Hello My Name Is Andrea

Don't drop from six to fire-day delivery; go the other way' (Source A). Adding new services to the postal service can increase numbers of clients and also money. Some may think the USPS will lose money but answer this question, â€Å"who would want poor mail service? † no one, that is why USPS should ass effort to improve experience for the customers. â€Å"It seems counterintuitive to add service when you're losing money, but people have less that in the system precisely because of spotty service†(Source A).Including finer service will increase new clients and money. Canceling delivery days on Saturdays is thought to be a good strategy to save money for the USPS. â€Å"Eliminating Saturday mail delivery would save $40 billion over a decade† (Source F). This sentence displays that improving mail services with strategic procedures will boost up financially the USPS. Mimi don't need a full service post office every few blocks in New York, for example. Some centers could be for letters only, others for packages.That way you cut down on staff size and service required to and from each. † USPS not hiring people is a good strategy to save money while still delivering mail to its members. Great strategies will help USPS own budget while having satisfying the customers. Instead of cutting back service and losing money, USPS updating new guidelines will increase mail services. Eliminating mail on certain days will save money and at the same time deliver great service to the customer.

Quality Nursing Care

NURSING EXAMPLE A Summary of Proposed Research Program for Master of Philosophy Title: The Delivery of Quality Nursing Care: A Grounded Theory Study of the Nurses' Perspective Abstract The purpose of this study is to explore and describe the delivery of quality nursing care from the perspective of practising nurses working in the acute public hospital setting of Western Australia (WA). The study will examine the actions and interactions attributed to quality, and factors identified as enhancing or inhibiting the delivery of quality nursing care. A grounded theory approach is proposed. The sample for the study will be drawn from nurses working in an acute public hospital located in Perth, WA. Data will be collected using semi-structured interviews and some observation. It is estimated that approximately 10-15 interviews will be performed. Theoretical sampling will guide the selection of participants. The significance of this research will be to increase understanding of this complex phenomenon and contribute to efforts aimed at improving and maintaining quality nursing care within the current context of the WA health care system. A substantive theory explaining the process of quality care, focussing on the nurses' perspective, in an acute public hospital setting, will be developed. Implications for practice will be discussed and directions for further research in this area will be provided. Objectives The purpose of this study is to explore and describe the delivery of quality nursing care from the perspective of practising nurses, working in the acute public hospital setting of WA. The study will examine the actions and interactions attributed to quality, and factors identified as enhancing or inhibiting the delivery of quality nursing care. The objectives guiding this proposed study are: 1. To explore and describe nurses' perceptions of the meaning of quality nursing care. 2. To describe nurses' experiences in the delivery of nursing care given to patients in hospital and to compare these with their expectations of quality nursing care. 3. To explore factors identified by nurses as enhancing and as inhibiting quality nursing care. 4. To develop a substantive theory which explains the process used to deliver quality nursing care in an acute public hospital setting, as perceived by nurses. Background The provision of quality patient care is a priority in all health care institutions (Erith-Toth & Spencer, 1991). Formal definitions of what constitutes quality are numerous (Ambler Peters, 1991), as are the approaches used to assess the quality of patient care (Harvey, 1991; MacGuire, 1991). Although much has been written about the phenomenon of quality care, significant variations exist in its interpretation and use, â€Å"unaware or undeterred by the conceptual confusion, quality care continues to be assured, controlled, evaluated and managed in the Health Service today† (Attree, 1993, p. 55). Furthermore, definitions and assessment of quality have rarely considered the reality faced by nurses on a daily basis, in the practice and delivery of quality care. Quality nursing care has been studied from various perspectives using different methods. Much of the research reported in the literature has been quantitative in nature and undertaken in countries other than Australia, pa rticularly North America. Some studies have focussed on the measurement of quality nursing care (Gilloran, McGlew, McKee, Robertson & Wight, 1993; MacGuire, 1991; Pearson, Durant & Punton, 1989; Kitson, 1985), or the meaning of quality nursing care from either the nurses' perspective (Janhonen, 1993; Forchuk ; Kirkpatrick, 1991; Whelan, 1988; Jenkins, 1988) or the patients' perspective (Irurita, 1993; Erith-Toth & Spencer, 1991; Deeny & McCrea, 1991; Rempusheski, Chamberlain, Picard, Ruzanski & Collier, 1988). Other studies have compared the perceptions of quality nursing care from the perspective of nurses and patients (Norman, Redfern, Tomalin & Oliver, 1992; Yonge, 1989; Varholak, 1989; Board, 1988). Of the studies that have explored nurses' perceptions of quality care, two included some elements of the delivery of nursing care (Forchuk ; Kirkpatrick, 1991; Jenkins, 1988). Those studies differ from this proposed study in context, as both were carried out in North America and used health settings other than acute public hospitals. Forchuk ; Kirkpatrick (1991) used survey methods in their study of quality care in a psychiatric facility where nurses indicated that the nursing care they 2 delivered was â€Å"†¦ the best possible under unfavourable conditions† (p8). Barriers to quality nursing care were identified as â€Å"heavy workload and staffing issues† (p8). However, the results of this study are limited by use of a convenience sample and administration of a questionnaire for which reliability and validity were not demonstrated. Jenkins studied quality nursing care in a small hospital in the United States and used a similar design to that proposed for this study. Using the grounded theory method, the characteristics of quality nursing care from the nurses' perspective were found to be â€Å"technical care, adequate time, assessment, observation, teaching, communication, and individualised care†. Some enhancing and inhibiting factors were identified, as well as positive and negative outcomes in the status of the patients. This proposed study is justified in that although the methodology is similar, the study by Jenkins was undertaken in a small hospital, whilst this study will be undertaken in a large acute public hospital. Furthermore, the cultural aspects of this proposed study are different. Another study of quality nursing care was carried out within the context of an acute public hospital setting in WA (Irurita, 1993). This study used grounded theory to explore quality nursing care from the patients' perspective. Patients described different levels of care and suggested that high quality nursing care could not be expected due to intervening conditions such as lack of time, high patient turnover, competing demands on the nurse, lack of consistency and continuity in nurses assigned to their care, ageism, shortage of staff, lack of co-ordination on ward, and communication problems between doctornurse- patients. These findings raise questions requiring further exploration, including the nurses' perspective. A number of factors may determine the quality of care delivered by nurses to patients. A review of the literature by Fitzpatrick, While, and Roberts (1992) identified nursing competence, use of research, communication skills, care management and organisation of workload, provision of health education and health promotion, creative thinking and reflection as elements of high quality patient care. A number of research studies have equated the quality of nursing with the ability of the nurse to exhibit caring behaviours towards their patients. Some of these studies have explored the behaviours identified by nurses (From, 1992; Clarke & Wheeler, 1992; Mangold, 1991; Chipman, 1991; Schaefer & Lucke, 1990; Morrison, 1990; Forrest, 1989; Larson, 1986), while others the behaviours identified by patients (Fosbinder, 1991; Cronin & Harrison, 1988; Brown, 1986; Rieman, 1986; Larson, 1984). Some of the research has compared the views of nurses and patients (Appleton, 1993; Smit & Spoelstra, 1991; Lapsley, 1989; Larson, 1987; Mayer, 1986). Whereas caring has been described as an important component of quality nursing care, exploratory research is lacking in the study of factors which may influence the nurses' ability to exhibit caring behaviours under varying conditions, and what additional factors may be involved in the delivery of quality nursing care. There is evidence in the literature to suggest that although nurses may be capable of providing quality care and know what constitutes quality care, their performance in practice may be affected by factors such as decreased numbers and the resulting reduction in available time, which can prevent the delivery of quality nursing care (Forchuk ; Kirkpatrick, 1991; Hendrickson, Doddato ; Kovner, 1990). A recent survey of 2,488 Australian nurses (Millis ; Tattam, 1994) found that budgetary cuts and management restructuring were having a negative impact on nurses' work environment. Increased workload, reduced standards of care (particularly in the public sector), and a lack of improvement in patient care were also said to be apparent. In WA, hundreds of nurses protested at a rally organised by the Australian Nursing Federation to express concerns about the effects of economic cutbacks in the WA health environment. Specifically, the dismantling of the WA Nurses' Career Structure and the reduction of nursing positions were said to be having a negative effect on the delivery of quality nursing care (Bartley, 1994). Nursing staff in the hospital environment of WA are currently challenged to maintain and improve the quality of care in the face of changing work patterns and moves to promote earlier discharge of hospitalised patients resulting from increasing economic restrictions (Health Observer, 1994). The indication that problems exist in the delivery of quality nursing care in WA warrants closer examination, to discover how nurses deliver quality care and factors which nurses perceive to affect the delivery of quality nursing care in the resent context of acute public hospitals in WA. Increasingly it is recognised that gaps exist between theory and practice (Chine ; Jacobs, 1987; Riley ; Oermann, 1992), an understanding may exist among nurses as to what constitutes quality nursing care, but what actually occurs in practice, under varying conditions, may differ from the recognised standard. Documentation of strategies used by nurses to maintain quality when conditions are adverse are 3 bsent in the literature, as is information indicating what circumstances are favourable to quality care provision and what constitutes the highest quality of nursing care. The suggestion that the delivery of quality nursing care within the public hospital context of WA may be subject to variation and be influenced by different conditions requires further investigation. As stated earlier in this proposal, some research has been performed in other countries on this phenomenon, but few studies have explored quality nursing care from the perspective of practising nurses. The use of the grounded theory method to research the phenomenon of quality nursing care allows exploration in terms of the current time, place and culture and can give new insights into a topic central to the practice of nursing (Chenitz ; Swanson, 1986). Furthermore, the gap between theory and practice may be reduced by a substantive theory developed in this way. Significance The significance of this research will be to increase our understanding of this complex phenomenon and contribute to efforts aimed at improving and maintaining quality nursing care, within the context of the WA health care system. A substantive theory explaining the process of quality nursing care, focussing on the nurses' perspective, in an acute public hospital setting will be developed. Implications for practice will be discussed and directions for further research in this area will be provided. Research Method A qualitative research method is proposed for this study, using the grounded theory approach (Glaser & Strauss, 1967). This method, which has its roots in Symbolic Interactionism, will reveal the reality of the quality ursing for nurses by interpreting data using a systematic set of procedures to develop a theory of the phenomenon, grounded in the findings (Strauss & Corbin, 1990). Sample Selection The sample for the study will be drawn from nurses working in one area of an acute public hospital located in Perth, WA. Initially, a purposive sampling technique will be used to select nurses for interview. Only Registered Nurses with a minimum of six months post registration nursing experience (of which at least three must have been worked in the study area) will be approached. Participants will need to be able to reflect on and be willing to share detailed experiential information about the phenomenon. Volunteers will be sought initially at staff meetings and a contact number will be left on the notice board in each of the ward areas. Further participants will be approached using a theoretical sampling technique where initial analysis of data guides the researcher to subsequent specific data sources (Glaser & Strauss, 1967). When this technique is used, sampling continues until ‘theoretical saturation' occurs. This is recognised by the establishment and denseness of identified categories as well as an absence of new concepts in the data (Strauss & Corbin, 1990). It is estimated that approximately 10-15 participants will be selected for interview, the final number being determined by theoretical saturation. Procedure Data will be collected from nurses through tape-recorded interviews guided by questions reflecting the objectives of the study (Appendix A). A semi-structured interviews technique will be used where, â€Å"use of the interview guide is not rigidly adhered to by the interviewer† (Chenitz & Swanson, 1986, p. 67). In this