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

My Future Job Essay

Do you like the thrill of working in the hospital’s emergency department? Maybe you prefer the calmer and less stressful settings of a medical clinic. One thing we all must choose upon graduating is the work place we would like to see ourselves in. For me, I would like to work in a medical clinic or doctor’s office. I prefer the 8 to 5 schedule that you see in an office setting as to the crazy hours hospitals keep. As a working mom, this will benefit not only me, but also my children. Because I have a remarkably relaxed personality, I would work better in a medical office. I do not work well under extreme pressures. Do not get me wrong, I realize that even in a doctor’s office, things can get hectic at times; but, even on the worst of days in an office is still not as stressful as working in a hospital. Having a set schedule with no working holidays or weekends is much more favorable to me as I will be a working mom with two small children. This schedule will allow me to spend quality family time with my children and provide income to care for them. I will have the chance to help with homework and still be able to be there for significant events such as sporting events or spelling bees. Another way that this schedule will help me is that, on holidays and weekends, I will not have to struggle to find a babysitter or put my children in daycare. This in turn, will save me money. Another reason that I would prefer the medical office setting is the fact that I will get the chance to know each of the patients. I am truly a people person; I would rather get to know someone rather than rush around them. In an office setting, I will have the opportunity to spend more time with the each of the patients and get a feel for who they are, and better ways to help them. Knowing the patients is a momentous challenge that is worth all the rewards it brings. I have seen a myriad of patients switch providers for  the fact that the doctors, nurses and staff seem uncaring. When you get to know the person and are able to empathize with them, you not only establish better care for what the patient needs but also gain the trust and respect of the patient. As I see it, these are the only reasons I need, to recognize exactly where I see myself working. Having a job that meshes well with my personality is indispensable to me. I want to wake up each morning and not be able to wait to go to work. The financial stability, while still being able to watch and help my children grow is priceless to me. There is nothing more valuable than being able to be there to support your children in all that they do; having a job that allows me to be there is the only kind for me. Plus add in the benefits of getting to know another unique human being on a daily basis, and helping them prosper, makes working in a medical office the perfect job for me.

