Eymp 1

EYMP 1: Context and Principles for Early Years Provision 1. 1 Explain the legal status and principles of the relevant early year’s frameworks and how national and local guidance materials are used in settings. Children deserve and need the best possible start in their lives in order for them to fulfil their full potential in their learning and development (Terry, 2009). A happy, healthy and supportive childhood will help children to achieve the best that they possibly can (Smeyers and Wring, 2007).In 2003 the Laming Report was written following a very serious case of child abuse involving a girl called Victoria Climbie who was physically abused by her great aunt and another adult male. The abuse was so bad, a doctor involved in Victoria’s post mortem stated that â€Å"there really is not anywhere that is spared – there is scarring all over the body. † The report then goes on to explain how the local authorities involved in the care of this young girl were to blame for her death, as there was evidence of deliberate harm and nothing was done. Similar essay: Approaches to Promoting Wellbeing and ResilienceThe local social services department dealing with her case closed it on the day that she died. Following the Laming Report the government green paper was written in 2003 ‘Every Child Matters’ (ECM). The aims of this were to reduce the occurrences of education failure, ill health, abuse and neglect, teenage pregnancy, substance misuse and crime and anti-social behaviour among children and young people. It also gave children a voice and allowed them to decide what they want by creating the five outcomes, which are: * Being healthy Staying safe * Enjoying and achieving * Making a positive contribution * Economic well-being The Children Act 2004 enabled the ‘Every Child Matters’ to be established and was written next in order to provide the legislative spine on which the reform of children’s services is based. ‘It aims to improve and integrate children’s services, promote early in tervention, provide strong leadership and bring together different professionals in multi-disciplinary teams in order achieve positive outcomes for children and young people and their families. (Surrey County Council, 2004) Next came the Childcare Act 2006 which gave a new role to local authorities in the improvement of the ‘Every Child Matters’ outcomes, providing childcare for working parents and providing parental information services (DoE, 2012). This act also introduced the inspection of childcare premises and the registration of childcare workers as a must (OFSTED, 2012). This was then, when the implementation of the EYFS came into play.The ‘Early Years Foundation Stage’ was brought in to achieve the five ECM outcomes and it did this by: * Setting the standards for learning and care received in child care settings * Providing for equality of opportunity and ensuring that all practice is anti-discriminatory and all children are included in activities d espite culture, race, religion and gender * Working in partnership with parents and also maintaining multi-agency working to ensure the best possible education and care for children * Improving quality and consistency to give all child care settings a universal set of standards that must be followed and also giving the right to have all settings inspected * Laying a secure foundation for each child’s future learning and development to be planned around the child’s individual needs and interests† (DfCSF, 2008)There are six areas that are covered by the EYFS and they must all be taken in to account as they are very important in each child’s development. These areas are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development (Meggitt et al, 2011) The 4 themes of the EYFS highlight how we can help child ren to develop and learn and enjoy their childhood, these are: * A unique child- this looks at all children being competent learners and having their own unique ways in which they like to learn and explore. Children should be encouraged to be esilient, capable, confident and self-assured in order to be competent learners from birth. * Child Development- babies and children are all different and therefore have different ways in which they learn best. Children also learn at different rates and some need extra support. This looks at all areas of development including social, emotional, physical, cognitive and spiritual. * Inclusive practice- this is very important to allow children to feel that the diversity of their families and communities is respected and that no children are discriminated against. * Keeping Safe- the vulnerability of young children need to be protected to enable them to develop resilience.This can be done by the adults that care for them protecting their physical a nd psychological well-being. * Health and wellbeing- a child’s health is a fundamental part of their social, emotional, environmental and spiritual well-being. All of these areas contribute to and highlight the aims and the role that EYFS plays in the development and learning of all children in early years settings. As childcare professionals we must use all of the resources within the EYFS in our daily practice, including using it when planning, when observing children and linking what we see to aspects of the EYFS, to develop policies and procedures within our setting, to update our childcare practice and to reflect on our current practice. 1. Explain how different approaches to work with children in the early years have influenced current provision in the UK. In the past there have been people that have had theories that relate to child development and learning of children in childcare settings; these people are known as educational pioneers and are well respected as their theories have changed childcare for the better (Meggitt et al, 2011). â€Å"Friedrich Froebel  (1782-1852), the great German educator, is famous pre-eminently for his radical insight that the first learning experiences of the very young are of crucial importance in influencing not only their later educational achievements but also the health and development of society as a whole† (Weston, 1998).Friedrich Froebel had the idea that children learn best through play and by having real experiences and from these theories he was the founder of the first ever kindergarten in 1840 (Meggitt et al, 2011). Following the theory that children learn best through play, Frobel introduced toys that he called, ‘Froebel Gifts’ or ‘gaben’ which included balls, wooden blocks, rings, tiles and sticks which were all the key elements of Froebel’s kindergarten (Watson, 2002). Froebel’s ideas are very similar to those that construct the EYFS that all childcar e providers use today. Here is a table showing a summary of his ideas and how they are similar to and link with the EYFS: Froebel| EYFS| Schools should be closely involved with parents and that they should be welcome to join their children in their learning and development. â€Å"Creating the framework for partnership working between parents and professionals, andbetween all the settings that the child attends;†Section 1- Introduction- Purpose and Aims of the EYFS 1. 2 (p. 7)â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership with parents; supporting learning; and the role of theKey person. †Section 1- Introduction- A Principled Approach 1. 11 (p. 9)Creating the Framework for Partnership Working 1. 16 (p. 10)| Parents were the first educators for their children and that childcare providers working with parents will benefit the child greatly, because they know them better than anyone. â€Å"The EYFS sets standards to enable early years providers to reflect the rich and personalisedExperience that many parents give their children at home. Like parents, providers should deliverindividualised learning, development and care that enhances the development of the children inTheir care and gives those children the best possible start in life. †Section 1- Introduction- Setting the Standards 1. 13 (p. 9)â€Å"Close working between early years practitioners and parents is vital for the identification ofChildren’s learning needs and to ensure a quick response to any area of particular difficulty. Parentsand families are central to a child’s well-being and practitioners should support this importantRelationship by sharing information and offering support for extending learning in the home. Section 1- Introduction- Creating the Framework for Partnership Working 1. 