technique the researcher explores different aspects of the topic in detail using probes such as how, what, where and when. Interviews will take place in mutually agreeable private venues where the risk of interruptions is perceived to be minimal. Basic demographic information will be gathered from participants before the interview commences (Appendix B). The primary source of data will be the transcribed interviews, however, published literature and some observation will be used as additional data sources. The observations will be performed by the researcher (who is regularly assigned to clinical areas) and recorded by field notes. The main objective of these observations will be to verify data obtained by interview. Furthermore, additional aspects may be noted to be included in subsequent interviews. Data Analysis The constant comparative method of data analysis will be used, whereby data are simultaneously collected, coded and analysed, in a way that allows the creativity necessary for the generation of a theory (Glaser & Strauss, 1967). Interviews will be transcribed verbatim on a word processor and organised for 4 analysis using the Ethnograph computer software (Seidel, 1988). This package numbers each line of the interview transcript and allows for segments of the interview to be coded and selected as required. Firstly, interview transcripts will be coded line by line, sentence by sentence, by a process of ‘open coding', to identify and label common themes and categories by asking questions about the content (Strauss & Corbin, 1990). This will be done by extensively reading the data and listening to the tapes. Categories and subcategories will be developed from this, abbreviated and ‘mapped' onto the numbered interview transcript through the Ethnograph. Coded segments from the interviews will be accessed from the computer for ‘Axial Coding'. This involves putting the data back together again in new ways by making connections between the coded categories and subcategories. ‘Memos' and ‘diagrams' will be used throughout the process of analysis. ‘Selective coding' in which the core category is identified, relationships validated and sub-categories expanded, will take place before a ‘conditional matrix' is constructed and a substantive theory developed (Strauss & Corbin, 1990). Reliability and Validity A number of strategies will be employed throughout this study to ensure that he data collection and interpretation accurately reflects the phenomenon. Guba (1981) and LeCompte and Goetz (1982) discuss a number of ways in which reliability and validity issues of qualitative research can be addressed. This study has been designed to incorporate measures to address these issues as follows: †¢ To avoid bias in the data collection and analysis, the researcher (who possesses current personal experience of nursing in a hospital setting) will raise awareness of own preconceptions and bias to the topic by being interviewed by another researcher, using the proposed interview guide. The researcher will avoid imposing these preconceptions on the data collection and analysis. Furthermore, interview transcripts will be reviewed by an independent person to detect the presence of any such bias. A personal diary will also be kept. †¢ Interviews will be transcribed verbatim and transcripts will be checked for accuracy by listening to the tape recording. †¢ The process of data collection and analysis will be clearly described. †¢ During the coding of the data, other researchers will be asked to separately code segments of the transcripts to confirm the categories identified by the researcher. Once the description of the phenomenon is complete, a sample of participants will be approached and asked to validate the description by reading it and seeing if it makes sense in terms of their own experience. Ethical Issues The proposed research will be submitted through the Human Research Ethical Committee at Curtin University of Technology. The study has already been approved for implementation by the Nursing Research and Ethical Review Committee at Sir Charles Gairdner Hospital. Each participant will be informed of the purpose of the study. Participants' personal contribution together with their human rights will be explained and the opportunity to ask questions about the study will be provided. Once the participant is satisfied with the requirements of the study, a consent form will be signed. The consent outlines the purpose of the study, its voluntary nature, the right to withdraw at any time without penalty, as well as providing an assurance that all information provided will be treated in a non-identifiable, confidential manner (Appendix C). The consent form will be signed by the participant and the researcher, and a copy will be kept by each. Participants will be identified on the interview transcript by a numerical number. The identity of the participants will be known only to the researcher who will keep names and workplace details in a secure place, separate to the transcripts (this information will be required if further contact is necessary). In keeping with the requirements of the University, the transcribed interviews and field notes will be kept for a period of five years. Facilities and Resources The majority of expenses related to this project have already been funded by the Nursing Division of Sir Charles Gairdner Hospital. Additional expenses are estimated as follows: Photocopying and paper 5 reams @ $8 $440 5 Inter-Library Loans $200 Audio tapes 5 tapes @ $3 $15 Batteries 6 batteries @ $1 $6 Travel $100 Micro cassette recorder $400 Total: $1 161 Data Storage Data collected will be qualitative in nature and will be stored on a computer while analyses using Ethnograph computer software are completed. The data files will be maintained for five years after which they will be destroyed. Timeline June-August Year 1 Proposal submitted to University Ethics Committee August Year 1-January Year 2 Data collection and analysis February-June Year 2 Writing of final report 6 References Ambler Peters, D. (1991). Measuring quality: Inspection of opportunity. Holistic Nurse Practitioner, 5(3), 1-7. Appleton, C. (1993). The art of nursing: The experience of patients and nurses. Journal of Advanced Nursing, 18, 892-899. Attree, M. (1993). An analysis of the concept â€Å"quality† as it relates to contemporary nursing care. International Journal of Nursing Studies, 30(4), 355-369. Bartley, J. (1994). Hundreds of nurses protest parliament rally huge success. Australian Nursing Federation Newsletter, 10(4), 1-4. Board, R. F. J. (1988). The relationship of expertise to views of quality of nursing care for hospitalized prenatal women. Unpublished PhD Thesis, University of Michigan. (From Combined International Nursing and Allied Health Literature, 1994, Abstract No. 1990114296) Brown, L. (1986). The experience of care: patient perspectives. Topics in Clinical Nursing, July, 56-62, Chenitz, C. , ; Swanson, C. (1986). From practice to grounded theory: Qualitative research in nursing. Menlo Park, CA: Addison-Wesley. Chinn, P. L. , ; Jacobs, M. K. (1987). Theory and nursing. The C. V. Mosby Company, USA. Chipman, Y. (1991). Caring: Its meaning and place in the practice of nursing. Journal of Nursing Education, 30(4), 171-175. Clarke, J. B. , ; Wheeler, S. J. (1992). A view of the phenomenon of caring in nursing practice. Journal of Advanced Nursing, 17, 1283-1290. Cronin, S. N. , ; Harrison, B. (1988). Importance of nurse caring behaviours as perceived by patients after myocardial infarction. Heart and Lung, 17(4), 374-380. Deeny, P. , ; McCrea, H. (1991). Stoma care: the patient's perspective. Journal of Advanced Nursing, 16, 39-46. Erith-Toth, P. , & Spencer, M. (1991). A survey of patient perception of quality care. Journal of Enterostomal Therapy Nursing, 18, 122-125. Fitzpatrick, J. M. , While, A. E. , & Roberts, J. D. (1992). The role of the nurse in high quality patient care: a review of the literature. Journal of Advanced Nursing, 17, 1210-1219. Forchuk, C. , & Kirkpatrick, H. (1991). Nurses' perception of quality of care. Canadian Journal of Nursing Administration, September/October, 7-16. Forrest, D. (1989). The experience of caring. Journal of Advanced Nursing, 14, 815-823. Fosbinder, D. M. (1991). Nursing care through the eyes of the patient. DNSc Thesis, University of San Diego (From Combined International Nursing and Allied Health Literature, 1994, Abstract No. 1992143848). From, M. A. (1992). The development of a caring nursing student. Abstract from Book of Abstracts, International State of the Science Congress, Washington DC, August, 208. Gilloran, A. J. , McGlew, T. , McKee, K. , Robertson, A. , ; Wight, D. (1993). Measuring the quality of care in psychogeriatric wards. Journal of Advanced Nursing, 18, 269-275. Glaser, B. , ; Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine. Guba, E. S. 1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75-92. Harvey, G. (1991). An evaluation of approaches to assessing the quality of nursing care using (predetermined) quality assurance tools. Journal of Advanced Nursing, 16, 277-286. Health Observer (1994). Silver Chain promotes early discharge. May, 18. Hendrickson, G. and Doddato, T. M. (1989). Setting priorities during the shortage. Nursing Outlook, 37(6), 280-284. Hendrickson, G. , Doddato, T. M. , ; Kovuer, C. T. (1990). How do nurses use their time? Journal of Nursing Administration, 20(3), 31-37. Irurita, V. (1993). From person to patient: Nursing care from the patient's perspective. Unpublished report, Department of Nursing Research, Sir Charles Gairdner Hospital, Perth, WA. Janhonen, S. (1993). Finnish nurse instructors' view of the core of nursing. International Journal of Nursing Studies, 30(2), 157-169. Jenkins, J. B. (1988). Quality in patient care as perceived by nursing care providers. Unpublished PhD Thesis, University of Texas at Austin. (From Combined International Nursing and Allied Health Literature, 1994, Abstract No. 112616) Kitson, A. L. (1986). Indicators of quality in nursing care – an alternative approach. Journal of Advanced Nursing, 11, 133-144. 7 Larson, P. J. (1984). Important nurse caring behaviours perceived by patients with cancer. Oncology Nurses Forum, 11(6), 46-50. Larson, P. J. (1986). Cancer nurses' perceptions of caring. Cancer Nursing, 9(2), 86-91 Larson, P. J. (1987). Comparison of cancer patients' and professional nurses' perceptions of important nurse caring behaviours. Heart and Lung, 16(2), 187-193. Lapsley, J. (1989). The caring nurse: Patient dimensions perceptions and expectations. Unpublished project, Perth, WA. Le Compte, M. D. , & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52(1), 31-60. MacGuire, J. M. (1991). Quality care assessed: using the Senior Monitor index in three wards for the elderly before and after a change in primary nursing. Journal of Advanced Nursing, 16, 511-520. Mangold, A. M. (1991). Senior nursing students’ and professional nurses’ perceptions of effective caring behaviours: A comparative study. Journal of Nursing Education, 30(3), 134-9. Mayer, D. K. (1986). Cancer patients’ and families perceptions of nursing caring behaviours. Topics in Clinical Nursing, 8(2), 63-69. Millis, G. , & Tattum, A. (1994). ANJ readership survey. The Australian Nursing Journal, 1(6), 14-16. Morrison, P. (1990). The caring attitude in nursing practice: a repertory grid study of trained nurses’ perceptions. Nurse Education Today, 11, 3-12. Norman, I. J. , Redfern, S. J. , Tomalin, D. A. , & Oliver, S. (1992). Developing Flanagann’s critical incident technique to elicit indicators of high and low quality nursing care from patients and their nurses. Journal of Advanced Nursing, 17, 590-600. Pearson, A. , Durant, I. , & Punton, S. 1989). Determining quality in a unit where nursing is the primary intervention. Journal of Advanced Nursing, 14, 269-273. Rempusheski, V. F. , Chamberlain, S. L. , Picard, H. B. , Ruzanski, J. , & Collier, M. (1988). Expected and received care: patient perceptions. Nursing Administrative Quarterly, 12(3), 42-50. Rieman, D. J. (1986). Noncaring and caring in the clinical setting: patientsâ€℠¢ decriptions. Topics in Clinical Nursing, 8(2), 30-36. Riley, D. , & Oermann, M. (1992). Clinical teaching in nursing education (2nd edition). National League for Nursing: New York. Schaefer, K. M. & Lucke, K. T. (1990). Caring – the work of the Clinical Nurse Specialist. Clinical Nurse Specialist, 4(2), 87-92. Seidal, J. V. (1988). The Ethnograph version 3. 0 [computer program]. Corvallis, O. R. Qualis Research Associates. Smit, J. & Spoelstra, S. (1991). Do patients and nurses agree? Caring Magazine, October, 34-36. Strauss, A. , & Corbin, J. (1990). Basics of qualitative research. Graounded theory procedures and techniques. Sage: California. Varholak, D. M. (1989). Experiencing quality nursing care in a long term setting: A patient-nurse perspective. Unpublished manuscript. Columbia University Teachers College. Whelan, J. (1988). Ward sisters' management styles and their effects on nurses' perceptions of quality care. Journal of Advanced Nursing, 13, 125-138. Yonge, O. J. ( 1989). Nurses ‘ and patients' ‘ perceptions of constant care in an acute care psychiatric facility: A descriptive qualitative study. Unpublished PhD Thesis, University of Alberta, Canada. 8 APPENDIX A Interview Guide What does quality nursing care mean to you? How does one ensure that quality nursing care is given? Give examples, in your experience, where you think high quality nursing care was given. Describe an incident). What are some of the most important aspects to consider in the delivery of quality nursing care? Can these be prioritised? What factors (if any) prevent you from achieving the delivery of quality nursing care to your patients (or patients generally)? What factors enable or help in the delivery of quality nursing care? Give examples of where improvement s in nursing care delivery could have been made. How would you rate the quality of care given to patients in your area of work? 9 APPENDIX B Demographic Information 1. Length of time employed at this hospital:_____________ 2. Length of time employed as a nurse:_____________ 3. Length of time employed on present ward:___________ 4. Level: New graduate______ Level 1_____ Level 2______ 5. Part-time______ Full-time______ 6. Initial nursing education: Hospital_________ College/University__________ 7. Year completed__________ 8. Post basic educational achievements: ____________________________________________________ ____________________________________________________ 9. Current studies: ____________________________________________________ ____________________________________________________ 10. Male_______ Female________ 11. Age_________

