1.1
In the Every Child Matters agenda and the Childcare Act it states that parents in the UK with children between the ages of 3 and 4 are to entitled to at least 15 hours of child education a ensure that children receive 2 years of free education before they reach the stage of starring school properly, parents are not permitted to contribute towards this however they will be charged for any extra hours which there child receives outside of their 15.
During the Early years stage of school it is the schools provision to support the young children during this period to ensure they are getting the best experience they possibly can. It is very different to Key Stage 1 in schools as they are more for the children learning through the process of play rather than having them doing more formal education such as sitting in a classroom completing work. It is known that play can be more beneficial for them as they will be developing the skills at their own pace. If you are asked to work with children in nursery or reception and you have no prior experience working with them you may have to go on specific courses
1.2
There is various different types of schools and they are all funded by the local authorities and are commonly know as maintained schools. There is 4 main types of these schools, they consist of
• community schools
• foundations and trust schools
• voluntary schools
• specialist schools
Community schools are owned by the local authorities or in some cases owned by the Education and Library Board in Northern Ireland. This will allow the school to be supported whilst looking for ways in which they can link the s hook within the local community, they can do this by hiring out the facilities for things such as adult education or even using the facilities to do activities such as football on a night time.
The Foundation and Trust Schools have their own governing body and are ran by this and they determine their admissions policy during consultation with the Education authority for the area which they are in. These types of schools will have to buy in their own form of support staff when needed as they are not part of an organisation. As well as this the school itself will be owned by a governing body or in some cases owned by a charitable foundation to help suit the needs of the school.
There is two different types’ voluntary schools and they consist of Voluntary-Aided and Voluntary-controlled. If a school is Voluntary-aided it will usually be a religious or ‘Faith school, however this does not stop people from wanting to apply to go as anyone person can get the opportunity to be able to go this type of school. Just like the Foundation and Trust Schools this type of Voluntary school is ran by their own governing body however the land of which the school is built on will be owned through a religious organisation. The funding for this type of school is split up Into various different places, some of the funding will come from there governing body, by the charity of which they are supporting and even the local education will provide as they will offer any support devices which are needed.
Voluntary-controlled are similar to Voluntary-aided, however a big difference is that these types of school are ran and funded by the local authority who employ all members of staff and support staff working within the organisation.
Specialist schools are predominately secondary based schools who will apply for the title in order be able to call themselves a ‘specialist school.’ in doing this they will receive an additional set of funding from the government in order for them to be able to hit the targets of which they are aiming for in certain subjects. In England there is around 92% of schools who have the status ‘specialist school.’

1.3
When students finish year 11 they have a wide range of choices of which they can do. Students can either leave school or enter the world of employment or they can choose to stay in education by doing things such as going to sixth form or college. Something called the September guarantee was set up and put in place students between the ages 14-19, The September guarantee is the government saying that all students will be guaranteed a place in further education so that they can continue their learning on further. In 2007 it was put in place that students have to be in sort of formal education until they are 17, this meant that students could leave school after year 11 to do things such as join a college or continue further into sixth form. This was later changed in 2015 to the age of 18 so that students are getting a better education to prepare them for the world around them.

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2.1
There are various different members that are the build-up of a school team. These are the people who ensure that the school is running smoothly and ensures everyone is getting the best experience they possibly can be.
School governors is a team of around 10-12 people who are responsible for making sure the school is running as best as possible. there are lots different governors set in place to make sure that the people employed are following all the policies and procedures set in place to ensure that the students at the school are working in a good and safe environment. These may consist of people such as a local community governor, local authority governor, staff governor and a support staff governor. These people will all work closely together to ensure the running of a school and the staff is as efficient as possible. Governors will often be based outside of school on different comities which oversee the running of the school. For example the school site personnel or community cohesion. The purpose of these committee’s is so that they are able to set new aims and objectives for the school so that they are always working towards new goals every day and wanting to improve on what they already have been doing. They will also think of ways in which they can introduce new policies so that they can set out to achieve the goals which they are aiming to succeed.