16 (p. 1 0)| Children needed to have some time indoors and outdoors to enable them to have experiences with movement, games and the study of nature outdoors. | â€Å"The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulation and movement. †Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Children must be supported in developing the knowledge, skills and understanding thatHelp them to make sense of the world.Their learning must be supported through offeringopportunities for them to use a range of tools safely; encounter creatures, people, plants andobjects in their natural environments and in real-life situations; undertake practical ‘experiments’;And work with a range of materials. †Section 2- The Learning and Development Requirements- Knowledge and Understanding of t he World 2. 13 (p. 14)| The introduction of finger play, singing and rhymes into education. The encouragement of arts and crafts, including literature along with a mathematical understanding. Singing songs, moving and dancing. | â€Å"Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15)| Children should have the freedom to move around and have healthy sensible food to eat. | â€Å"The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulatio n and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know.They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food. †Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Where children are provided with meals, snacks and drinks, these must be healthy, balanced andNutritious. †Section 3- The Welfare Requirements- Safeguarding and Promoting Children’s Welfare (p. 27)| The use of symbolic behaviour within a child’s play. Imaginative play was also important and children should pretend and imagine things to show their highest level of learning. | â€Å"Explores different media and responds to a variety of sensory experiences. Engages inrepresentational play. †Appendix 1- Creative Development (p. 8)â€Å"Children ’s creativity must be extended by the provision of support for their curiosity, explorationand play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative androle-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15)| The use of activities such as modelling with clay, drawing and making collages were useful in imaginative play. | â€Å"Expresses feelings and preferences in response to artwork, drama and music and makes somecomparisons and links between different pieces.Responds to own work and that of otherswhen exploring and communicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play. †Appendix 1- Creative Development (p. 48)| Encouragement of playing with toys, such as wooden blocks, balls, etc. | â€Å"Finds out about and identifies the uses of everyday technology and uses information andcommunication technology and programmable toys to support her/his learning. †Appendix 1- Knowledge and Understanding of the World (p. 47)â€Å"Experiments with a range of objects and materials showing some mathematical awareness. †Appendix 1- Problem Solving, Reasoning and Numeracy- Shape, Space and Measures (p. 47)| Children should be allowed to play freely (free-flow play). â€Å"on-going observational assessment to inform planning for each child’s continuing developmentthrough play-based activities. †Section 1- Introduction- Laying a Secure Foundation for Future Learning 1. 18 (p. 10)| (Meggitt et al, 2011) (DfCSF, 2008) Maria Montessori (1870-1952) was an Italian doctor who began her work with children with learning difficulties (Montessori, 2004). She was much more focussed on learning through being taught in a structured way, rather than the theory previously discussed of Froebel’s, learning through play (Meggitt et al, 2011). During her studies she found that Froebel’s theory was based more along the philosophical view, rather than the scientific aspect of a child’s learning and development (Montessori and Gutek, 2004).She came to the conclusion that children were active learners and that they passed through sensitive periods of development whilst being particularly responsive to certain areas of learning (Kramer, 1976). Montessori’s theories link with the EYFS because her methods provide an enabling environment for supporting the learning through the commitment of children within the care of the facility. Here is a table showing a summary of Maria Montessori’s ideas and how they link to the EYFS: * Structured teaching programme based on observing children with learning difficulties. * Challenging the difficulties by giving the child a task that they are unable to do, in the hope that they can learn to do it- re lates to EYFS Card 4. – Play and exploration * The use of ‘didactic materials’ to encourage children to use their hands. * Working alone rather than with parents, teachers, carers- this encouraged children to become ‘independent learners. * Polarisation of the attention is where the child is completely silent and focussed on what they are doing- relates to EYFS Card 4. 3- Creativity and critical thinking * Children should learn as part of a graded learning sequence and not through play. Play was allowed once children had completely their learning. * Children are active learners and should learn through role play, working with others, etc. – relates to EYFS Card 4. 2- Active learning (Meggitt et al, 2011)Margaret McMillan used ideas similar to both Froebel and Montessori. She began looking at manual dexterity exercises, similar to those used by Montessori. But as she continued her work, she used more and more of Froebel’s ideas, so they were mu ch more relative to the EYFS. Here is a table of her ideas and how they relate to the EYFS: McMillan| EYFS| First-hand experience and active learning are important. | | Relationships, ideas and feelings are just as important as physical aspects such as moving and learning. | â€Å"Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. †Section 3- The Welfare Requirements- Overview of the welfare requirements (p19)â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership wit h parents; supporting learning; and the role of theKey person. †Section 1- Introduction- A Principled approach (p. 9)| Children become whole people through play and play helps them to apply their knowledge and understanding to life. â€Å"On-going observational assessment to inform planning for each child’s continuing development through play-based activities. †Section 1- Introduction- Laying a secure foundation for future learning (p. 10)â€Å"None of these areas of Learning and Development can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities. †Section 2- The Learning and Development Requirements- Overview of the learning and development requirements (p. 11)â€Å"Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative andRole-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development (p. 15)| Close partnership with parents is important and parents should be encouraged to develop alongside their children. | â€Å"Creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. †Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 2 (p. )â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership with parents; supporting learning; and the role o f theKey person. †Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 11(p. 9)| Nursery schools should be an extension of the home environment and should be welcoming to both parents and children. They should enable children to experience fresh air, trees, rock gardens, vegetables, herbs, fruit trees, sandpits, flowers, lawns and the wilderness. | â€Å"Suitable premises, environment and equipmentOutdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Section 3- The Welfare Requirements- the general welfare requirements (p. 20)â€Å"Wherever possible, there should be access to an outdoor play area, and this is the expectedNorm for providers. In provision where outdoor play space cannot be provided, outings should be planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). †Suitable premises, environment and equipment (p. 35)| Child ren cannot learn if they are undernourished, unwell with health problems or poorly looked after. | â€Å"Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. †Section 3- The Welfare Requirements- Overview of the welfare requirements (p. 19)| These different theorists have contributed massively to the ways that our government produces their legislation in order to maintain a safe, healthy and educational environment for children to be cared for (Taylor and Field, 2003). 1. 