Human Resource Management Essay Example | Topics and Well Written Essays - 3000 words - 18

Human Resource Management - Essay Example Eni is a company that has diversified its operations to different parts of the world. As a result, it requires employees who have the necessary skills and experience to handle clients emanating from different cultural backgrounds. Therefore, through the recruitment process, the panel is able to identify the right candidates who can work with different groups of people. Furthermore, teamwork is a critical aspect towards the overall success of the organization. As a result, the human resource department has a role of recruiting employees that can easily integrate with the rest of the subordinates. This is to ensure that there are no constant conflicts that can affect the overall performance of the business. On the other hand, the customer demands keeps on the changing. With the modern technology, they are able to get reviews from different sources concerning different products in the market. Therefore, in order for the company to keep up with these changes, it keeps on training its wor kforce in order to meet the demand in the market. This has been critical in enabling the company to meet the varying interests of its expanding market (Grieves, 2003). Besides recruiting and training, the human resource department in Eni formulates the specific objectives and the scope of the tasks that will be assigned to the employees. Based on these two factors, the contract that will govern the relationship between the employer and the employee is prepared. The working environment has become challenging with subordinates required to meet strict deadlines.

Compare and differentiate Maoism and Stalinism Term Paper

Compare and differentiate Maoism and Stalinism - Term Paper Example The peasants and workers formed the revolutionary classes under this belief. Marxism-Leninism is a globally inclined ideology that was of the belief that the communist revolution was inevitable. It further advocated that once the revolution had happened in one country, then others will soon have their own revolutions. Thus, it was the duty of believers of Marxism-Leninism to try to export the revolution. Both Stalin and Mao tried to implement Marxism-Leninism in their countries albeit with some modifications to suit their present situations and personal convictions. The two leaders implemented â€Å"Five Year Plans† in their countries in order to spur development. Stalin’s First Five Year Plan (FFYP) begun early in 1926. His major focus was to transform the Soviet Union from an agrarian economy to a prominent industrial power. He argued that rapid industrialization was critical for the Soviet Union to flourish and survive as a world power. Stalin’s FFYP was prese nted as a Second Revolution and this helped him to mobilize the peasants as they perceived themselves to be in a class war with their previous oppressors (Keefe, 2009). Rather than follow Marxism-Leninism, the FFYP was a revolution from above; not from the masses. Stalin created a highly centralized command economy under the auspices of the State Planning Committee (Gosplan). The communist tenet of equality was disregarded as Stalin gave incentives to Managers and skilled workers. It should be noted that the FFYP put heavy emphasis on the heavy industry as massive resources were put in place to develop the oil and steel industry. Mao’s began implementing his First Five Year Plan (FFYP) in 1953. According to Friedman (2001), Mao’s core goal was to end Chinese dependency on agriculture and transform the country into an industrialized economy. Mao’s plan was very similar to Stalin’s since it also advocated for rapid industrialization so as to make China a wo rld power. The Chinese relied on the assistance of the Russians both economically and technically. Mao reorganized his administration to reduce bureaucracy and increase the country’s labor force. This move was aimed at reducing the chances of derailing progress due to a long chain of command. The peasants were required to diversify from agriculture to industrial work. Although the effectiveness of the First Five Year Plans for both leaders was questionable, they nevertheless went ahead to launch their Second Five Year Plans (SFYP). Stalin implemented his SFYP beginning 1933. This plan utilized the industries built during the previous plan to increase productivity. The Second Five Year Plan gave more attention to consumer goods unlike its predecessor. In retrospect, this plan was much more realistic and achieved considerably better results. After Mao’s FFYP, he implemented a much more audacious policy in the Second Five Year Plan. Mao believed that China would develop m ore rapidly if all resources were used to develop both industry and the agricultural sector concurrently. He utilized the country’s cheap labor to provide services primarily to the grain and steel industry. However, poor workmanship resulted in the failure of the steel production projects. The steel plants were poorly planned and there was scarcity of qualified engineers to oversee the work (Mark, 2001). In order to reign on the agricultural sector, both Stalin and Mao implemented the policy of Collectivization. Under Stalin,

Summary of art in the Islam Essay Example | Topics and Well Written Essays - 250 words

Summary of art in the Islam - Essay Example First of all paper was made. Islamic world used paper made out of linen rags and hemp rather than tree pulp. After that ink had to be made and then the pens and guidelines. After all materials were ready a scribe wrote down the text, leaving spaces as directed for drawings. Once the writing part was complete the painters were given the pages for the illustrations. Usually a number of artists worked on a single manuscript the reason being that every artist had a particular specialty and he was given that work only; for instance one could make portraits better while another could draw battle scenes. Once the drawing was done it had to be painted and the colors used were taken from nature. Minerals were used for the purpose, for instance malachite for green and orpiment for yellow. Sometimes, however, there were also substitutes used because these minerals were pretty costly. Following the completion of the paintings the work of the illuminators and gilders began who were responsible for the final look of the book, for example adding headings and frames. Once this was also done the pages were sewn and bound and a book was

The Impact of Automakers Demands on the Steel Industry Assignment

The Impact of Automakers Demands on the Steel Industry - Assignment Example Ford’s River Rouge factory’s partnership with steel mill has gone for a long time with the partnership leading to the construction of highly popular vehicles in America, ranging from the Model A to F-150 pickup truck. However, in 2014, Ford announced its switch to the use of Aluminum in the construction of its F-150 trucks. This is not just a concern to Steel mill but all steelmakers within the US as most of the car makers have turned their attention towards the use of aluminum in the construction of cars. Being the second vital source of revenue for steelmakers, only after the construction industry, the automakers constitute about 20 percent steel sales for the steel makers within the US on an annual basis. As such, a shift towards aluminum as a replacement of steel would have a great impact on the revenue of the steel industry. The automakers are pushed towards adopting the lighter steel as a major component of their cars as a result of the push by both the administra tion and the consumers to develop fuel-efficient vehicles. The steel industry has effectively and rapidly responded to this shift in consumer demands by developing lighter, high-strength steel that would meet the needs of the consumers. For Steel Mill, this has led to the adoption of the lighter steel by Ford in building the frame of its F-150 trucks. This type of steel is sold at a lower price than the initial steel, which has reduced the cost for the consumers while at the same time increasing the sales for the steel-makers. Other companies within the steel industry have also been forced to merge with other companies that have proficiency in the development of lighter steel, as a strategic move aimed at holding onto their consumers.

Web & Social Media Essay Example | Topics and Well Written Essays - 1250 words

Web & Social Media - Essay Example lemented through the proper identification of keywords, checking keywords, re-checking keywords and customising keywords as per requirements (WordStream, Inc., 2009). The on-site SEO technique of keyword research and analysis has been selected for ranking of my website owing to the reason that it provides the benefits of determining the behaviours of the people in accessing websites online and discovering more specific keyword queries rewarding better user satisfaction (SEOmoz, Inc., 2014). The on-site SEO technique of keyword research and analysis helped in ranking a website through the creation of a solid foundation based upon which, entire content creation ought to take place, which eventually results in high-ranking of search engines (SEOmoz, Inc., 2014). It can be affirmed that the business world has been changing in this modern day context with the introduction and the subsequent adoption of pioneering technological advancements. In this similar concern, relating to recent changes in the modern world, the on-site SEO technique, i.e. keyword research and analysis, possesses the ability to perform various significant activities. These activities comprise predicting variations in demand, responding towards transforming business market conditions and producing the contents, products and/or services that the web searchers are already aggressively seeking (SEOmoz, Inc., 2014). Apart from the above-elaborated keyword research and analysis SEO technique, another off-site SEO technique can be observed in terms of content writing and optimisation. Conceptually, this particular technique is regarded as a writing piece, which is mainly powered by certain specific keywords that facilitate the individuals to visit any particular webpage (Slideshare Inc., 2014). The implementation of content writing and optimisation as an off-site SEO technique evidently aids in ranking a website based upon its content presented to attract the visitors. In this regard, the particular

Application of Nursing Theory to Clinical Practice Essay

Application of Nursing Theory to Clinical Practice - Essay Example The family feature relates to unrestricted relationships between a person and the environment. On the other hand, the collaboration feature ensures the presence of a favorable environment for learning with a view of meeting the health care needs of the person. Ultimately, the learning concept seeks to develop an environment that facilitates achievement of health care needs. Ideally, according to the McGill model, the four concepts help in promoting health care among individuals in the society (Austin & Boyd, 2010). The Patient On 25 November 2012, we admitted a 45-year old man at our health facility with disease symptoms that suggested the presence of tuberculosis and/or malaria. The patient required primary care, diagnosis, and treatment. Ideally, the patient depicted symptoms, which include fever, fatigue, night sweats, headache, weight loss (WebMD, 2013), chest pains, chills, and vomiting (WHO, 2013). Notably, the patient had a medical history of arthritis, hypertension, chronic p roblems, and Plasmodium falciparum malaria. The patient diagnoses entailed two detailed chest X-rays, skin tests, and the analysis of the sputum which confirmed the presence of calcification in the lungs and tuberculosis-like bacteria (Schiffman, 2013). At the same time, the laboratory testing of the patient’s blood confirmed the presence of a P. falciparum parasite that led to the diagnosis of severe malaria. The blood test entailed observing the patient’s blood smear on a microscope slide (Centers for Disease Control and Prevention, 2013). As such, the patient nursing care needs included tobacco and alcohol control, observing proper sanitation, advocating... This paper approves that the diagnosing step involves making logical and informed nursing decisions about a health or health issues affecting a patient. This step describes the health issue(s) and determines the patient’s risk to encounter more health problems. This step informs the nurse on the course of treatment. The planning stage involves developing a plan of action with close consideration to prioritized assessment incases of multiple diagnoses. Priority goes to the diagnoses with the most severe symptoms and high risk factors. This stage follows the standardized nursing terms and measurements that derive the patient’s wellness. The implementation stage involves adopting the action plan for specific patients. This entails monitoring the patient’s treatment progress, instructing the patient, and referring the patient for medical follow-up. The evaluation stage seeks to establish the achievement of the patient’s wellness goals. This essay makes a conclusion that health promotion and primary health care principles applied within the context of the McGill nursing model. They applied through the model’s assumption that the promotion of care results in responsible health behavior among members of the society enhances the quality of health. Health promotion and primary health care principles include accessibility, community participation, empowerment, health promotion, holistic, appropriate technology, sustainability, participative, and inter-sectorial collaboration. Notably, the principles of promotion of care and community participation correlated with the assumption of the promotion of care results and positive community participation in enhancing the quality of health.