Unit 006 “Roles Responsibilities and Relationships in Lifelong Learning

George Bowskill PAGE 1 15/02/2011 â€Å"Roles, Responsibilities and Relationships as a Tutor in Lifelong Learning† (2:1) The Different types of Boundaries between the Teaching Role and Other Professional roles. The purpose of boundaries are to protect the personal rights of both yourself and the student, they define the acceptable ground rules taking in to account currant legislation.Professional boundaries are important because they define the limits and responsibilities of the people that you interact with in the workplace. When workplace boundaries are clearly defined, the company will work more efficiently because old redundant work assignments are removed and task performance is accountable. When everyone in an company is made aware who is responsible for what? , a healthier workplace environment is created.It then becomes very difficult for someone to blame others for their failed or inadequate performance and good job performance can clearly be identified. the setup of boundaries and priorities go hand in hand because together they help manage interpersonal relationships in the workplace. Together they go a long way toward establishing a productive work environment based on trust. Competent and knowledgeable managers understand these principles and continually model them for their staff.Boundaries within teaching are not easily defined; it can mean different things to different people. Teachers are responsible for recognizing in themselves whether they are â€Å"at risk† of crossing boundaries whether this be legal, moral or ethical boundaries, becoming too personally involved with students, giving one student undue attention, writing or exchanging notes, letters or emails are all forms of boundary abuse The most extreme form of boundary violation is that of sexual abuse..Sexual abuse represents the ultimate breach of the trust in a teacher, the teacher must be able to recognize and rectify this behaviour, before the boundary is over stepp ed. Time restraints are also boundaries, and should be taken into account, we need to ensure what we teach can be done within the time given. The curriculum and the organizational objectives are boundaries to the way and what we teach, the curriculum is specifically what we are asked to teach, hence we have a structure relating to the information we need to ass on to the learners,. We could possibly have organizational objectives also, these are the objectives of the governing body, this could be Government, Exam body, or Professional body, although these should be in line with the curriculum the could possibly add additional boundaries to the way we teach (2:2) Points of Referral to meet the needs of LearnersAs a teacher we have a responsibility to our students to give aid and assistance not only in the academic sense but also with personal and work issues, and in most cases this should be done by referring the student to a professional with a greater and more specific knowledge in these area, these can be both internal and external points of referral, for instance, if the student is homeless or about to become homeless, an accommodation officer would be the direction to point the student, if it is for health reasons we should direct the student to a health professional, ether on campus or at a local surgery.Other points of referral could for example be the students union, a councillor or a careers advisor, a drug and alcohol addiction service, or the citizens’ advice bureau, in other words any internal or external professional that can help the student with any issue they may encounter, we must always remember these people are experts in their given fields, as a teacher we are not. Identify the professional first then note your responsibility, to your student the professional and yourself. (2:3) Responsibilities with regards to other Professionals Page 2 As a teacher we have a responsibility to other professionals and professional bodies.We should res pect their professionalism and maintain constant dialog with other professionals, we should document and record all aspects of our teaching, and make these available to other professionals for various reasons, such as audits and evaluations, other professionals could be Directors, senior management, even internal or external advisors, and exam board personnel, If in doubt it is always advisable to ask assistance from another professional, their experience and knowledge can be far greater than your own. 3:1) Responsibilities for maintaining a safe and supportive learning environment As a teacher it is our responsibility to provide a safe and supportive learning environment for all the students in our care, this is done by utilizing the training cycle Firstly we identify the needs of the student, what they need to learn, and how we intend to teach them.A clean, safe and secure room to learn in, with the room layout adequate for the purpose, Welfare facilities, wash rooms toilets a pla ce to eat and drink, the room to maintain a comfortable temperature with good lighting and ventilation, we need also to set down ground rules to safe guard the physical and emotional welfare of the students and oneself. to enable them to feel secure during the learning experience, and to encourage diversity and equality within the learning environment.We then prepare for teaching, ensuring we have the adequate resources available for the lesson . including a structured time table. Lessons should be S. M. A. R. T. Specific, Measurable, Achievable, Realistic, and Time bound. We then deliver the lesson, or lecture, using suitable diverse systems of delivery, such as Visual aids, written work role play group sessions, ensuring that all students feel involved in the learning experience. and no one feels alienated, my the teacher or their fellow students.The more a student feels involved in a class the better the learning result will be. To quantify the lesson we assess it, by various mea ns, Student feedback, student progression and achievement, at this point we need to evaluate, did the facility lens its self to the needs of the students, where there any deficiencies in the facility’s in your teaching methods, where the students comfortable, did they feel safe , DO I NEED TO MAKE ANY CHANGES.We should not be afraid to challenge behaviours if we don’t what would be the point of having boundaries as a teacher it is our responsibility to enforce the Page 3 boundaries that we have laid down, encouraging and maintaining a safe and supportive learning environment. 3:2) Ways of Promoting Appropriate Behaviour and Respect for Others Establishing Ground rules and boundaries, encourage the students to have an input in to what the ground rules and boundaries within the class should be, how they wish to be treated, and how you need to be treated, giving mutual respect between teacher and student and student and student, and establish disciplinary action for breac hes of the rules, encourage mutual support within the class both academic and emotional, and encourage he student to help produce a ground rule charter and sign it,. In this way you are allowing them to take ownership of the rules B. F Skinners 1974 (About Behaviourism) is a particularly relevant theory this contends that negative and positive reinforcement will help to direct behaviour, a positive reinforcement will strengthen any behaviour that produces it, . i. e. The carrot and donkey scenario. Where as a negative reinforcement, will initiate the response that the protagonist will want to remove, i. e. f he is removed from the class for a breach of discipline he will not want this to happen again thus removing the negative reinforcement By challenging inappropriate or negative behaviour we are enforcing the boundaries that we have set in essence we are saying these are the rules and they will not be ignored, it also lets anyone who is prepared to breach the boundaries that we as teachers will not allow this to happen, it also conveys the message to compliant students, that we will enforce the boundaries to support, a safe, respectful and supportive learning environment, free from bullying, anti social behaviour, disruptive influences.An environment where all can learn.. Practical Teaching Linda Wilson https://www. professionalboundaries. com/ www. gtcs. org. uk/standards/copac. aspx