A schools SLT team is built up from experienced members of staff who have different management positions. This is different if you are working within a primary school as the SLT leader is usually the deputy head and is permitted to work closely with the head teacher of the school. This is the same for a secondary however they may have year group managers rather than a deputy head as they can specifically overlook their year group so that they can make out what they expect to happen and what they are looking for.
SLT teams will house regular meetings so that they can all meet up and discuss any issues which they have come across themselves or which they have seen happening around school. it is important that they do this regularly as they will have to come up with ways that they are going to be able to use so that the school will be ran as efficiently as possible. During these meetings they will need to figure out different strategies of which they are able to use so that they can pass out all of the information to the other members of staff and support staff around the school.

Teachers within schools have the responsibility of planning and preparing the curriculum for pupils which they teach throughout the school year. However in a primary school teachers will plan the curriculum for all the classes which the kids are doing daily. As well as planning the curriculum some teachers within schools will often have other roles which they need to fulfil such as being a part of the SLT team or being things such as a head of year. Within schools there will need to be a member of staff who is responsible for overlooking there subject and to represent the rest of the members of staff within things such as staff meetings or meeting with parents. In smaller schools or primary schools some where there is less staff some teachers may be responsible for being in charge of 2 or 3 different subjects due to the low staffing.

The amount of support staff within schools has drastically risen over time, since 2010 the DfE’s statistical first release has shown that there were over 181,000 support staff employed all across the UK. This has happened due to the significant increase funding that government has set aside for schools in the UK. Support staff can be classed as things such as,
• Lunch time and break time staff/ catering staff
• Office/ administrate staff
• Care takers/site managers
• Teaching assistants

2.2

Within schools there is a lot of different external professionals that will work with the school on a regular basis to help them achieve different goals. If you are working with a student and the schools SENCO it is likely that you will come into contact with a range of different agencies or relevant people. Even if this does not happen it is important that you are aware of who is coming into school and working with the head teacher and other staff in the school.

All schools should have an educational psychologist through the local Special Needs department. The role of this person will be to help support the SENCO help plan and prepare observations for students who require additional support throughout the year.

Speech and language therapists will work with students who struggle with day to day communication issues. Usually there will be a few speech and language specialists in your area of work who will work closely with the school to help them with the students who are struggling with their speech or language.

Different specialist teachers may come into schools to help offer any form of advice and support to pupils for various different reasons. The three main types which students will get additional support in are,

• Behaviour support
• Social and communicational needs such as autism
• English as an Additional Language needs.

An educational welfare officer is based within the local authorities they usually go out and visit schools and work very closely with the head teacher of the school so that they are able to monitor and track the pupil over a period of time. This is so that they can provide all of the necessary requirements in order to help them benefit the student so that they can improve their attendance. Not only do they do this but they also will work together with the parents of a pupil who has been excluded for their return when they get back into the normality of their daily school life.
Within schools there is something called an SIP which stands for School Improvement Partner, this person will come into school to help support the head teacher for around 3-5 days every school year. This individual will have prior experience of being part of a senior leadership within other schools. They will also be working closely alongside the Local Education Authority which they will both help support the Head Teacher of a school on how they can improve and what they need to do in order to take the school to the next stage of getting better. They will look at things such as pupil progress and how they can develop the school through its self-evaluation.

3.1

Within schools there is various different ethos, aims, and values which you will be expected to understand. Each school will have their own unique ethos, aims and values as they are usually something which the school strives for. Ethos are usually based around the schools beliefs

Ethos within my organisation- At Ashington Academy we aim to provide opportunities to enable all students to learn and make lifelong friendships in a caring, supportive environment. In becoming successful learners, we want all of our students to develop a love of learning, to recognise that learning is a lifelong activity and that the skills they acquire and develop are transferrable.

Success is not just measured in terms of examination results; we would expect all of our students to develop their talents and achieve in a myriad of ways throughout their school life. This means that they will develop confidence and self-esteem in gaining success be it through taking part in school trips and visits, House activities, Challenge Weeks, school shows and productions, the many school sport and PE activities offered, work experience or other events.
Our aim is also to enable our young people to become responsible learners and caring citizens who can contribute to school and the wider, indeed global, community. Our school community is based on the values and attitudes of mutual respect and that all people are of equal worth.
School life at Ashington is also inclusive, supportive and inspiring in helping young people prepare for their learning journey ahead, equipping them with the skills, knowledge and understanding they will need to be the successful, confident and responsible members of the community and of society as a whole.
Students’ leadership skills are consistently challenged and developed. These leadership skills prepare students exceptionally well for their futures and enable them to make an excellent contribution to the school and local community.
3.2
It is important that the aims and values of are regularly spoken about within schools and organisations. It is also essential that these things are posted on school websites so that parents and carers can view to see what the school is aiming to achieve. Working within schools it is important that you are aware of they are communicating these things as it is important that you are aware of what the school are aiming to do at all times.