Global Business Cultural Analysis of Switzerland Research Paper

Global Business Cultural Analysis of Switzerland - Research Paper Example Switzerland is primarily a multicultural nation, despite its small size. The nation has four official languages, including German, French, Italian, and Romansch, with German as the most common language used for teaching in schools and reading of newspapers (Levin, 2002). With such a multicultural dimension, Switzerland remains a readily available prime test market for the European nations, used for the introduction of new technology products and services before such products are nationally launched to other global markets. The situation in Switzerland clearly shows that cultural diversity plays a significant role in enhancing global business, considering that the aspect of cultural diversity in Switzerland, establishes it as one of the best business hubs in the global perspective. Major Elements and Dimensions of Culture in SwitzerlandSeveral major elements and dimensions of culture occur in Switzerland, each of which distinguishes people of a particular culture to another based on t heir different preferences on the dimensions. The elements and dimensions of culture in Switzerland; therefore, include communication, Religion, Ethics, Values and Attitudes, Manners, Customs, Social Structures, Organizations. Communication ideally is one of the most important aspects every cultural setting. Being a multi-lingual nation, Switzerland has four major languages German, which takes up approximately 70% of the population’s main communication language, French, Italian, and Romansh.

Coursework on sociology Essay Example for Free

Coursework on sociology Essay To be a non-traditional student is not at all an easy decision I made. Having my own family who needs my full time and attention is the biggest consideration I had when I decided to take on-line course. However, my family is also the best encouragement and inspiration I had. The world is taking its fast pace towards globalization and everyone must be able to cope up. The computerization of almost everything requires that everyone must conform to the speed of economic changes. In this world where education is a key to success and progress, everyone must avail of education by any means available. I believe that the best thing I can do is to avail of education while still having time with my family is to take online courses. The decision will affect my social life and the financial status of my family since I will have to allocate time and finances with my studies. The hours I am spending before in personally doing the household chores will now be partly consumed by my studies. The few I hours I am spending before in visiting my friends next door will now be lessened in have time for my studies. (Kindly use the remaining required words in answering the question whether you are studying a technical field) In the absence of on line courses, I may consider having evening or weekend classes. However, evenings are my only time to help my kids in their home works. I do not want to sacrifice weekends either because I strictly set these days as family and church days. So the best thing for me is to choose timeslots that will best fit school hours when my children are in school which online courses offered. Question 2 English is undoubtedly the world’s widely accepted language as it is the required language for everyone to communicate globally. It is therefore important that everyone be able to have the opportunity to learn Standard English in order to cope up with the fast changing world especially that the world is pushing through globalization. I believe that even the students in the rural areas can compete globally. However, it is impossible for them to do it if they cannot meet the standards of the global arena expressed in Standard English. I believe that with this need, a child needs to learn English even before he go to a formal school. This does not however mean that local dialects are to be set aside and be forgotten. While English has been set as the official language of Kentucky in 1984, I believe that their local dialects as well as that of African-American who speak Ebonics must still be practiced. â€Å"Teachers should be given every possible tool to reach our children† (L. L. Rush). Even in school premises, it is important that students be able to freely express themselves which can only be possible when they speak in their dialects. But in order for them to cope up with the global standard, they are to strive hard in learning Standard English. Even the government of Kentucky is doing steps in order to assure that the students get the minimum skills required in English and Mathematics (V. Honawar). China, being the host in the 2008 Olympics is requiring its people to learn English in preparation of the event. The best way to learn is to practice and that is what every child in Kentucky and the rest of the world must do. This way, their confidence in facing the world will be better build up which will be their instrument in achieving success whether educational or economic success. Question 3 Robert William’s list of values have been created in 1970, that was more than three decades ago. The world has changed a lot, and so are the American’s perspectives, priorities and moral standards. As a contemporary American, morality and family are the values that are of the highest importance to me. With the fast changing world, I value education in order for me to cope up with the success and progress of the world. In order for me to do this, I need to avail of the freedom and equality that the American government offers. All of my current efforts are for my family and I owe all of what I have now from God. With reference to William’s list, I think that the importance of protecting the family is the value that he had missed. As I browsed on the websites providing lists and information on the American values, I was impressed with the survey results made by the Roper Poll Corporation revealing that protecting the family is the first in the list of values that Americans consider as important. The other values in William’s list still appear to be the same important values for Americans although there is a noticeable change in their sequence. I believe that because America has already been progressive, the value of success, achievement and progress are no longer on top of the list. Most of the websites I browsed agreed on the order of the values but are contrary to William’s list in the sense that family is not included in the latter’s list. Also, achievement and success are no longer on top of the values prioritized by modern Americans. I believe that my list of values will differ with that of the other students in a way that family and morality, including faith are on top of my list. I am assuming that majority of the students will conform with the latest survey of which family is on top but religiosity and morality at the 8th and 9th spots out of ten values. WORKS CITED Crawford, James. â€Å"Issues in U. S. Language Policy†. Retrieved on June 23, 207 from http://ourworld. compuserve. com/homepages/JWCRAWFORD/langleg. htm Grass, Gunter. â€Å"The US Betrays its Core Values†. The Los Angeles Times. April 07, 2003. Retrieved on June 23, 2007 from http://www. commondreams. org/views03/0407-05. htm Grouling, Thomas E. â€Å"American Values†. â€Å"Common Questions: Uniquely American Questions†. Retrieved on June 23, 2004 from http://www. americanhospitals. com/questions/american/amervalues. htm 06/23/07 Honawar, Vaishali. â€Å"Kentucky Seeks to Improve College Readiness†. Retrieved on June 23, 2007 from http://www. edweek. org/ew/articles/2004/11/17/12ky. h24. html Rush, Ladonna Lewis. â€Å"The Ebonics Debate†. Retrieved on June 23, 2007 from http://www. princeton. edu/~browning/news/rush. html The American Demographic Magazine. October 2000 issue â€Å"American Values: Overview†. Retrieved on June 22, 2007 from http://www. orednet. org/~jflory/205/day_val_overview. htm