3 Explain why early years frameworks emphasise a personal and individual approach to learning and development â€Å"Valuing children’s individuality, ideas and feelings is an important aspect of developing a personal and individual approach to learning and development† (Meggitt et al, 2011).What we do for the children in our care must be ‘child centred’ and the child is key in all decisions made about their care and education (Sinclair, 2006). All children are different and the EYFS talks about ‘a unique child’ which highlights this point. It recognises that every child is a competent learner right from birth and that they can be resilient, confident, capable and self-assured (DfCSF, 2008). There are different categories of needs that a child may have, which are: * Universal needs- these are fundamental to all children as they are their basic needs including food, drink and shelter. If these are not being met a child will struggle to meet any urther needs, such as education (Super and Harkness, 1986). * Psychological needs- these include love, affection, stable relationships and friendships, intellectual stimulation and independence (Meggitt et al, 2011). These are vital to children as they maintain a child’s quality of life be making them feel self-worthy and loved (Harter, Waters and Whitesell, 2008). * Developmental needs- these are what the child needs in order to develop further educationally (Shelton, 1987). It can be difficult to meet the developmental needs of all children in our care, as they may be at different stages of development; therefore it is best to work as a group but to focus individually on each child (Eccles, 1999).The child’s age, intellectual abilities, emotional development, social skills, experiences, physical abilities and relationships must all be key aspects when working with children to assist with their specific developmental needs (Meggitt et al, 2011). â€Å"The EYFS states that Children are competent learners from birth and develop and learn in a wide variety of ways. All practitioners should, therefore, look carefully at the childre n in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience across all the areas of Learning and Development. † (DfCSF, 2008)When working with children using the EYFS, we value a child’s individuality by considering their ability, personality feelings and ideas to enable us, as childcare workers, to provide an effective learning environment. We have to take into consideration that the rate in which children learn and develop can differ; therefore we must adjust our approaches to each individual child’s abilities. We must recognise and meet each child’s needs considering their age, physical maturity, intellectual ability, emotional development, social skills, past experiences and relationships with others. In order to meet the child’s individual needs, we must observe children in play to establish their current ability. 3. Explain the partn ership model of working with carers â€Å"The parent is a deeply important person to the child, and the relationship between parent and child is always very emotional† (Meggitt et al, 2011). As childcare providers we must develop relationships with children and babies in our care that are consistent, affectionate and warm and this must then be coherent with working in partnership with parents to provide the best quality care and education for these children (Sinclair and Grimshaw, 2006). It is important to remember that the relationships childcare providers have with the children in their care are very different to those that children have with their parents (Lamb, 1999).One of the main aims of the EYFS is to create the framework for partnership working between parents and childcare providers in order for us to identify and address the needs of the child (DfCSF, 2008). As childcare professionals we must remember that all families are different and therefore will have differen t needs and wants for themselves and their children (NCMA, 2009). Most parents will always want the best for their children but sometimes are not sure what is the best and may ask for guidance (Rosenbaum et al, 1998). The only experiences we have of family life are our own, therefore we must respect the values and methods that families have and understand that different parents bring up their children in different ways (David, 2003).Parents will often be open to suggestions from childcare professionals if they seek some guidance but we must not force them to do as we say and must respect their wishes (Curtis and O’Hagen, 2005). Parents have the right to bring their children up as they please, although we may not agree with their methods (Forehand and Nousiainen, 1993). Here are some examples of different parenting methods: * Permissive Parenting- the parents allow the child to do as they please. Childcare providers must have ground rules in place for children to maintain orde r and calm, but if the child has not been taught that they must abide by rules, this could prove very difficult for the childcare provider and other children. Authoritarian Parenting- the parents are very controlling of the behaviour of their children and children must do exactly as they say. This can be difficult for childcare providers, especially if they are asked by the parents to continue rules that are in place in the family home that the childcare provider does not agree with. * Uninvolved Parenting- the parent is neglectful of their child and allows them to be unkempt, dirty, hungry and not meet their basic needs. This is a safeguarding issue and the childcare provider must report this to the appropriate agencies. * Democratic Parenting- the parent sets clear boundaries for the child and shows them physical affection. This would be the way in which many of us will conduct the care of children. (Robinson et al, 1995)A very important part of an effective relationship and partn ership between childcare professional and parents is trust. Parents may have had previous experiences where they have been let down by somebody involved in the care of their child and therefore gained their trust is important to be able to communicate, in order to provide the best possible care and education of the child (Meggitt et al, 2011). The partnership model of working with parents and carers is therefore a mix of all the above points- respect, trust, information gathering and sharing. We can promote this by talking to parents and discussing each child’s day with parents and carers. 3. 2 Review barriers to participation for carers and explain ways in which they can be overcome.The partnership between parents and child care professionals is a viable and essential way to increase the developmental opportunities for children (Christianson, 2003). We’ve talked about the importance of partnership with parents, but this can go wrong, as there are barriers to effective partnership working. Here are some examples of barriers and how they can be overcome: * Parents can often feel guilty or sad about leaving their child and may feel like they are missing out on their child growing up. This may make them feel paranoid that others may judge them for leaving their child, especially if they leave them to enable themselves to have a break and do something for themselves. It is important to make the parent understand that what they are doing is not wrong and nothing to feel guilty about.Focus on some of the positive aspects that the child will be having whilst in a childcare setting, for example, the experiences they will have and the friends they will make. Give the parents some sources of support that will be able to help them through this emotional time. (ways2work, 2010) * Culture and language can be a barrier as our society grows to be more and more multi-cultural we come across different people from other cultures, some that may not use English as t heir first language and may not speak any English at all. This can be overcome by using translating devices such as ‘Google translate’ to communicate and also be used to translate written policies and procedures, which can be printed out and given to parents. The same can be done for newsletters, emails, letters, handover books, etc.This way, the partnership between the parent and childcare professional is not affected because the inability to communicate. (Joint Improvement Team, 2009) We must ensure that parents understand the legal requirements for our country and their rights and responsibilities. This may be different in their country and if it is not explained in the first instance, this could prove a difficult situation. * Different methods of parenting can cause