4.1
All schools and other similar organisations are permitted to work under all of the current legislations. As well as this schools will need to work in various ways in order to follow these legislations and what they mean. Some of these legislations consist of the Data Protection Act 1998, The Education Act 2002, Children Act 2004 and the Childcare Act 2006.
The Data Protection Act 1998-
This act was brought in use in 1998 and it means that all data that is handled by schools and other organisations is to be kept private and is not to be shared publically with other people who have no right about what it is. It is essential that this information is kept confidential as it is usually information such as addresses and medical information about a person which they may not want people to know about. If you are an assistant working within a school it is essential that you are careful with the information which you pass and share as there are certain pieces of information which you will not need to share with others. Whereas in some cases if adults are working with children as 1 to 1 they may need to get more information about that student whereas staff who are not involved in that will need to know nothing.
The Education Act 2002-
There are lots of different education acts set in place and are something which will constantly updated as they are something which is always changing on a regular basis. The Act which was brought in during 2002 came along with a lot changes to the way in which schools were run. This act was amended again in 2006 which meant it was to mean that schools are required to work closely alongside community organisations such as leisure centres and outside clubs.
Children Act 2004 and Childcare Act 2006-
The Children Act was something which was brought into to place alongside the Every Child Matters framework and impacted the way of which schools and organisations dealt with things such as the care and welfare massively. It is organisations such as Social Services and Education Work which will work closely together and with the school the help improve the welfare of a child which they are working with. As well as this there are 5 major outcomes to come from this and they are for children to be:
• To be healthy
• To stay safe
• To enjoy and achieve
• To make a positive contribution
• To achieve economic well-being

4.2
Schools need to comply fully with all legal requirements. Legislation is put in place in schools to promote equality and to stop any form of discrimination from happening.

4.3
The Health and Safety Executive outlines guidance and will follow the legislative framework for all types of organisations, these can be different things such as educational or business organisations. However all schools are too abide by The Health and safety Framework Act 1974. This means the employer of the school is usually held responsible for being in charge of overseeing the health and safety within the school.
Not only this it is important that risk assessments are to be carried out when appropriate, for example if you are lading an offsite school visit and you are taking students with you. There should also be paperwork such as incident reports to be filled out and kept in the event of an injury happening to a student at school so you can refer back so you know exactly what happened.
The Office for Standards in Education also known as Ofsted was brought into place to help regulate the education of children and the young people who are in education. They do this by carrying out visits to schools and carrying out inspections so that they gain evidence of good practice and will

1.2Components of Referencing
In-text citation
It is mostly used each time you refer to the ideas or information obtained from another source. The Harvard style requires the use of a partial reference to the sources you are referring to in the text of your document. This type of citation can be in a format of author-date or name-date enclosed in brackets. E.g. (Marie 2015); (Miler Cross University 2001)
Reference List
Reference list should identify an item in enough details so that others can locate and consult it. This makes things easier for those that will like to consult or locate the exact information you have gathered. The list of items can either be a book, journal article, Report, DVD etc. The reference list usually appears at the end of the document. References cited in text must appear in the reference list and vise versa. The only exceptions to this rule are personal communications and classical works.

The order of which the reference list should use only the initial(s) of the author’s given name with titles having minimal capitalization.

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Titles are italicized unless they are a component of a larger work, then the larger work is italicized, and the smaller work is within single quotes (see example).

Place of publication: use only the first listed place when there are multiple places of publication. If a publication place is little known or shares its name, you can add the state or country
Bibliography
Most commonly refers to a list containing the sources used in developing a publication and any other sources the author considers might be of use or interests to readers or including all the sources you read (but not cited) in preparing the article/essay/document. This heading may be used in more substantial publications (e.g. theses, books, etc.).