Does Jolly Phonics Help Pronounce Words English Language Essay

Does Jolly Phonics Help Pronounce Words English Language Essay This research project set out to answer the research question Does the implementation/use of the Jolly Phonics method in the classroom facilitate the development of the ability to pronounce sounds and recognise any word that contains them, particular sounds they have seen in the sessions? The project tries to investigate the impact of pupils progress in reading and spelling using the Jolly Phonics methodology. The purpose of this research is to know if the use of this new technique achieves the students development of the ability to pronounce any word that contains the sound they have seen even although it is in a new word they have nor learnt or read previously in the classroom. The importance of this research lays on the need of demonstrate that to read English well and have strong communication skills, students must learn properly the sounds of English letters and understand how they work together. The idea of doing this research came when I knew about the Jolly Phonics methodology for the first time. It was during the Practicum period. The English teacher had introduced this method in the school I attended a year ago. I decided to investigate if this method would be effective or not because I consider it is important to find ways to improve the methodologies and to find new techniques to introduce in class to make our children progress. This new method is a way to introduce a phonics-based instruction as a part of the curriculum and it is very important to know if it is effective for the pupils. If the research states that Jolly Phonics is a thorough method for reading and writing because it teaches the letter sounds in an enjoyable, multi sensory way, and enables children to use them to read and write words and improve pronunciation, I will definitively use it in my classroom when I start working as an English teacher in the future. At the end of the research period, if children in the JP group are found to have better skills in phonemic knowledge and perform better on writing sounds to dictation, it would demonstrate that Jolly phonics is a method that also confirms the effectiveness of using a synthetic program to teach reading and writing skills to children learning English as a second language. 2. LITERATURE REVIEW The purpose of this literature review  [1]  is to identify some teaching methods to teach phonetics, learning theories and learning styles. The traditional educational practices and methods were didactic: the teacher talked and the learner listened. Teachers were teaching regardless of individual learning styles. More recent educational methods try to accommodate the different learning styles and needs: visual, auditory, physical, as it has been demonstrated by studies conducted by Dunn and Dunn (1979) that have reported on perceptual learning styles, a term that describes the variations among learners in using one or more senses to understand, organize, and retain experience. In brief, a visual learner learn by watching a problem to solve, an auditory learner learns basically by listening and a physical or kinaesthetic learner will learn by using and manipulating object and through the action. Generally speaking, the results of several studies as the one carried out by Bandler and Grinder demonstrated that students strongly preferred kinaesthetic and tactile learning styles. They also pointed out that the kinaesthetic learner is the one that has more problems in schools and it is probably due to the fact that this learning style is the less practised in schools. The learning style that is of interest of this project is the kinaesthetic learner, that is to say, the experiential learning and the total physical involvement with a learning situation. The research findings of Price, Dunn, and Sanders (1980) established that very young children are the most tactile/kinaesthetic learners.  [2]   Based on this approach, Sue Lloyds, the creator of Jolly Phonics states that Jolly Phonics is a systematic, sequential, phonics program designed to teach children to read. It emphasizes both the teaching of letter-sounds in isolation (not in whole words) and then it goes to blend letter-sounds together to read a word.  [3]   Regarding the methodology to teach phonetics, in general, there are two main approaches to teaching phonics: analytic and synthetic. In analytic phonics, children are taught whole words and later analyse their constituent parts, such as c-at or str-eet. In synthetic phonics, the key is to teach them sounds of letters and letter combinations first, then to combine those to form words: c-a-t or s-t-r-ee-t. Jolly Phonics is a method that uses the Synthetic phonics. This methodology is been implemented in the school I am actually doing the Practicum II as a visitor teacher. As an example of how the teacher works, I would say that if you teach the N, the action for N is to put out your arms to be a noisy aeroplane that flies saying Nnnnnnnnnn. This helps the children to remember which sound is associated with which letter, and it also makes it quite fun to use.  In appendix 1 and appendix 2, you can consult a guide the teacher normally uses to teach ESL using the Jolly Phonics method. It contains the order in which we should teach the sounds and the actions to perform related to them. 3. THE CONTEXT Nuestra Seà ±ora de los Dolores School, also known as Paulas, is located in Villena, a town in the province of Alicante. It is a private publicly founded day school offering an educational experience to boys and girls from 3 to 16 years. The school was founded in 1950 as a charity school for the purpose of maintaining poor children in the city of Villena, and now occupies a site in the centre of the town and is one of the most popular schools in the town. The school has 315 pupils distributed in Pre-primary (first floor), Primary (second and third floor) and Secondary Education (fourth floor). The aim Nuestra Seà ±ora de los Dolores School is to provide an excellent education for every child, develop confidence, ability and skills within a Christian environment. The main purposes of the school board and staff are to understand the childs perspective and respond to individual needs and provide care, understanding and support on an individual basis. Also, students are guided to explore and understand faith in God and develop awareness of the needs of the world to help others. Every class has an average of 24 children and the classrooms are well equipped, colourful and well organised to make children feel comfortable. The group of learners I worked with for the research are in the class of Pre-Primary Year 3. In this class there are 24 children (5 years old) but for the English sessions the Department of Languages considered there were too many students in the classroom, so the group is divided into two halves. So the research was carried out with group A formed by 13 pupils. This year the work becomes more challenging for these pupils as they are prepared for the transfer to Primary Education. The pupils in this class are encouraged to become more independent and they learn to organise themselves and their belongings. The behaviour of pupils is correct and there are no pupils who present learning disabilities or special difficulties. The students have established positive relations with each other and the relationship between teacher and students make the classroom a good environment to learn. They are taught by their course tutor most of the subjects but they also have lessons with some other teachers (Gym, Music, English). Pupils have a weekly English lesson (50 minutes). The children follow the Jolly Phonics programme combined with other activities. Each week they have an English session during which they learn new letter sounds, the songs, the actions and how to write the letters for those sounds and some words that contains these sounds. 4. DATA COLLECTION In order to obtain valuable data for this research, I have used several methods. I decided not to use a survey in a form of a questionnaire due to the young age of the students (5 years) and the lack of comprehension skills to carry out this kind of method. Considering this, the type of data collected is qualitative (observation) and quantitative (pre and post tests). I collected the data from a pre-test before starting the research project and I collected more data from a post test after the sessions. The test consisted of 10 spelling words. The pupils received a score of 0 or 1 point per word. 0 for incorrect, 1 point for correct. This data is very important because we are testing the students previous knowledge with a pre test and then, we used a post spelling test to compare the findings. As I previously mentioned, there are 13 boys and girls in the last year of Pre-Primary class. All of them have received the same input for spelling and reading using the Jolly Phonics method. Children were unaware of they were participating in a research. The materials used for the sessions were the same the teacher normally uses, that is Jolly Phonics materials published by Jolly Learning Ltd. (See appendix 3). To carry out the pre and post test, the students were requested to take it as an activity they would do normally in class. As with any other activity, the students were asked if they understood or whether they have any question before starting the activity. The participants followed the instruction given by the teacher. They completed a similar warm up activity and then, they completed the required activity. The activity consisted in writing with the correct spelling ten words their teacher dictated. (See appendix 4) The words were not chosen at random. The students have seen and worked with five of the words previously in class. These words were in the Jolly Phonics Book and they did some activities with them. The students did not know the other five words, but the words contained sounds they have previously seen during the English sessions. To complement the quantitative data and to add more valuable information, I included the qualitative data which consisted in taking observational notes for later analysis. When interpreting the data collected from an observational study, it is necessary to reduce the possibility to be bias. For that reason, the teacher offered to collaborate and it was decided to use also some observational notes of the teacher herself. The observation was carried out during the pupils normal English sessions to support the validity of the research. To observe this type of data I used a diary to write down the notes during the five sessions I observed the pupils. It was intended to use also a video camera to record some parts of the sessions, but I did not obtain the permission of the head teacher to do it. The observers noted the students comments, interactions and general behaviour in the classroom when using the Jolly Phonics methodology to learn the sounds. The qualitative data from the two observers consisted in notes for later study. The observers used a guide to interpret the observations in order to follow the same criteria and then, the observers discussed their own findings to add more data to the research. The table below shows the common criteria the researcher and the teacher agreed to observe and noted the observations in a scale from 1 to 5. OBSERVATION OBSERVER 1 (Researcher) OBSERVER 2 (English Teacher) Motivation 5 5 Children remain focused, interested 5 4 Children able to follow the session 3 3 Participation and work 5 4 5. DATA ANALYSIS As it was mentioned in the previous section, data was collected by both quantitative (pre/post test scores) and qualitative (observation) to do the analysis. Quantitative data Pre and post test To test the students, I used a point score system. The students could receive a score of 0 for incorrect spelling and 1 point for correct spelling. The pre and post test scores were analysed using a graph and a table to compare them. The graph below shows the scores for the pre and post test. This appears to suggest that the participant had made a good improvement within the period in between. Analysis of the graph shows the results of the pre and post test scores for the class. The purple bar indicates the total number of correct words the pupils wrote in the first test and the blue bar indicates the total number of correct words pupils wrote in the second test. This graph appears to suggest that there was an increase of learning in the post test taken a few sessions after. However this result is too small for any real conclusion. As you can compare in the table that is included in appendix 5, the first test proved that the pupils made more mistakes in the words and all of them wrote incorrectly words like fun and bus. Regarding the second test, the most significant findings were that many of the words students made mistakes in the pre test were written correctly in the second test due to the fact that the teacher taught the a /a:/, t /t/ sounds or the initial s /s/ in the sessions that took place after the first test. Nevertheless, it is necessary to remark, as think it could be an important finding, that 95 per cent of the students wrote incorrectly the words fun and bus. These words contain the sound /ÊŒ/ that the teacher had also seen in class but maybe it is necessary to remark it more or in different ways. If we look at the individual scores for both tests, very interesting points were noticed when comparing the lowest and highest scores and when looking at which students improved most: Most children improved significantly the words that contain sounds they have learnt in class in the following sessions after having done the pre test. Almost all students wrote correctly the words the teacher included in the classroom activities. The scores of the female students were higher that the scores of the male students and this finding may agree with the studies that points out girls have better skills for arts than boys. Most students (99 %) failed to write the words that contain the sound /ÊŒ/ and spelling u, although the sound was explained in class and they made a match activity to distinguish it. In the second test, most students wrote correctly the words beginning with s (step, snake) although it is a difficult sound for Spanish learners. They did not write the e before the s, which it is a real improvement for their pronunciation. These words were written incorrectly by 50 per cent of the pupils in the pre test and 90 per cent of the pupils wrote them correctly in the second test. Finally, we have to point out that there was also an increase in the words they did not know previously but contained the sound they have learnt in the session. Qualitative data- Observation The observations were carried our at Nuestra Seà ±ora de los Dolores School during the months of November-December, 2010 and during six sessions of 50 minutes each. During these sessions, the teacher taught the 3 first groups of sound (see appendix 1) and also the songs and actions related to them (see appendix 2). There is also a worksheet to accompany this learning in which students can trace the letter or letter combination that goes with the sound, and colour a picture of the word that is associated with the sound. The students also played games to review the sounds and its spelling and use some flashcards to learn to discriminate sounds. In session number 4, the teacher included in a box all the words they have learnt to review and she also included games in which the pupils have to match the sounds with the spelling and a picture (appendix 3). Following the implementation of all these activities in the classroom, it was observed high levels of enjoyment, motivation and enthusiasm among the students. The researcher and the teacher both noted that participation was also very high. The two observers totally agreed that the children remained focused and were able to work following the pace the teacher required. The children enjoyed learning with this method and keep quite focused and most of them followed the teacher instructions without special difficulties. They were especially motivated when singing the song corresponding to the sound they were learning. Also the level of motivation increased when they have to perform the action related to the sound. The frequent use of the Jolly Phonics characters: Snake, Inky and Bee made children learn in a fun and active way using them and they love to see and learn with these characters. Most of the children appeared to be totally focused on the activity and showed signs of enjoyment such as laughing and expressing interest to learn another letter. To sum up, the data did not offer a final result an it is not possible to conclude or provide a definitive answer to the research question Does the implementation/use of the Jolly Phonics method in the classroom facilitate the development of the ability to pronounce any word that contains the sounds, particular sounds they have seen in the sessions?. Nevertheless, it seems that the teaching method is very motivating and that Jolly Phonics can inspire a childs love of learning through fun and interaction, and that it is a method to get children start to love English as we stated in the observational notes. Secondly, the research found that the method improved slightly the listening skills and the pupils had reinforced the English phonemes through comparing and blending. Also the statistical and observational data presented could show the students improved their skills to link sounds with spellings after comparing the fist and second test. However, due to the general mistakes the students made in sounds like /ÊŒ/ corresponding to the u spelling, it would be necessary to focus more in some particular sounds depending on the native language of students. Finally, the observations could pointed out that by implementing a synthetic phonics programme, children can be taught to read at the phoneme level. But we have to take into account that this does not mean merely teaching them letter sound correspondences but also children have to be shown that the sequence of the phonemes in the spoken word match with the sequence of letters in the printed word. Related to this, we can conclude, that for Spanish children, this method may works well if it is teaching with the correct pace and this is achieve not only through the attention paid to the sounds themselves, but also because of the work on identifying sounds in words and on similar sounding words. To achieve that, it is necessary students learn properly the sounds of English letters and understand how they work together. 6. CONCLUSIONS To carry out this research, it could have been made some improvements as to have available a longer time between the pre and post test in order to get most accurate conclusions. Also, after considering the differences in the students abilities and the learning styles of each student, we can say that it would be better if the students learn just one sound per session to reinforce the corresponding sound and be able to match it correctly with their spelling. As we did not have the time, students learnt a few sounds per session and some of the most difficult sounds were not reinforced properly. As the students have just one session of 50 minutes each every week, all of the letter sounds were taught very rapidly and the emphasis on how words are built up was poor. I could observe that the lack of time affected the results of the second test, especially when writing the words that contained the /ÊŒ/ sound because the students were not able to match the sound with the spelling u. Another of the aspects that could have been improved in the research is the lack of magnetic letters to practise picking out the appropriate letters for a spoken word, pushing the letters together and sounding and blending the letters to form the word. I think it would be a great help for the pupils to use them to improve their skills due to their age and learning skills. The data collection methods used for this research project were appropriate but I would have preferred to record some of the sessions. Also I could have been done a control test at the middle of the research period to monitor the progress of the students work. Regarding the suggestions for future work, I consider that one way to improve the findings of the research is to obtain quantitative data using two different groups. One of the groups could use the Jolly Phonics method and the other group could use a different approach like analytic phonics. This comparative method could be of great help to compare the effects of teaching synthetic phonics and analytic phonics. I will conclude saying that the purpose in carrying out this study was to discover if teaching Jolly Phonics are effective to ensure that as many children as possible become competent readers of ESL, but I recognise that this is only one aspect of effective teaching of ESL. Also I would like to remark that the focus on pronunciation of this method could be of great help for children to become competent readers of English which is one of the weakest areas of Spanish pupils seeing the progress students made in the post test. 7. REFERENCES Sue Lloyds, (2005) The Phonics Handbook: A Handbook for Teaching Reading, Writing and Spelling (Jolly Phonics S). Jolly Learning Ltd. U.K. Dunn, R. S. Dunn, K.J.(1978). Learning styles/teaching styles: Should they . . . can they . . . be matched? Educational Leadership, pp. 238-244. London. Visited at http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197901_dunn.pdf on October 26th, 2010. Bandler, Richard (2000). De sapos a principes. Cuatro Vientos. Santiago de Chile. Visited at http://www.agba.org.ar/enfoque/xautor.pdf Joy M. Reid. The Learning Style Preferences of ESL Students. TESOL QUARTERLY, Vol. 21, No. 1, March 1987. Nunan, D. (1992) Research Methods in Language Learning. Cambridge: Cambridge University Press. Rhona Johnston and Joyce Watson. ( 2005) The effects of synthetic phonics teaching on reading and spelling attainment. Published at http://www.scotland.gov.uk/Publications/2005/02/20688/52449 Web pages www.jollylearning.co.uk/ www.jollykingdom.com www.readaustralia.com/about_jolly_phonics.htm http://www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/languages/litandenglish/index.asp http://en.wikipedia.org/wiki/Action_research http://www.teachingenglish.org.uk/transform/teachers/teacherdevelopment- tools/action-researchâ‚ ¬Ã‚   http://www.wordreference.com 9. APPENDICES Appendix 1 Guide the teacher normally uses to teach ESL using the Jolly Phonics method. It contains the order in which we should teach the sounds and the actions to perform related to them Learning the letter sounds In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet. The sounds are in seven groups. Some sounds are written with two letters, such as ee and or. These are called digraphs. oo and th can each make two different sounds, as in book and moon, that and three. To distinguish between these two sounds, the digraph is represented in two forms. This is shown below. 1. s a t i p n 2. c k e h r m d 3. g o u l f b 4. ai j oa ie ee or 5. z w ng v oo oo 6. y x ch sh th th 7. qu ou oi ue er ar Each sound has an action which helps children remember the letter(s) that represent it. As a child progresses you can point to the letters and see how quickly they can do the action and say the sound. One letter sound can be taught each day. As a child becomes more confident, the actions are no longer necessary. There is a list of all of the letter sounds and their corresponding actions on page 8 of this guide. Children should learn each letter by its sound, not its name. For example, the letter a should be called a (as in ant) not ai (as in aim). Similarly, the letter n should be nn (as in net), not en. This will help in blending. The names of each letter can follow later. The letters have not been introduced in alphabetical order. The first group (s, a, t, i, p, n) has been chosen because they make more simple three-letter words than any other six letters. The letters b and d are introduced in different groups to avoid confusion. Sounds that have more than one way of being written are initially taught in one form only. For example, the sound ai (rain) is taught first, and then alternatives a-e (gate) and ay (day) follow later. (Sue Lloyd, 2001) Appendix 2 The Actions s Weave hand in an s shape, like a snake, and say ssssss. a Wiggle fingers above elbow as if ants crawling on you and say a, a, a. t Turn head from side to side as if watching tennis and say t, t, t. i Pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i. p Pretend to puff out candles and say p, p, p. n Make a noise, as if you are a plane hold arms out and say nnnnnn. c k Raise hands and snap fingers as if playing castanets and say ck, ck, ck. e Pretend to tap an egg on the side of a pan and crack it into the pan, saying eh, eh, eh. h Hold hand in front of mouth panting as if you are out of breath and say h, h, h. r Pretend to be a puppy holding a piece of rag, shaking head from side to side, and say rrrrrr. m Rub tummy as if seeing tasty food and say mmmmmm. d Beat hands up and down as if playing a drum and say d, d, d. g Spiral hand down, as if water going down the drain, and say g, g, g. o Pretend to turn light switch on and off and say o, o; o, o. u Pretend to be putting up an umbrella and say u, u, u. l Pretend to lick a lollipop and say ll llll. f Let hands gently come together as if toy fish deflating, and say ff f f f f. b Pretend to hit a ball with a bat and say b, b, b. ai Cup hand over ear and say ai, ai, ai. j Pretend to wobble on a plate and say j, j, j. oa Bring hand over mouth as if you have done something wrong and say oh! ie Stand to attention and salute, saying ie ie. ee or Put hands on head as if ears on a donkey and say eeyore, eeyore. z Put arms out at sides and pretend to be a bee, saying zzzzzz. w Blow on to open hand, as if you are the wind, and say wh, wh, wh. ng Imagine you are a weightlifter, and pretend to lift a heavy weight above your head, saying ngà ¢Ã¢â€š ¬Ã‚ ¦ v Pretend to be holding the steering wheel of a van and say vvvvvv. oo ooMove head back and forth as if it is the cuckoo in a cuckoo clock, saying u, oo; u, oo. (Little and long oo.) y Pretend to be eating a yoghurt and say y, y, y. x Pretend to take an x-ray of someone with a camera and say ks, ks, ks. ch Move arms at sides as if you are a train and say ch, ch, ch. sh Place index finger over lips and say shshsh. th th Pretend to be naughty clowns and stick out tongue a little for the th, and further for the th sound (this and thumb). qu Make a ducks beak with your hands and say qu, qu, qu. ou Pretend your finger is a needle and prick thumb saying ou, ou, ou. oi Cup hands around mouth and shout to another boat saying oi! ship ahoy! ue Point to people around you and say you, you, you. er Roll hands over each other like a mixer and say ererer. ar Open mouth wide and say ah. (British English) Flap hands as if a seal and say ar, ar, ar. (Nth Am English) (Sue Lloyd, 2001) Appendix 3 Some of the materials used in the sessions Appendix 4 Words the teacher dictated to do the pre and post test. sit hand ten fun cat red bus step spot frog