barriers in partnership working as they may be clash with how the childcare provider cares for children in their setting. For example, a parent may use the permissive parenting method which can cause pro blems like the child not following rules and doing exactly what they want.If a parent uses the authoritative, this could cause problems because the parent may want the childcare provider to continue their rules from home, which they may not agree with. These can be overcome by ensuring that parents understand the ground rules, policies and procedures before their child starts attending a setting. This way, difficulties can be overcome and the parent’s wishes are respected. A parent may use the uninvolved method of parenting, which could mean children don’t understand boundaries that are set and they can become withdrawn from the rest of the children in the setting. This can be overcome by explaining to parents the importance of routines and consistency. Hubbs-tait et al, 2008) * Parents may become defensive if they are approached about something that is causing problems for their child. As childcare providers we must communicate with parents if we have any concerns abo ut children to provide the best possible care and education. This can be overcome by being open, approachable and having a friendly attitude. (McClure, 2012) 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. There are a number of different ways that childcare professionals can have good partnership with parents to enable parents to choose the one that suits them best (Meggitt et al, 2011).Here is a table showing some of the ways in which childcare professionals can work in partnership with parents and the positive and negative aspects of them: Ways to work in partnership| Positive| Negative| Learning Journeys- ‘a continuous journey through which children build on all the things they have already experienced and come across new and interesting challenges. Every child’s learning journey takes a personal path based on their own individual interests, experiences and the curriculum on offer’ (Hutchin, 2007). | * Learning journeys with photos and comments are a great way to show carers all of things that their child has been doing as well as charting their progress. * We might invite the parent to come into the setting to have a look at the learning journey or we may send it home. * Parents that are not so enthusiastic about their child’s learning may not find this method very useful, as they may not want to read through the learning journey. Parents that do not have enough time may not like this method either. | Handover books- a book that goes home for parents to add to, then comes back to the setting for the childcare professionals to write in. Usually just general information about the child’s day is written in this book. | * Parents and childcare professionals are communicating regularly about the progress of the child. * Any trends in the child’s behaviour can be identified easily by just looking back through the book. If parents are in a hurry picking up or d ropping off they may not always want to have a verbal handover, therefore the handover book is much easier as the parent can read it later when they have more time. | * Parents may not find it easy to write down things about the child- may not know what to write. * Parents may not have time to write down things and a quick chat when dropping off or picking up may be quicker and easier. | Verbal handover- when parents or carers drop off or collect the child they may just want to verbally handover how the child has been or if there is anything that the childcare professional may need to know. | * Quick chat is beneficial for parents that have little time before and after work. Parents may find it easier just to have a chat rather than writing information. * Builds trust and friendship between parents and childcare professionals. | * Things are not documented therefore there is no proof that something has been said if you may need it for any problems that could possibly occur. * Inform ation may not be understood by either party. | Newsletter- a letter containing information about topics that are being covered within the setting, any special activities or trips coming up, holidays, new children starting and just general information that parents may need to know. | * Fun and informal way of communicating important information. * Parents may think it is information that is not important and may not read it. | Partnership with parents can be effective but there may be occasions where it can be particularly challenging. As a childcare professional it is important to remain positive about the situation and not give up. Information must be shared with parents by whatever means necessary, whether they reciprocate or not. 3. 4 Explain how effective multi-agency working operates within early year’s provision and benefits children and carers. When working in a caring profession we have a responsibility and a duty of care to the people we are looking after. This means that we must care for them to the best of our ability (Rostgaard and Fridberg, 1998).In order to care for children effectively we must aim to meet all of their needs. As a childcare professional we may not have the knowledge to meet each individual need of the child as it may well be out of our expertise. This is when we must call upon another professional and work together with them to help the child (Sloper, 2004). For multi-agency working to be effective, good communication skills are needed by all professionals involved (Easen, Atkins and Dyson, 2006). The information shared must be relevant and only shared on a ‘need to know’ basis to protect the confidentiality of children and their families (Richardson and Asthana, 2005).Childcare professionals must gain consent from parents regarding the information sharing between other professionals, unless there is a possibility of a child protection issue, then this can be overruled. When sharing information with other prof essionals we must be organised and professional so that we are able to give, receive and record accurate information to ensure that the child’s care is not compromised by poor information sharing (Watson, Townsley and Abbott, 2002). Multi-agency working and partnership with parents are the key factors in good quality care for children. However, partnership with parents can sometimes be difficult but as childcare professionals we must remain positive and not give up as the important thing is to ensure information is given to parents or other professionals by whatever means necessary. Eymp 1 EYMP 1 1. 1 Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.The Early Years Foundation Stage framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The guidance materials are used to ensure settings provide: quality and consi stency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS framework specifies requirements for learning and development and for safeguarding children and promoting their welfare. . 2 Here is a list of different approaches: Reggio Emilia Montessori Common core Reggio Emilia The Reggio Approach gets it name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. After the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, joined teams with the parents of this region to provide child care for young children. Over the last 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.Of special interest is the emphasis on childrens symbolic languages in the context of a project-oriented curriculum. The Reggio Emilia approach is made possible through a carefully articulated and collaborated approach to the care and education of young children. Here are the key points of the Reggio Emilia: Community support and parental involvement Administrative policies and organisational features Teachers as learners The role of the environment Long-term projects as vehicles for learning The hundred languages of children Community support and parental involvementTraditions of community support for families with young children comes from Italy’s cultural view of children as the collective responsibilities of the state. The parents role is the same as the community’s, at both sch ool wide and the classroom level. Parents have to take part in discussions about school policy, child development concerns and curriculum planning and evaluation. Because most parents are employed meetings are held in the evenings so that all who want to take part can do so. Administrative policies and organisational