In bibliography you include the author’s surname and initials, year of publication, page number, volume number, year of publication, publisher and the place of publication. This all depends if one is referencing a book, journal, newspaper article, magazine article. If you are referencing an article you will include the URL and the date of which you viewed the page.

2.2 Intext referencing
– According to Martin and Nakayama (2007:4) it is from narratives of such relationships that we learn a tremendous amount about other people and their cultures and about and our own cultural background.

– According to Neuliep (2012:24) intercultural communication occurs between people of different cultures and involves a minimum of 2 persons from different cultures.

– According to Neuliep(2012:xiii) the approach is based on the idea that whenever people from different cultures come together and exchange verbal and non-verbal messages they do so within a variety of context including a cultural micro-cultural ,environmental, socio-relational and perceptual context.

– Martin and Nakayama (2007) as a field of study, intercultural communication concentrates on intercultural relationships based on the dynamics at work in those intercultural interactions’

1. Introduction
2. Johnson & Johnson is headquartered in New Brunswick, New Jersey, the consumer division being located in Skillman, New Jersey. The corporation includes some 250 subsidiary companies with operations in 60 countries and products sold in over 175 countries. Johnson & Johnson had worldwide sales of $70.1 billion during calendar year 2015. The company has made the 3rd largest pharmaceutical settlement with the U.S. Department of Justice.
3. Johnson & Johnson’s brands include numerous household names of medications and first aid supplies. Among its well-known consumer products are the Band-Aid Brand line of bandages, Tylenol medications, Johnson’s baby products, Neutrogena skin and beauty products, Clean & Clear facial wash and Acuvue contact lenses.

Johnson and Johnson, commonly called J&J for short, is one of the world’s well known, largest, most decentralized and most diversified health care companies. Since 1887, Johnson and Johnson has been producing, manufacturing and selling products related to human health and well-being. Today J;J has over 230 autonomous operating companies and do business globally specializing in consumer products, medical devices and diagnostics, and pharmaceuticals.
Its primary focus is products related to human health and well-being.

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The Consumer segment includes a range of products used in the baby care, oral care, skin care, over-the-counter pharmaceutical, women’s health and wound care markets. The Pharmaceutical segment is focused on five therapeutic areas, including immunology, infectious diseases, neuroscience, oncology, and cardiovascular and metabolic diseases. The Medical Devices segment includes a range of products used in the orthopedic, surgery, cardiovascular, diabetes care and vision care fields. Its research facilities are located in the United States, Belgium, Brazil, Canada, China, France, Germany, India, Israel, Japan, the Netherlands, Singapore, Switzerland and the United Kingdom
Marketing Objective of the report
Johnson and Johnson is the market leader with the sale of Baby Powder. Johnson & Johnson has faced many litigation problems in recent years, but the one that seems to be hurting its reputation most is over Johnson’s Baby Powder – specifically three recent legal judgments finding talc in the products caused ovarian cancer.
The marketing objective of this report is to find Johnson and Johnson with strategies to
Revitalise the brand as a brand committed to thorough scientific research and development of their products and health and well being of their customers
Sustain the Brands by providing positive media coverage and preventing further legal action
Improve on relabelling and rebrand the product as a Non Hazardous product to the consumers health

4. Situation Analysis
Johnson’s baby powder was first developed in 1893 • As of 2015, nearly 19% of American households use Johnson’s baby powder and 6.73% use Shower to Shower • Contains talc to help absorb moisture and reduce friction TALC • Mineral that contains asbestos in its natural form • FDA does not allow talc-based products to contain asbestos • All talc used by J;J is asbestos free through their own testing and FDA testing. Johnson and Johnson has recently been in the spotlight when women claimed that using their baby Powder product has been the cause of Ovarian Cancer and Jurors have ruled against Johnson and Johnson
Johnsons Baby powder is one of the most commonly-used household products in America but could it be a major cause of ovarian cancer? In July 2016, 2 juries ordered Johnson ; Johnson to pay $72 million, $62 million and $55 million in damages to plaintiffs, who blames their terminal illness on Johnson’s Baby Powder
Johnson & Johnson has lost most of a half-dozen trials involving claims that its baby and Shower to Shower powder cause ovarian cancer. Lawsuits involving thousands more plaintiffs are pending.