Essay --

â€Å"You cannot hinder someone’s free will, that’s the first law of the Universe, no matter what the decision.† ― E.A. Bucchianeri One of the most controversial debates in the United States is abortion. It remains a highly politicized issue based on morality, gender roles, political ideology, personal responsi ¬bility and human rights. Even with increased state restrictions and the anti-choice movement’s efforts to limit abortion, half of unin ¬tended pregnancies in the United States still end in abortion (Mohr, 1979). When discussing abortion it is easy to get lost in your own views whether they are pro-choice or pro-life but ultimately one must remain mindful that though highly debatable; abortion is legal within the United States and it is the women’s choice what they decide to do with their bodies. This quote directly relates to the current Abortion Op-out policy revolving around abortion. The current debate of abortion surrounds around the most recent Affordable Car Act (healthcare reform law) which began under the Obama Administration. The law allows states (through legislation) to prohibit abortion coverage in qualified health plans offered through an exchange. If insurance coverage for abortion is included in a plan in the exchange, a separate premium is required for this coverage paid for by the policyholder. (Bailey, 2011) To this date close to 30 states have passed the Abortion Opt-Out Law and have already began enforcing it or plan to begin in 2014. In Michigan this law was initially vetoed by Governor Synder but later petitioned and will most likely be added to the ballot in November 2014. The enactment of this law has effects on the economy in many different ways. It has the ability to hinder a woman’s decisions when ... ...bortion laws and restrictions pro-choice are fighting to destroy those laws and restriction. It is a constant ongoing political battle for pro-choice and pro-life supporters as there will always be conflict regarding the issue. Conclusion All in all, it takes a lot of effort to evoke social change and make social policies. It takes the support of social movement organizations, political legislators, and community activist. Together they all look at the effects the policy would have on the economy and the individuals. When it comes to Abortion Opt-Out it has been founded that many American’s are in support of the law and while they do support abortion they do not wish public funds to pay for it. Though the restrictive laws are tedious and cumbersome the outcomes of the children who are born into families that want them ultimately have positive outcomes later in life.

Jealousy and Desire in Ovids Metamorphoses Essay -- Ovid Metamorphose

Jealousy and Desire in Ovid's Metamorphoses      Ã‚   Passionate lust is a blinding force. When jealousy and desire control actions, the outcome is never what it is envisioned to be. Ovid's Metamorphoses provides an clear example of love turned terribly wrong. Throughout the novel, overwhelming desire controls actions and emotions, leaving behind sadness and grief wherever it strikes. With this kind of love, nobody gets what he or she wants in the end.    The first strong example of unsatisfactory endings can be found in Book Four, in the story of "The Sun-god and Leucothoe." Phoebus has a strong desire for Leucothoe, and the two begin a fiery affair. Clytie, one of the girls whom Phoebus had rejected, is insanely green with envy, and snitches on Phoebus and Leucothoe's affair. The outcome is disheartening; Leucothoe is buried alive, Phoebus is grief-stricken, and Clytie still doesn't get the man she wanted. Everyone loses.    "And as for Clytie, / Love might have been a reason for her sorrow, / And sorrow for telling tales. . . Since she was so used to love, and almost crazy / for lack of it, she pined away" (Ovid 89).    This exemplifies the blinding affect that love can take on people. If Clytie had taken time to think out her actions, she would have seen what the outcome would have been like. If Phoebus didn't want her before he met Leucothoe, why would he want Clytie after she had taken his love away from him? There was not logic in Clytie's actions, only vehement love.    One could argue that the love displayed in the novel is actually not love at all, but pure longing and lust. If the characters really felt love, they would think about the other person and want him or her ... ...Circe's satisfaction that Picus would be with no other woman. She says, "You shall be punished for this, you shall not be given / To Canens any more, and you will learn / What a woman, scorned in love, can do, that woman / Being Circe, loved and scorned!" (Ovid 350).    People often do crazy things for those individuals they love or think they love. When desire and jealousy overpower the ability to think clearly, the consequences are almost always catastrophic. One could learn a lesson from these stories or just be amused with how closely it resembles something that has been seen or experienced recently. Either way, the ending is always the same, and everyone can relate to the feelings portrayed.    Work Cited Ovid.   Metamorphoses.   The Norton Anthology of World Masterpieces.   Ed. Maynard Mack.   5th edition.   New York: Norton 1987.   