featuresA head administrator reports directly to the town council, who works with a group of curriculum team leaders, each of them coordinates the efforts of teachers from 5 or 6 centres. Each of these centres is staffed by two teacher per classroom, in which there is 12 children in infant classes, 18 in toddlers classes and 24 in pre-primary classes, one teacher trained in arts who works with classroom teachers in curriculum development and documentation and several auxiliary staff. There is no principle, and there is not a hierarchical relationship between teachers.This staffing plan along side with the policy of keeping the same group o children and teachers together for the 3 year period, facilitates the sense of community that characterises relationships between children and adults. Teachers as learners The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back and observing the child learning.Teachers' long-term commitment to enhancing their understanding of children is at the root of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They compensate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher a utonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests.The lack of externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform their curriculum planning and implementation. When working on projects with the child, the teacher can also expand the child's learning by collecting data such as photographs, notes, videos, and conversations that can be reviewed at a later time. The role of the environment The organization of the physical environment is crucial to Reggio Emilia's early childhood program, and is often referred to as the child's â€Å"third teacher†.Major aims in the planning of new spaces and the remodeling of old ones include the integration of each classroom with the rest of the school, and the school with the surrounding community. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through env ironments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas. The pre-schools tend to be filled with indoor plants and vines, and awash with natural light.Classrooms open to a central piazza, kitchens are open to view and access to the surrounding community is assured through wall sized windows, courtyards, and doors to the outside in each classroom. Long-term projects as vehicles for learning The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class engages in a wide variety of self-selected activities typical of preschool classrooms.The projects that teachers and children engage in are different in a number of ways from those that c haracterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events that direct the attention of the children and teachers. Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of varying abilities and interests, including those with special needs, work together on projects. Projects begin with teachers o bserving and questioning children about the topic of interest.Based on children's responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Therefore, curriculum planning and implementation revolve around open-ended and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children.Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in authentic tasks. The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent.Revision of drawings and of ideas is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange. (Source: www. reggiokids. com and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) Maria Montessori She began her work as a doctor in one of the poorest areas in Rome, in the beginning of the 1900s.She worked with children with learning difficulties. She spend hours observing children. This is one of the strengths of her work. Her conclusion, which is now supported by modern re search that children pass through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners, just like Piaget. Here is a summary of Montessori’s ideas: She put together a structured teaching programme, which she based on her observations of children with learning difficulties. The work of an educator called Seguin, was also used by Maria Montessori.He had given manual dexterity exercises to children with physical disabilities. He done this as he believed that if they could learn to use their hands, they would then be able to get a job later on in life She designed a set of didactic materials, as she called them, which encouraged children to use their hands. She stressed the importance that children should work alone. She thought that this would help them become independent learners. For Montessori the highest point of a child’s learning is what she like to call the polarisation of the atte ntion.Montessori didn’t see the point in play, didn’t encourage children’s own ideas, until they had worked through all her graded learning sequence. Montessori has had more impact and influence on private schools than on the maintained sector of education. Common Core The Common Core of Skills and Knowledge for the children's workforce – often referred to as the Common Core – sets out the basic skills and knowledge needed by people whose work (paid or voluntary) brings them into regular contact with children, young people and families. It supports integrated working by contributing to the use of a common language.The skills and knowledge included in the Common Core have been divided into six key areas: Effective communication and encouragement with children, young people and families. Children and young people development. Safeguarding and promoting the welfare of the child. Supporting transitions Multi-agency working Sharing information It aims t o promote quality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and young people. Also providing more effective and integrated services. At the same time it cknowledges the rights of children and young people, and the role of parents, carers and families. (Source: http://webarchive. nationalarchives. gov. uk and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) 1. 3 Early years frameworks emphasise a personal and individual approach to learning and development because valuing children’s individuality, ideas and feelings is an important aspect in developing. It is necessary to meet the universal needs of all children, these are physical and biological needs such as food, drink, and shelter which are essential to survival.There is also psychological needs such as love, affection, secure and stable relationships, friendships intellectual stimulation, and independence. These are essential to maintain the indi viduals quality of life. A child’s needs vary from child to child as each child is an individual and not any two are the same. It can be difficult to meet the needs of children in child care settings when they are grouped together according to age. Some children will have developmental needs which are in line with the expected â€Å"norm† for their chronological age, whereas others will have needs which are characteristic of much older or younger children.Once recognised, the child’s needs can then be met. When doing this it is important to consider each childs age, physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. 3. 2 Here is a list of barriers to participation for parents and carers: Concerns about welfare, development and learning of a child Parents becoming angry or upset Parents and carers with other priorities Parents and carers having prejudicial attitudes Differences in rules and expecta tionsThis can be overcome by talking to the parent or carer in a way that shows concern for the child, and not criticising the parent or carer. The conversation can also be held in a private and confidential space, with a clear focus on the childs best interests. This can be overcome by staying calm and talking calmly offering some where private to talk. 3. 3 As carers are individuals there is no one way to have a partnership with parents/carers, there needs to be a whole range of ways for parents to access partnerships in order for them to find the one that is most suitable for them.These may include diaries to communicate between home and the setting, meetings within in the setting, workshops run by the setting, open days and parents evenings. 3. 4. Multi agency working helps the different services and professionals to join together to prevent problems occurring in the first place. This means that practitioners can work with parents and carers to help them access and organise the different services and provisions that may be helpful to them.