But findings have been mixed and researchers don’t have a clear mechanism that might lead talc to cause cancer. One theory, says Levin, is that talc causes inflammation. “The idea is that the talc can travel through the genital track to the ovaries and that the inflammation that then is caused by talc particles being deposited there leads to cancer,” he says.
Johnson ; Johnson says there is no reason to warn consumers because studies have shown talcum powder use to be safe. On its website, the company writes, “Few ingredients have demonstrated the same performance, mildness and safety profile as cosmetic talc, which has been used for over 100 years by millions of people around the world.” It goes on to note that talc is used “in a range of other consumer products such as toothpaste, chewing gum, and aspirin.”
The concerns expressed were directed towards the Johnson ; Johnson Talc Powder, and for that reason, this will be the area of focus for this report. The report examines the current situation, as well as strategies to improve, maintain and grow the brand’s market share.

2.1 Johnson and Johnson Baby Powder Background
Johnson’s Baby Powder. is a product specially meant for babies from a company which established its roots in India as early as 1947. The company was registered as Johnson and Johnson Limited in the year of 1957. Baby Powder was launched under Johnson and Johnson Limited in the year of 1959 along with 11 other health care products. This product is categorized under the major ‘Baby Care’by the company and regarded as the market leader in this category.

4.2. Mission
“We will delight our consumers, treating each person who contacts us as if they are our only consumer, providing them with a response which is evidence of our interest and that leaves them with the clear understanding that they are important to us. ”
Vision
“Our credo applies to all business units and represents standards that all employees of Johnson & Johnson have internalized and continue to observe throughout the world. This culture of caring is the focus of our corporate philosophy, translated into the Caring Statement: “Caring for the world, one person at a time.”
2.3 Values
• Growth & Innovation
o We aim to own and shape a diverse supplier base that delivers high quality, compliant and reliable products and services.
o Our suppliers are encouraged to source innovative solutions, and deliver new business models that contribute to our mutual objectives for growth and streamlined processes. We embrace new technology whenever it may help us meet the needs of our patients and consumer

• Investing in Our Future
o We track new market developments and seek suppliers who understand emerging trends and plan their business accordingly. We forge long-term relationships with organizations that collaborate with us to successfully bring their innovations to the marketplace.

o We follow a procurement approach that is rooted in Our Credo. We strive to obtain the highest-quality products and services at a fair cost, representing the best overall value for our companies.

• Global Diversity, Citizenship and Sustainability
o Embracing our role as an industry leader, Johnson & Johnson shapes and upholds the highest standards for responsible sourcing and corporate citizenship.
o We further differentiate Johnson & Johnson by working with suppliers to accelerate environmental and social improvements across the value chain. We anticipate and manage risk, and ensure compliance with all procurement policies and processes.

• Develop Our Diverse, Global Supply Base
o We build and develop a global group of suppliers that reflects the diversity of our patients and customers, and our commitment to inclusion. The Supplier Diversity Program is designed to ensure that businesses of diverse backgrounds and ownership have the opportunity to become valued suppliers.
o Since starting our Supplier Diversity Program in 1998, our total spending with small businesses and diverse-owned suppliers has been over one billion dollars annually.

1.1a) Give at least 4 reasons why people communicate
To make and maintain relationships with people, share our feelings and thoughts, to learn as well as teach, to be able to understand the feelings of other people.
1.1b) Consider an individual in your care setting. Give reasons why you believe this person communicates and the possible benefits to them
Most of our clients that attend our Activity centre communicate so they are able to socialise and interact in activity’s in the centre they will also communicate to let us know what activity they would like to partake in as well as communicating with us and each other at meal times as well as morning and afternoon tea letting us know what they would like. Using communication for socialising is a big benefit for our clients as some don’t have anyone at home to communicate with or at least not very often.

1.2 Explain how communication affects relationships. When assessing individuals in the setting.
(i)& (ii)
Good communication with clients will mean that they will gain trust with us as well as our charity organisation therefore able to encourage them with their independence and ease when communicating their needs for example we can get to know their preferences whether it be with their food, drinks, different activity’s they like.
Communication amongst staff ; volunteers is also key as it encourages a better working relationship and ensures all tasks are completed to a high standard and that any problems are picked up and rectified quickly.
Good communication between staff/ volunteers and clients ensures clients receive a good service of care.