Manuel Noriega :: essays research papers

Playing All Sides Of the Fence   Ã‚  Ã‚  Ã‚  Ã‚  Manuel Noriega, the former dictator of the Central American country of Panama, rose to power through the art of destruction deception and detail. Manuel Noriega was able to profit and flourish as Panama’s new leader because of the Cold War environment. Due to the Cold War, its geographical positioning, and financial liberties, Noriega was able to manipulate all parties involved while making him very wealthy, powerful, a political asset, and finally a threat to the United States National Security.   Ã‚  Ã‚  Ã‚  Ã‚  Manuel Noriega was born in 1934 in Panama City, Panama. Noriega grew up very poor and could not afford any high level of education. Like most who could not afford schooling he attended a military college in Peru. His schooling in Peru would ultimately give him his start to gaining contacts, friends, and most importantly American connections.   Ã‚  Ã‚  Ã‚  Ã‚  To understand Noriega’s rise to power first you must understand the environment in which he did so. After World War II a communist movement began to slowly spread throughout the world. This went against America’s belief in democracy and created a riff between the Soviet Union and The United States creating the Cold War.   Ã‚  Ã‚  Ã‚  Ã‚  What importance does this have to Noriega and Panama? On January 1, 1959 Fidel Castro led a successful coup against the government in Cuba which at the time was controlled by Fulgencio Batista. By Castro taking control of the Cuban government, he placed communism within a close range of America. This was important because it was feared by most Americans that this takeover by Castro would lead a domino effect throughout Central America, and third world countries further extending the arm of Communism and the reach of the Soviet Union.   Ã‚  Ã‚  Ã‚  Ã‚  During the same time Castro took control of Cuba, Noriega was in the Peruvian military school. America fearing that these third world military schools would be a breeding ground for future communist leaders, implanted many agents to keep watch over them. One of these recruitment’s would be Manuel Noriega. America first employed Noriega in these early years to inform them on the schools leftist teachings and slowly helped and inspired him to become one of America’s best assets and later their worst enemy.   Ã‚  Ã‚  Ã‚  Ã‚  After returning home to Panama, Noriega furthered his studies by taking courses in America and also at American bases in Panama. Some of his courses included “military engineering, jungle engineering, and counter insurgency Battle'; (Kempe 58).