Psychology Essay

Operant conditioning is a form of learning that is environmentally gathered. Learn the skill, practice the skill, then step back and examine the results. Observational learning also called social learning. A person behavior is influenced by what happens to other people when ten bases they behave certain ways. The person who is learning does so by seeing responses are elicited by other behaviors. The person then bases their behavior on the lessons learned by watching what happens to the other people. Social learning is in social context and can occur purely through observation or direct instruction. The different kinds of learning can be utilized in the workplace: Operant conditioning: One of my coworkers is having trouble with understanding the job. So I voluntarily helped them out. That increases my reputation at work. After that I will get positive feedback from coworkers. Observational learning: At the workplace, it is forbidden to do something which you’ve never done before. That’s why, before you start working on something new; ask someone about that job to show you how to do it. So you can learn and be able to do it. Social learning: Advertisements, TV, internet shows because we observe them, then copy them. How is prejudice developed and nurtured through classical and operant conditioning? Give specific examples that demonstrate each kind of learning. Prejudice is a learned, generally negative attitude directed toward specific people solely because of their membership in an identified group. Prejudice is developed and nurtured through classical and operant conditioning from three elements. Affective (emotions about the group), behavioral (negative action toward members of the group) and cognitive (stereotypical beliefs about team members). People learn prejudice the same way they learn all attitudes through classical and operant conditioning. For example, repeated exposure to stereotypical portrayals of minorities and women on TV, in movies and in magazines teach children that such images are correct. Similarly hearing parents, friends and teachers express their prejudices also reinforce prejudice. 3. ) You are scheduled to present the result of your work on creating a new software program for your company. What memory techniques will you use in order to be free of too much dependence on notes and power point slides? Be specific as to how you will relate the technique to the content of the presentation Long –term memory: Encoding because it is elaborative rehearsal, the processing is more than visual. The three R’s registration, retention and retrieval. 4. ) Name and describe the three qualities of emotional intelligence according to Goleman. If you were interviewing applicants for a position in your company and wanted to know whether they had emotional intelligence, how would you go about discovering that? Would you do that in an interview or some other means? Posses self control of emotions such as anger, impulsiveness and anxiety. The ability to understand what others feel such as empathy. The ability to motivate oneself. I feel you can find a person emotional intelligence in an interview because a person can manage their emotions. They don’t get angry in stressful situations. They have the ability to look at a problem calmly and find a solution. I would go about discovering by asking questions or just observing how the questions are answered and giving different scenarios of a situations and pay attention to responses.

Issues facing women in prisons Essay

The issues of women in prison are clouded with amazing stereotypes and silence. Women are the fastest growing sector of the prison population in the United States. Even more than men, most women are incarcerated for non-violent offenses. These women are often products of sexist and racist attitudes, and do not have marketable job skills. Economic survival for herself and her family often means prostitution, forging, petty theft or some kind of hustle. Once incarcerated, women have less access to education, job training programs, and other services than men. When released, women are more often shamed for having done time, and less likely to reach out for support. In the 1970s, two women sociologists, Rita Simon and Freda Adler, argued that the extent and nature of women’s criminality appeared to be changing. They predicted that women’s criminal behavior would continue to undergo dramatic changes until it closely resembled men’s. The increase in the frequency and seriousness of female criminality, they believed, would come in crimes traditionally associated with men. Women’s new emancipation and assertiveness, women’s expanded economic opportunities, women’s new social roles, would lead to their more frequent and serious criminality (McClellan). Many of the largest increases for serious offenses are found in traditionally female crimes such as fraud, forgery, larceny/theft, and drug violations. Most of the increases in female property crime involve petty, unsophisticated offenses, e. g. , shoplifting, misuse of credit cards, passing bad checks, and welfare fraud–crimes related to the increasing feminization of poverty. The majority of women continue to be arrested for victimless crimes: for being drug addicts, for being intoxicated, for being prostitutes. Only 14 percent of those arrested for violent offenses are women. This rate has remained stable over time. Three out of four women arrested for violent offenses have committed simple assault. Women constitute approximately one-tenth of the arrests for robbery, and one-tenth of the arrests for murder and non-negligent manslaughter. Changes in women’s criminal behavior, like changes in women’s social roles, have been slow and predictable (Corrections Statistics). Currently over 95,000 women are incarcerated in U. S. prisons, another 70,000 in our jails. The women’s prison population in the U. S. has quadrupled since 1980, largely a result of a war on drugs that has translated into a war on women and the poor generally. African-American women have been hardest hit by this increase. They are 14. 5 percent of the women in the U. S. population, but they constitute 52. 2 percent of the women in prison (Corrections Statistics). Poor young women of color, most of whom are mothers, are locked in old overcrowded prisons, serving lengthy sentences for drug offenses and petty property crimes. Incarceration for women in the United States has come to mean enduring endless hours of boredom and idleness as women are systematically denied access to meaningful programs; months and years without visits from their children whose guardians cannot afford travel expenses; indignities, disrespect, and infantilization from the correctional staff. Women in prison are subject to an official system that carries the norm-enforcing patriarchal pattern of social control to absurd lengths. As night follows day, omnipresent surveillance elicits the behavior it is installed to control. Faced with implacable patriarchal authority, a female inmate’s seemingly irrational oppositional behavior becomes a means for re-establishing her nature, for resisting the alienation experienced when she is denied traditional expression of both her personal individuality and her collective responsibilities. Intensive surveillance of female inmates is an historical vestige in institutions of correction; it reflects the belief that women should conform to gender-based stereotypes stressing obedience, dependence, and deference. California has the highest population of female prisoners among U. S. states. Since mandatory-sentencing laws went into effect in the mid 1980’s, the California female prison population has skyrocketed. At the end of 1986, women in California’s prisons totaled 3,564. As of September 2000, the female population now numbers 11,091 – an increase of 311% in fourteen years (CDC Data). The vast majority of women sentenced under California’s two-strikes and three-strikes laws are for nonviolent crimes, particularly drug offenses. A 1999 study of women in the California prison system found that 71% of incarcerated women had experienced ongoing physical abuse prior to the age of 18 and that 62% experienced ongoing physical abuse after 18 years of age. The report also found that 41% of women incarcerated in California had experienced sexual abuse prior to the age of 18 and 41% experienced sexual abuse after 18 years of age. Such a background further inhibits the ability of female inmates to report or seek recourse in cases of abuse within the prison system. (Bloom, Owen) Prisons for women in California are on average 171% over their designed capacity, with two prisons almost 200% over capacity. The Federal women’s prison in Dublin is more than 128% over capacity (CDC Report). Valley State Penitentiary for Women (VSPW) and the adjacent Central California Women’s Facility (CCWF) together house almost 7,000 incarcerated women and is probably the largest women’s prison complex in the world. (AI Report) Women in California state prisons make only pennies an hour. Females incarcerated in federal prisons make a minimum of $5. 