. Integrating health and education is a major focus for the Every Child Matters programme, so some early yea r’s centres will have a community based at the centre. FAMILY DOCTOR (GP) A GP has general training in medicine. GP’s form part of the community health team and act as a base for a child’s ongoing medical treatment and notes. CHILD PSYCHIATRIST Children or young people who are showing depression or emotional difficulties may be referred to child psychiatrist. A child psychiatrist has been trained as a doctor specialising in mental health and is able to prescribe medication as well as being able to consider the underlying issues behind a child’s emotional state. CHILD PSYCHOTHERAPIST A child psychotherapist will work with children or young people who are showing emotional distress by talking through their experiences with them and helping the child to explore these. CHILD PSYCHOLOGIST A child psychologist looks at child’s development and learning in a similar way to an educational psychologist. The main difference between their roles is that a child psychologist may support children in a range of different settings rather than just in the educational context. PLAY THERAPIST A play therapist helps children to explore trauma or experiences through the medium of play. EDUCATIONAL WELFARE OFFICER/EDUCATION SOCIAL WORKER The main function of these professionals is to liaise between home and families in cases where school attendance is infrequent. It is an offence for children over 5 years old not to be in some sort of full-time educational programme. ) SPECIAL NEEDS SUPPPORT TEACHER These teachers travel between schools to visit young people or children in their home or pre-school settings. They are able to help a wide range of children and are often seen as useful sources of support and guidance. CLASSROOM ASSISTANT/LEARNING SUPPORT ASSISTANT Their main purpose is to support an individual child, young person or a group of children or young people within a classroom under direction of the teacher. Social worker The majority of social workers are employed by the local authority, although some are employed by voluntary organisations. They are generally deployed in teams according to specialist areas, for example social workers may be involved in caring for older clients, adoption or fostering work. Social workers can provide guidance and advice as well as practical support for families. RESPITE CARERS Respite carers look after children for short periods of time so that their parents can have some time out. CARERS AND BENEFIT ADVISORS Some settings have career and benefits advisors as part of the team. They can help parents find employment and training courses and give them advice about claiming benefit. Define the meaning of: -Aims -Values Links to learning outcome 2, assessment criteria 2. 3 Aims and Values are usually set out in the schools mission statement. Aims- explain what the school wants to achieve. They are usually set out by the head teacher with support from the community and parents. Values- can be determined by the schools rules, usually include respect for self and others and are closely related to Personal, Social, Health and Economic education (PSHE) and citizenship education. Values are based on moral code. The mission statement from the school I do my work placement at; All children will receive an education that is broad and balanced, that develops their potential and is suited to their needs. They will be given opportunities to discover and develop their talents through curricular and extracurricular activities. The ethos and curriculum of the school will instil values that will encourage independence, self esteem and respect for others. Describe with examples how schools may demonstrate and uphold their aims Links to learning outcome 3, assessment criteria 3. 1 Schools may demonstrate and uphold their aims in a mission statement. For example the school where I do work placement explains that they are committed to encouraging the children to reach their full potential whatever their needs. Describe with examples how schools may demonstrate and uphold their values Links to learning outcome 3, assessment criteria 3. 2 Schools may demonstrate and uphold their values in a mission statement. The mission statement from the school where I do my work placement states that the curriculum and ethos of the school will encourage self esteem, independence and respect for others. Identify the laws and codes of practice affecting work in schools Links to learning outcome 3, assessment criteria 3. 3 There are some laws and codes of practice that affect work in schools which are; Children’s Act 2004; Disability Discrimination Act 1995 and Special Educational Needs Code of Practice; Health and Safety at Work Act 1974. Children’s Act 2004 -it was passed to make sure that duties would be put on local authorities to ensure that all the different services that work with children and their families work more efficiently together. Data Protection Act 1998 – Schools are required to keep information secure and it can only be used for the purpose it was gathered for. Disability Discrimination Act 1995 and Special Educational Needs Code of Practice- Schools are not to discriminate against disabled children this has led to more disabled children in mainstream schools. Health and Safety at Work Act 1974- Designed to protect everyone within the school and give procedures to follow in the event of an accident. Identify the policies and procedures school may have relating to: -Staff -Pupil welfare -Teaching and learning