Childcare Essay

Birth-12 months- Babies will begin to smile at adults especially at their careers. Will gaze at faces and will copy facial movements. They respond to faces and voices of familiar people around them, they are still shy around strangers but enjoy affection from their careers. They enjoy being held, cuddled and tickled by adults. They will start to talk using babble noises. â€Å"Temper tantrums† may have started. They start to become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’. 1-2years- Are becoming aware of others around them, they may begin to start to display attachment and anxiety separation from carers and adults they are close to. They will begin to start exploring their environment knowing there is a familiar adult nearby for reassurance. As they develop they can start showing signs of emotions e. g. when another child cries they may start crying as well, when another child smiles at them they will smile back. Are very possessive of toys they may have and find it hard to share. Play becomes more fun with other children, and they will mostly be cooperative. They may start to display temper tantrums. 2-3 years-Children will begin to learn about relationships and will start to seek others to share in their experiences and for reassurance. They tend to find it hard to control their feelings especially when they are excited and frustrated. They tend to still look for adults for comfort if they are upset. They are starting to become more independent in things they do. 3-4years- children will begin to social with in a group of children and began to play cooper actively some of the time. They began to take control of their toilet needs and become more independent in the in self-help. They are starting to develop own feelings and start to show empathy towards others. Most children will have started school at the age 4 and will be enjoying their independence. 5-7years-Children will become independent by dressing and undressing themselves. Begin to choose own friends. They start to understand rules and boundaries and like to have structure and routines. They will seek out adults for approval and praise. They have good sense of when other children are upset or sad. Their social skills will be growing as play becomes more cooperative with other children as they enjoy turn taking. They will have a developed a good sense of self-awareness both positive and negative. They now know the difference between right and wrong. Progression towards teenage years- They are a lot more independent in what they do and become less reliant on others. They begin to form good relationships with others and are more aware of their gender. They begin to understand what behaviour is acceptable and what is unacceptable and have a strong sense of what is right and wrong. They are beginning to what their own privacy. They become more concerned of what other people think of them and can often become unsure about new changes. 13-19 years- Become more self-motivated within themselves. Need a lot more reassurance as they start to approach adolescence/puberty, do not appreciate that parent’s get involved in how independent they become as they get older. Mood swings and confrontation become more apparent. Will start to engage in new friendships especially as they progress to further education in a new environment. Becomes more self-conscious about their appearance and social status. Will begin to engage in more adventures activities but may be aware of the forth coming actions due to their involvement. Will begin to think things through before undertaking the action and are more independent in their decisions and intellectual interests. They begin to set goals for their future in education/employment but still worry about failure. Language Birth-12 months-Will communicate with others in different ways such as crying, babbling and squealing and will use their vocal voice and enjoy vocal play alongside adults , will use gestures such as putting arms up to be picked up, when talked to from a familiar person will make own sounds in response. 1-2 years- Speech is starting to develop as they start to respond and understand more words. They are starting to acquire new words on a regularly basis. May start to use one-two word questions and is able to put two words together. 2 years-3years- Will start to become more able to express what they want to adults and start to understand a little more of what adults are saying to them through words and gestures. They will start to extend their vocabulary rapidly up to about 70 words between 1-2 years old; will tend to have conversations with themselves about what they are doing and uses personal words which as they begin to develop their vocabulary and is able to follow one instruction when given by an adult. 3-4 years- Children begin to develop their language skills further by beginning able to say their own name and how they old they are. They begin to have a vocabulary of between 250 words to 500 words and starting to use more complex sentences. Can begin to describe things they are doing and explain why things are happening. 5-7years-Children are becoming to have good communication skills as their conversations and questions they ask become more complex. They are beginning understand the meaning of text and are starting to recognise letters, sounds and words as well as their own written name. They start to understand that one word can mean two things for example orange for fruit and orange as a colour. They are still building on their language in spoken and written form. Progression towards teenage years- They will still be developing their language skills but in a more complex way. Are starting to talk problems through to be able to solve them as their ability to think logically begins to mature. 13-19years- Their language skills are still developing but in a more complex way. Physical Birth-12months- A baby will grow rapidly during their first year of development within weeks a child will begin smiling and will turn the head to respond to different sounds in their environment. They will begin to have a pattern in their own routine for example feeding time and sleep time. On the approach to six months they will begin to roll over from their front to their back and start grasping objects which they will tend to put in their mouth. By 8 months they begin to crawl and by 9 months they begin to start walking. 1-2 years- Most babies will be crawling or possibly still shuffling; they start to pull themselves up on furniture to the standing position to support them to move along from one end to the other. They may start to take a few steps independently or with adult support, they start to become curious about different objects passing toys from one hand to the other , hand eye coordination is developing as they start holding an object in each hand and bringing them together in the middle. They will start to attempt to self-feed themselves with their hands or a spoon and use a cup with two hands. Fine motor skills are developing as they begin to use crayons/pencils in the palmer grasp when mark making. 2-3years- Begins to climb on equipment with confidence, and is able to walk up and down stairs holding onto the rail using two feet at a time. Fine motor skills when mark marking is developing from palmer grasp to tripod grasp as they begin to scribble/draw lines. They have developed the skills to kick a ball and throw a ball, increasingly able to manipulate small objects with hands. They become more independent in their feeding skills as they begin to easily use a spoon and possibly a fork. Potty training will start being introduced as a child begins to control their bowel movements. Bricks will be built into larger towers than before usually with six or seven bricks. 3-4 years- Children are becoming more independent in their choices. Gross motor skills are developing quickly as they begin to run, jump, climb up climbing frames and start to try and ride a tricycles, when mark making will hold pencil between thumb and finger and begins to draw lines and circles and may start to copy some letters from their name. Independence in dressing and undressing has developed and toilet training is more independent. Has more confidence in Self-feeding using a knife and fork. 5-7 years- Children begin to have rapid muscle growth in these years. Pencil control is developing as they start to draw circles, peoples and copying words. Preference for dominant hand is starting to show. Is able to care for own toilet needs independently. Begin to have preferences for likes and dislikes. Dressing becomes more independent as they start to learn how to do buttons laces etc. 7-12 years- They have well established hand eye coordination as mark making skills develop in drawing and printing. They are very active as they start to enjoy team games with other children/adults e. g. hitting balls and chasing each other. Boys begin to engage in a lot of rough and tumble games. The development of girl’s physical development is developing quicker than the boys. 13-19years- These years are classed as the transition from child hood to adult hood (adolescence) as they will start to experience changes in their bodies. The physical development in each child is different at this age as some may just start to mature physically and some may have fully physically matured. Intellectual Birth-12months- babies start to learn through their senses especially by putting things in and out of their mouths. 1-2years- They are still learning through their senses. They start to be curious about things and like to explore objects by using their fingers especially poking their fingers into things and taking things apart. They will start to say the names of familiar objects, people and familiar body parts. Start to use one word sentences â€Å"no† â€Å"bye bye† and starts to enjoy simple songs and rhymes. 2-3years-Are still learning through all their senses, they are still very curious about things in their environment. They are starting to use three to four word senses and start singing simple songs and rhymes. 3-4years- At this age they are still learning through using their senses. Are beginning to use their imagination in play using one object to represent another object and are starting to enjoy role play situations. Begin to start to become more curious and inquisitive about their environment. Has large vocabulary, 1500 to 2000 words as they start to approach the age of 5. 5-7years- children will start to follow instructions by adults and will accept help, although they are still unsure about trying new things if they are unfamiliar with them. Some children may begin to stutter when they get excited to tell someone something or if they are nervous. Colour and number recognition is apparent and may start to write a few letters they recognise. At this age most children are learning to read and write. 7-12years- Children start to have a good attention span and are able to solve more complex problems. Enjoys working hard to complete tasks they are set and enjoys challenging experiences. Are curious about how things work and why things happen. Reasoning and thinking becomes more abstract. They may start to enjoy reading, writing and using books. 13-19years- They start to begin to think logically about concepts. They become more argue mental with others Moral. Birth-12months- Babies do not have moral development at this age. 1-2 years- Are sensitive to adult approval/disapproval, despite tantrums and bursts of anger. No understanding of right from wrong, but starting to understand yes or no. 2-3 years- appears to be independent and self-reliant and wants to be good, but is not yet mature enough to be able to carry out most promises. They are starting to understand the word â€Å"no†, they still do not understand right from wrong. 3-4 years- Is starting to understand right from wrong. They are becoming more self-controlled and less aggressive, and may use extreme verbally threats such as â€Å"I will kill you† without realising the full consciousness. 5-7 years- Is becoming aware of right and wrong; is wanting to be good and please adults but may tell lies to blame others for own wrongdoing because of intense desire to please and do right . 7-12 years- Is very concerned with personal behaviour, particularly as it affects family and friends; May experience guilt and shame. Has difficulty in admitting to mistakes but are becoming more capable of accepting failure and mistakes and are aware of consequences of their behaviour. Is aware of right and wrong; wants to do right. 13-19 years- Understands right from wrong and consciences of their actions. They try to weigh alternatives and arrive at a decision of their own. They are very unlikely to lie and are concerned about how other people are treated. They will experience numerous feelings of anger, sorrow and frustration. They may even be interested in sex as response to physical-emotional urges. 1. 2 Analyse the difference between sequences of development and rate of development and why the distinction is important. Identifying the difference between the sequence of rate and the rate of development of children is important as it helps to identify a child’s ability and helps to meet the needs of individual children. It also enables you to be able to identify any special educational needs and helps you to plan effectively to make sure they are getting the help and support they may need in areas they may have gaps in. Sequencing- means a pattern of development in children but this can vary in each child. The sequence is a definite order of developmental milestones that children meet and accomplish over time as they need to finish one area of development before moving to another developmental stage. e. g. rolling over and sitting up occur before learning to walk, a toddler being able to walk before they can run Rate- Is the speed of which children develop but this may vary greatly in each individual child e. g. a child’s will start to babble before they begin to use words. 1. 3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected There are many factors which contribute to a child not following the pattern of development disability either physical or mental will make them find it harder to learn the same as another child the same age, resources, facilities, possibly restrictions due to a disability, environment (poverty) due to lack of essential resources needed, emotional problems may cause a child to have lack of concentration or interacting skills, culture how people bring up their children. There are reasons why development may not follow expected patterns they are: †¢ Disability can affect development because if children can’t use certain parts of their body for example they may not be able to use their legs they won’t be able use a climbing frame their physical development won’t be able to develop in the expected way. The nursery or school they attend may not have the equipment needed for the child to achieve their desire to use the climbing frame. †¢ Emotional difficulties can affect expected patterns of development because a child who is not settled into a nursery and does not have solid relationships with the adults in their life are more likely to have low self-esteem and are less likely to try new activities that would help their development. †¢ Environmental factors such as poverty and family could affect a child’s development because if they do not have much money some opportunities such as nursery will not be available. Family could also affect a child because single parents may not have the time and energy to engage and challenge their child to try new things that would help their development. Food may not be as nourishing and nutritious. †¢ Cultural reasons for example girls in many cultures are not given the same opportunities as boys this will limit their development because they are not expected to go to school. †¢ Social factors such as transport could result in development not following expected patterns because parents who don’t drive may have difficulties in getting their children to school regularly which could result in poor attendance so the child could miss out on key factors of their education. Home schooling could also affect children’s social development as they won’t have had many opportunities for social interaction with children their own age which could result in a social delay. †¢ Particular learning needs may affect development because a child having difficulties with reading and writing and they are not receiving the extra help they need is likely to fall behind in school work. †¢ Communication difficulties could result in development not happening in the expected way because children who have a hearing impairment can cause a delay as we learn to speak by listening this could lead on to a speech impairment which may result in children only expressing what they can and not what they really mean. Parents who don’t talk or read to their children will also affect the child’s development. 2. 1 Analyse how children and young people’s development is influenced by a range of personal factors Family Environment- Family life has the most important impact on children‘s development due to the various family structures and stability each individual child has. Cramped Housing – May share a room with several other children, this can lead to cramped spaces for children, not enough room to play, no personal space. Single parents – where children may have lack of male/female role models which may cause social stigma. Parents divorcing/separating- This is very stressful on everyone involved, children can become emotionally withdrawn, suffer lack of confidence and can create lack of self-esteem. Working Parents- When parents have to work all week this will leave little room for direct social, emotional and intellectual support. Step families- When children become part of a new step family it may cause friction, hatred and jealousy between the children from each family and children towards their new step parent. This could lead to the child/teenager to become socially and emotionally withdrawn. Health Problems – health problems can be a genetic problem or due to the poor living environment they grow up in. If a child is raised in poor quality housing this may lead to health problems e. g. damp can trigger asthma and other breathing problems, if a child is not getting a good variety of healthy food/nutrition this could lead to health problems. Children who suffer from health problems may miss out on a lot of their education, which could be departmental in the future learning. Learning difficulties – A child with learning difficulties will need extra support in certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. A child with language/communication difficulties may find it hard to socialise with other people/children. Disability A child in a wheelchair or with a serious physical impairment would find it hard to do many activities, particularly those that are physically demanding. Gross motor skills would be at a less developed rate than peers and fine motor skills may be affected if the child had little or no control over their limbs. Genetic A baby’s genes are determined at conception. If something is faulty at this stage, this can have a huge impact on the child’s development. This may be physical or intellectual. If a mother takes drugs, drinks alcohol or smokes when pregnant, there is an increased chance of delivering an underweight baby at birth. It can also lead to cognitive problems for the child as they get older . Visual impairment Children who have visual impairment usually have some vision; this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly always initially delays their physical development. Their gross and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring. Hearing impairment Hearing is a very important part of learning language and being able to communicate effectively with others. Children will need to learn to speak and listen. Their language and cognitive development would almost certainly be affected, but their social development might be hindered as well. They may speak in a monotone voice and not respond when spoken to. People may start to treat them differently and this might make them feel isolated and secluded from daily experiences 2. 2 Analyse how children and young people’s development is influenced by a range of external factors Education- Children deserve the best start in life in education as it will help them become very academic and achieve their full potential. If they are unable to access the resources they need for their education e. g. books, stationary and internet this will hinder their learning and they may not develop as well as those who have the opportunities. Poverty- Poverty effects children’s development in various ways; if they have a poor diet it may cause them to be unfit, lack of energy to be able to concentrate which will affect their progression of development. Children who come from low income families may have fewer opportunities to participate in out of school activities, and have limited access to equipment they may need for their education which will cause lack of motivation. Poor hygiene will lead to low self-esteem in a child as they become paranoid about their appearance and in some cases can lead to bullying. Foster Care- can cause long term effects on children due to lack of stability in their life. They have fewer opportunities to make positive relationships with others. They may be confused about why they are in foster care due to un answered questions. They are more venerable, as they have already had experience of the negative experience of being separated from family. Their self-esteem will be low which will make it harder for them to relate and socialise with others and to form attachments Personal choices- As children begin to develop they start to make personal choices for themselves, the choices they make can have a major effect on their development e. g. starting to smoke, using drugs, drinking, food choices, exercise choices. †¢ Family environment and background. In some homes education is not at the front of their things to do list. We can often see this where the parents/ carers are of a lower educational development. This could also show that there is no support at home as the parents do not understand the required educational elements needed to complete the work. †¢ Personal choices. If a child or young person as decided for what ever reason they do not want to be educated or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. †¢ Looked after/ care status. This again could have a huge influence as a lot of looked after children are moved around regularly. This will affect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. †¢ Education. If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. †¢ Boyfriends/girlfriends. This is more apparent in young people more than children, but starting and finishing a relationship can be a huge influence on learning. Distracted and even heartbroken pupils will not learn to the same degree as others who are not at that stage. 2. 3 Explain how theories of development and frameworks to support development influence current practice Maslow- Believes everyone has fundamental needs that must be met in order for people to reach their full potential. The needs include warmth, food and shelter, love, security and self-esteem. His hierarchy needs has five stages which was expanded to include cognitive aesthetic needs. In our setting we ensure the children are well cared for, environment is clean and tidy, and temperature of nursery is at a comfortable level, we provide a healthy balanced diet. Children are allocated a key worker on entry in nursery key worker is responsible for ensuring each child’s needs are meet under the EYFP. Maslows theories of development include Humanist. Bandura – Created a theory that children learn by observing others, they do not need to be taught directly as they will imitate and observe what those around them are doing. This is a natural process and does not require the force of an adult. This learning is known as observational learning. In our setting we have a calm approach to all situations modelling good behaviour. We create an environment where observational learning can take place on a daily basis. Banduras theories including Social Learning. Skinner – Believes that children learn language through principles of conditioning and that they learn words by associating sounds with objects, actions and events. They also learn words by imitating other people. We support this in our setting by having a language rich environment, asking open ended questions, lots of interaction. Skinners theories including Operant Conditioning, Behaviourist and Attachment. Bowlby – Believes that attachment behaviours are instinctive and that early relationships and early experiences with care givers have a major role on development and behaviour and influence how children will react to social interactions with other people. Early attachment were children are secure to main carer will allow the child to have high self-esteem and will enjoy intimate relationships; they will start to have the ability to share their feeling and seek out others for support. We support this in my setting for new starters by introducing them gradually into the setting through visits which will start off with main carer staying with them and then progressing to the child having visits on their own to ensure they feel comfortable in their new environment. Lev Vygotsky- His theory is that children’s development depends on interaction with people and the tools that the culture provides. . He had three different ways cultural tools could be passed from one individual to another. Imitative learning where one person tries to imitate or copy another e. g. when a parent sings an action song and the child tries to copy, Instructed learning which involves remembering the instruction of an adult and then using these instructions, collaborative learning involves a group of peers who strive to understand each other and work together. He believes every new interaction is a learning experience to for children that they must be guided through until they know how to react properly. In our setting staff support this by supporting children who are having difficulty in managing certain tasks. We encourage turn taking and sharing, and provide plenty of opportunities for social interaction with adults and children. Piaget- Believes that children’s cognitive development moves through four different stages of mental development: – Sensorimotor birth-2 years were a child recognises self as agent of actions and begins to act intentionally, preoperational 2-7years were they learn to use language and represent objects by images and words. , concrete operational 7-11 years were children can begin to think logically about objects and events and classify objects according to several features, Formal operational 11-adult hood were they can think logically about abstract propositions. He believed all children pass through these phases to advance to the next level of cognitive development. In our setting we encourage a more hands on approach and more relevant tasks for age/stage of development of child. We emphasise strongly on â€Å"child- Imitated† activities and observations to be able to plan for children’s needs. Freud- Believed that our personalities are made up with three parts; the â€Å"id†-is the instinctive part of our personality, the â€Å"ego†- is the planning part of our personality, and the â€Å"superego†- develops later in childhood it is known as the control part of our personality ,which are not all present at birth but will develop as the child develops. Freud theories of develop include Psychoanalytic. 3. 1 Analyse the importance of early identification of development delay Early identification and intervention is the best thing for a child’s long term benefits. Early intervention has a dual effect it helps children develop skills that are expected at their age but it also prevents the child from developing negative behaviours. Being able to identify signs of delay in a child’s development allows practitioner to make swift assessments and to involve outside agencies to make their own observations of the child. It is an important role for a practitioner to know and understand children’s learning and development in order for them to able to identify any early signs. 3. 2 Explain the potential risks of late recognition of development delay Late recognition of development, can lead to problems later on in life for young person understanding or a child being able to express their own feelings, leaving them feeling angry or frustrated and causing them to act out and maybe develop behaviour problems. It can also affect their confidence and self-esteem causing problems building relationships with peers and becoming. 3. 3 Evaluate how multi agency teams work together to support all aspects of development in children and young people Professionals from multi agency bring together all practitioners from different sectors that may need to be involved in working to support children, young people and families. Working with multi agency is a way of ensuring that children and young people who need additional support have exactly the right professionals supporting them. When a child needs additional support the SENCO of a setting will fill in a CAF form with relevant information and concerns about a child which will then be referred to relevant sector to enable team members to share information and support one another so the child’s needs are addressed efficiently and effectively. Regularly meetings are set to discuss the needs of the child or young people to plan for child’s development for example action plans. IEPs and to discuss child’s progress. The involvement of multi-agencies will vary as the needs of children and young people will be very different. What is important is that each person brings with them their own specialist skills, expertise and insight so that the child or young person gets the best support possible. Multi-agency working is a varied number l of services that have the collective aim to provide the best for children and their carers who are in need. The people involved to support a child’s needs could be a social worker, play specialist, early year’s practitioners, educational psychologists, health workers and any person with the ability to step in and help a child when their development is being hindered. Early years settings are more of an integrated working because they offer a cocktail of services within the setting, rather than external services which is multi-agency. England’s government framework, Every Child Matters, lists five outcomes that reinforce the importance of working together to achieve the best outcomes for children. The Early Years Framework also states that when professionals work together the results are better essentially, if all the people involved in a child’s life are aware of what that child needs, then development c