75 per month. Though inmates from the United States can sometimes make more money through Federal work programs, non-nationals are not permitted to make more than the base monthly amount. In California state prisons, women earn as little as $. 05 per hour. In the California prison system, visitation is a privilege not a right. Prisoners on death row and prisons in California serving life sentences without parole cannot receive unsupervised family visits. Family visits are also not permitted with common law relationships. Pregnant women in prison face unique problems. Stress, environmental and legal restrictions, unhealthy behavior, and weakened or nonexistent social support systems—all common among female inmates—have an even greater effect on pregnant inmates. Women in prison are placed outside the normal mothering experience in such ways (Huft et al): †¢ Stress — incarcerated women experience higher than normal levels of stress. They have a higher incidence of complications during pregnancy, labor, and delivery. †¢ Restricted environment — adaptation to pregnancy is limited by the prison environment. Mandatory work, structured meal times, and lack of environ-mental stimulation may decrease the likelihood of individualized prenatal care. For instance, pregnant inmates receive standard clothing that often does not fit well. Alternatives for special clothing (e. g. , stockings and shoes) may be dictated by availability within the institution or by what family and friends are willing to supply. In addition, disciplinary action or other restrictions may interfere with the offender’s adaptation to pregnancy. †¢ Altered social support systems — even if ideal opportunities for nutritional education and physical development are available during pregnancy, pregnant women will not take advantage of them if they do not receive support from their inmate peer groups. Limited health care facilities or staff sometimes warrants the immediate transfer of a pregnant inmate to a civilian hospital at the onset of labor. †¢ Altered maternal roles—Maternal identity depends on rehearsal for the anticipated role after birth. Women in Federal prisons do not directly care for their infants after birth. Developing a maternal role therefore depends upon plans for placing the infant after birth. The inmate can place the infant either for adoption or for guardianship. Preparation for care includes teaching the mother decision-making skills. Counseling should emphasize developing an identity during pregnancy and strategies for coping with the loss of the infant. After the birth, the mother will need counseling in making or accepting the decision to place the infant for adoption or temporary guardianship. One of the major concerns of women in prison is their children. A large percentage of women in our criminal justice system are mothers. According to Amnesty International, 78% of women in state prisons are mothers (Impact on Children, 1999). Because there are fewer women in prison than men, there are fewer women’s facilities throughout the country. As a result, women are placed in prisons located miles away from their children and families (Chesney-Lind, 1998). Consequently, children spend less time visiting their mothers in these facilities. For children who resided in the same home as their mother prior to her incarceration, this is an extremely traumatic experience. Children whose parents are incarcerated are often placed in the care of other family members, in foster care or in juvenile homes. â€Å"Nationwide, 50% of the children in the juvenile justice system have a parent in prison† (Impact on Children, 1999). Very few children will go live with their father and the majority of children, approximately 60%, are taken in and cared for by their grandmothers. However, many of these grandmothers are financially unstable and do not have the means to support and satisfy all the needs of these children. As if this is not traumatic enough, children of incarcerated mothers face many other hardships. Along with being removed from the home they grew up in and their families, children face other unfamiliar challenges such as attending new schools and living in new homes in alien settings. These children may demonstrate a variety of emotional and psychological responses such as â€Å"hyperactivity, attention deficits, delinquency, and teenage pregnancy, withdrawal from social relationships or retreat in to denial† along with difficulty with intimacy and assertiveness, lack of trust in others, and poor academic performance. (Impact on Children, 1999). The vast majority of female prisoners in the United States are held in women-only facilities. About one-fifth of all female inmates are housed in co-ed facilities — that is, prisons that accommodate both male and female offenders. Interaction between male and female inmates at coed prisons is minimal and men and women share only certain vocational, technical, or educational resources and recreational facilities. Female inmates are housed in units that are entirely separate from units for male inmates during evening hours (Encarta). The coed facilities present less problems than one would expect, a phenomenon attributed to the â€Å"softening† effect women have on male inmates. The living conditions at a women’s prison are somewhat more pleasant, but there is often a shortage of programs. Women’s prisons are usually less security-conscious. Neither the inmate code nor the hidden economy is well developed. Rather than form gangs, women tend to create pseudofamilies, in which they adopt various family roles — father, mother, daughter, sister — in a type of half serious, half play-acting set of relationships. Some of these roles, but not all of them, involve homosexual relationships. In conclusion, I think that these issues of women in the criminal system should be brought to more awareness to let the public know of these problems and maybe it will help women and young women to get off that track of crime so they don’t end up like all of these other women in these prisons. Bibliography: Corrections Statistics. U. S. Department of Justice. Office of Justice Programs. Bureau of Justice Statistics Website, 2004 Chesney-Lind, M. Women in Prison: From Partial Justice to Vengeful Equity. Corrections Today, vol. 60, no. 7, 1998. â€Å"Impact on Children of Women in Prison†. Amnesty International Website, 2004 â€Å"Californian Prisons: Failure to protect prisoners from abuse† Amnesty International Issue AMR 51/79/00. 24 May, 2000 California Department of Corrections Data. California Statistical Abstract, 12/1999. McClellan, Dorothy S. â€Å"Coming to the aid of women in U. S. prisons,† Monthly Review, June, 2002. Huft, Anita G. , Fawkes, Lena. and Lawson, Travis. â€Å"Care of the Pregnant Offender† Federal Prisons Journal, Spring 1992. â€Å"Prison,† Microsoft Encarta Online Encyclopedia 2004 Owen, Barbara, and Barbara Bloom. Profiling the needs of the California youth authority’s female population. ICPSR version. Fresno, CA: California State University, 1997.