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2.1 (a) Where could you find information about individuals’ communication and language needs and preferences?
In our office at our day centre we keep a filing cabinet with all our clients individual care plans in which tells us everything we need to know about our clients. This cabinet is locked when not in use.
(b) Explain Your organisations procedure for assessing individuals communication and language needs, wishes and preferences
We assess all our clients before they start our Day centre using relevant forms as well as finding information out about them from family, cares, social services etc. with their consent of course. We used to offer home assessments before our clients started this is something we are looking into starting again in the near future.

2.2 Consider an individual in your care setting. Describe the factors you need to consider when promoting effective communication.
One of our clients who had a stroke a number of years ago has been left with speech problems. It makes it very difficult for her to communicate with other clients, volunteers and staff, this frustrates her a lot. We have to make sure she is calm and the surroundings are quite so she can concentrate on her speech this seems to help as well as her using hand gestures.

2.4 Explain why it is important to observe a persons reactions when communicating.
When you are communicating face to face with an individual they may not always indicate verbally that they have understood what you have told them. Observing body language helps you to then understand if they have taken in what you have told them. Observation helps understand the effectiveness of communication. Body language can be more reliable in most circumstance than verbal commination.

3.1 Explain how Mr R may use and/or interpret communication methods.
Mr. R prefers to speak Welsh this could be a barrier if he’s talking to someone who doesn’t speak Welsh. He may use certain slang that comes from his town as he has lived there all his life and socialises down the working men’s club.
3.1 Explain how Mrs V may use and/or interpret communication
Mrs. V has lived and worked in may countries so her accent might be hard to understand. Her culture might all so have an effect on her communication as well has her speaking two languages.

3.1 Consider two individuals in your care setting, from different backgrounds. Explain how each of them uses and/or interprets communication
Person 1- One of our clients use to travel the world for her job and has learnt many different languages, unfortunately she now has dementia. She likes to talk in different languages so this makes it hard for us to understand her at times.
Person 2- As I have said in an above statement we have a client who has had a stroke which has left her with speech problems this has a big factor on her communicating with others- we also try to use hand gestures and well as getting her to write things down for us.
3.2 Identify at least four barriers to communication that individuals in your care setting may have
Background noises
Accents
Health problems
Unable to read or write
Different language spoken

3.2 ;3.3 Consider two individuals within your care setting who have barriers to communication. Identify these barriers. Describe how you supported each individual to overcome a barrier to communication.

Person 1- One of our clients is unable to read or write, we like to have quizzes and games which some need to be written down on paper, we make sure she has a one to one volunteer to help her she then feels mush more at ease and interested in the quizzes.
Person 2- One of our clients has Dementia and finds it very hard to sit and concentrate so we find that group activity’s help his concentration and he joins in and communicates better in a group or one to one stimulation.

3.5 (a) Identify the services and extra support available to enable individuals to communicate effectively.
In our setting we would mostly use the extra support from Dementia care advisors, Social workers, family or carer’s and G.P’s. If we needed support from else where we would ask for advise from other agencies on where to go.
(b) Identify an individual in your care setting who has/would benefit from extra support or services. Describe the service/extra support used/chosen and state why this was used/chosen.
We have a client who has had a stroke a few years ago, I think she would probably benefit from extra support from a speech therapist as her speech is quite hard to understand and it frustrates her at times.
(c ) Explain how to access extra support or services to enable individual communication effectively.
I would use our list of agencies who help in different ways to find the correct support for our clients.
4.1Explain the meaning of the term confidentiality.
Confidentiality means not sharing information about people (e.g. clients, staff) without them knowing or consent to do so.
(a)You can maintain confidentiality by ensuring that written and electronic information cannot be accessed by unauthorised people.
(b)Confidentiality is important because clients may not trust someone who does not keep information private, this could make them feel unvalued and have low self-esteem.
(C ) Clients safety may be put at risk if their personal details are shared.

4.3 describe the possible tensions between maintaining Grace’s confidentiality and disclosing your concerns.
Maintaining confidentiality means being trustworthy. You would need to make Grace aware that you are going to have to tell someone as it is your duty of care to do so. By explaining this to Grace you both should be able to come up with a way to do this with the least repercussions. The worst thing you could do is go behind her back.

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Elizabeth Hillman (was Latimer)

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