How unemployment is individual and social problem Essay

In this essay I will discuss how unemployment is an individual and a social problem and how Max Weber distinguished power, authority and coercion and how the functionalist, conflict theorist and symbolic interaction theory view the economy and by the mid century how they have evolved and the role of these theories to explain social and economic phenomenon. How unemployment is individual and social problem Unemployment is caused by many factors in a modern market economy. It can be caused by rapid technological change, business cycle or recessions, seasonal factors in some industries particularly such as changes in tastes and climatic conditions which affects demand for certain products and services, individual perceptions and willingness to work and search for jobs, their values and attitudes towards some jobs and about employers, accessibility for retraining and acquisition of work skills, willingness and perception of unemployed of the benefits of training and the possibility for them to get a job after the training even though they have a chance to get a job, discrimination in the workplace based on race, color. religion, ethnicity, age and class. It can be seen from the above causes unemployment in a particular period can be a combination of caused by social factors and how the economy as a whole works and also due to the subjective individual factors. In a sociological point of view according to functionalist and conflict theorists the unemployment is caused primarily by the social factors than by the individual factors. However according to Max Weber and symbolic interaction theories individuals construct their own social constructs and perception and they can be subjective in their behavior and there fore can become unemployed even though the actual condition they can get a job in the job market. In summary applying the sociological and the primary causes of unemployment unemployment is individual as well as a social problem in a market economy. As discussed above it is caused by the society as well as by individuals. Even the economy or societal factors are not present unemployment can be caused by individual perception and their own subjective behavior. . Max Weber’s distinction among power, authority and coercion Power can be defined as one person’s ability to influence others does what ever they want even though they don’t like to do what is demanded and they resist doing what is demanded. For example a professor can influence the students to assign work and demand them to do to satisfy some criteria. As well a dictator like Hitler can control all aspects of life because of this ability to impose his will on majority of people. In other words a person or group on other person or other groups can use power legitimately or illegitimately. That is power need not come from proper authority or legitimate authority. That is power and authority can be different in this respect. According to Max Weber authority can arise from tradition, charisma of certain powerful people or from legal-rational. That is authority need not come from any logical reason but likely to come from respect for the past. For example a monarchy in Western Europe can get authority because they ruled the populace over a long period of time. Even the traditional authority can exist in modern democracies because the people respect the monarchy or authority of monarchy at least in a limited symbolic head of states in Western Europe. Authority also can arise from charisma of some powerful people. They have authority because of their charisma. This arises because they have the ability to lead a vast number of people for a particular cause using their powerful charm and influence over ordinary people. For example Martin Luther King, Gandhi. Nelson Mandela is the modern examples of charismatic authority they had because of their ability to charm and influence a vast majority of people for a particular cause. Authority also can arise from legal-rational. That is in society authority is given to individuals and organization based on rationally enacted laws and regulations. This authority is impersonal and differs from charismatic authority because the legal-rational authority is impersonal and the charismatic authority is personal and admired by the people who accept that authority. In modern societies the authority is derived from the legal-rational compared to charismatic and traditional in varying degrees in industrialized societies in particular. Coercion is the extreme manifestation of power in a way threatens the person to complete obedience because it threatens the person coerced physically, financially and socially. This results in persons following the authority of another because of fear rather than will. Coercion is mostly linked with abuse and conflict. Coercion exists in many dictatorships in the past as well as in the present world in many parts of the world where citizens are forced to follow the regime of dictatorship. The view of the economy in the perspectives of functionalist, conflict theorists and symbolic interaction theory Functionalist perspective of the economy In the perspective of functionalist sociological theorist social systems including economy works like a biological organism where every part of the system work in a united manner so that smooth functioning is maintained and so that society builds consensus between different parts of the system.. In this change is evolutionary and the changes take place to minimize dysfunction and to enhance the stability and its survival in the future. In this respect Capitalism will not collapse and will endure in the future as the functions of the system will adjust and evolve so that it maintains the social order and stability without any radical overhaul of the economic system. In addition the social, legal, political, religious systems will not be in conflict with the economic system and work in unison with the economic system so the whole social organism survive and social order is maintained and their functions and their purpose even though different work as a unified system. As discussed above this is the functionalist view of the economy. Conflict theorist view of the economy In contrast conflict theorist believe society do not work as a unified system. Conflict and struggle take place as different groups work to maximize their benefit in the same time other groups loose. Functionalist view conflict in a negative manner. However the conflict theorist see the conflict to some extent is beneficial as it forces the parties to come to a common ground and make the economic system or the social system to change for the better and minimize the losers and maximizing the benefits for a greater number of groups as well make the power system in check so that abuse of power is minimized. In this context the economic system and social order changes continually and changes take place and shaped by different interest groups in varying degrees in a market economy. However Marxism as a conflict theory predicts radical change to the economic system to move towards a socialist system it has not eventuated. However Max Weber as a conflict theory predicts the viability of the market economy with some reform to minimize the negative aspects of capitalism like alienation and the negative impact of bureaucracy in capitalist economies and more democracy in society and continuous reform of the economic system to make it work efficiently but also effectively by legal, social and political reform appropriate to a countries historical, cultural, political and social context.