How has globalisation affected the forms of entertainment in Essay

How has globalisation affected the forms of entertainment in contemporary societies Provide examples from a country of your cho - Essay Example This term is most commonly used to describe the effects of international trade but applies to trade of all sorts of industries. Global village is a terminology used to describe a new kind of globalization presenting us with an interconnected world and a global collected culture. Globalization affects world economies and cultural identities. There are several reasons for this increasing global competition. Free trade agreements and economic unions have reduced protection for industries. Consumers can now purchase goods and services from other countries with no import controls. Improved travel links and communications between all parts of the world have made it easier to compare prices and qualities of goods from many countries. This has further developed as the internet has become more widely available worldwide. Business in every sector of the economy are now striving to enter the global market be it science, manufacturing or entertainment industry. Globalization has led to more choi ce and lower price for consumers. It has forced firms to look for ways of increasing efficiency. Inefficient producers have gone out of business. Many firms have merged with foreign businesses to make it easier to sell in foreign markets. This is one of the reasons behind the growth of entertainment industry (Stimpson, 2006). ... When we talk about the effects of globalization on all forms of entertainment in contemporary societies, it is important to realize that it is the global mass culture that we are dealing with. It comprises of new and modern ways of cultural exchange in the entertainment sector which may include movies, music, television and internet to name a few. Accumulated forms of communication create images that cross different linguistic boundaries more quickly and conveniently than many goods and services. This global mass culture has entered, influenced and revolutionized the lives of people in modern societies and this culture of imagery and graphic arts has altered the forms of entertainment, leisure and fashions of advertising. Mainly the Western culture has a strong manipulative influence on cultural values (Robertson, 2008). Globalization especially in the entertainment industry is mainly criticized for affirming other country’s cultures and traditions onto another. People of ethn ic beliefs do not easily accept the interference of different and modern cultures and traditions for it alters their own cultural identity and personality. This can be observed when people’s decade old lifestyles start transforming and with a change in their culture and norms change with foreign influences. With globalization or entrance of different cultures in the world economy, humans try more than ever to preserve their cultural identities and traditions. This diversion of culture comes as a threat to them. But the point is to realize, accept and acknowledge cultural differences and diversity across the world. This is called cultural pluralism. This occurs with

Bipolar Disorder and Substance Abuse Research Paper

Bipolar Disorder and Substance Abuse - Research Paper Example The exact reasons for the close association of bipolar disease and substance abuse are still unknown to medical science. This paper analyses bipolar disorders, substance abuse or substance use disorder and the relationship between the two. Bipolar Disease and Substance Abuse â€Å"Bipolar disorder is a chronic enduring mental illness characterised by periods of elation and depression in mood. A lifetime history of alcohol misuse is one of the more common co-morbidities occurring in about 46% of people with bipolar I disorder† (Saunders and Goodwin 2010). Bipolar disorders were earlier referred as manic depression. Constant and continuous mood swings are one of the major symptoms of bipolar disorder. Within a short period of time, a person with bipolar disorder may show extremities of mood; He can demonstrate the feeling of sadness, hopelessness and helplessness at a particular moment and in the very next moment he can feel like on top of the world. One of the major characteris tics noticed by the psychologists about Bipolar disorders is the fact that majority of these patients show substance use disorders (SUD) also. For example, alcoholism and drug abuses are seen common among people with bipolar disorders. ... Bipolar 1 is more severe than bipolar 2. People with bipolar 1 disease need hospitalization whereas bipolar 2 do not need hospitalization. â€Å"Mania is seen in bipolar 1 and hypomania is seen in bipolar 2† (Fast &Julie A Fast (Author) †º Visit Amazon's Julie A Fast Page Find all the books, read about the author, and more. See search results for this author Are you an author? Learn about Author Central Preston, 2006, p.20). People with bipolar 2 may not show many changes in their normal behaviors whereas people with bipolar 1 diseases will show many changes in their normal behavior patterns and they may experience hallucinations, delusions, paranoia etc. It is possible that a person with bipolar disease may induce self harm. In many cases, these patients may attack others also. Aggression is one of the major characteristics of bipolar 1 disease. The reasons for bipolar disorders are still unknown. However, as in the cases of other psychological disorders, heredity and en vironment play an important role in causing bipolar disorders to a person. Long (2005) has pointed out the role of heredity in causing bipolar disorders; About half of all patients with Bipolar I Disorder have one parent who also has a mood disorder, usually Major Depressive Disorder. If one parent has Bipolar I Disorder, the child will have a 25% chance of developing a mood disorder. If both parents have Bipolar I Disorder, the child has a 50%-75% chance of developing a mood disorder. (Long, 2005) The above results clearly show that bipolar disorders have strong association with heredity. No studies succeeded yet in singling out a particular gene which causes bipolar diseases.

The vital factors of british and chinese student when they considering Dissertation

The vital factors of british and chinese student when they considering apply for the university during the globalization age - Dissertation Example The literature review chapter presented an overview of the factors playing and important and decisive role in determining the application process of the British and Chinese students while applying in universities. It was found that the demographic, socio-economic, social, and individual factors play an important role in the decision making process. Moreover, Chinese students are more careful while applying in universities as they seek reputation, image, brand, value for money, and future prospects. The research methodology chapter presented an overview of the different elements of the methodology along with discussing the overall relevance and importance of each element in seeking the answers for the hypotheses. The findings and analysis chapter presented an analysis of the findings based on the use of the SPSS statistical tool. The chapter highlighted the use of Chi Square, Anova, and Mean tests in understanding the relationship between factors affecting the applying process in univ ersities. It was found that there is a positive relationship between social, demographic, personal, and globalisation factors affecting the applying process in universities for oh Chinese and British students. ... TABLE OF CONTENTS Section 1.Introduction 4 1.1Introduction 4 1.2 Research Aim 5 1.3 Research Objectives 5 1.4 Research Questions 5 1.5: Background of the Research 6 1.6 Rationale for the Research Topic 7 1.7 Scope of the Research 7 1.8: Proposed Methodology 7 1.9: Outline of the Dissertation 8 1.10: Summary 9 Section 2.0 Literature Review 10 2.1 Introduction 10 2.2 Impact of Globalisation on Students 10 2.3 Perceived Isolation of Chinese Students in the UK 14 2.4 Academic Issues 16 2.5 Factors Affecting the Academic Performance of Chinese Students 18 2.6: Social Factors Affecting the Applying Process in University 19 2.7: Demographic Factors Affecting the Applying Process in University 21 2.8: Other Factors Affecting the Applying Process 23 2.9: Summary 25 Section 3.0 Research Methodology 26 3.1 Introduction 26 3.2 Research Philosophy 26 3.3 Research Approach 27 3.4 Research Design 27 3.5 Data Collection Methods 28 3.6: Data Analysis 28 3.7 Sampling 28 3.8: Questionnaire Formulation 29 3.9. Ethical Considerations 29 3.10: Strengths and Limitations of the Methodology 29 3.11: Summary 30 Section 4.0 Findings and Analysis 31 4.1 Introduction 31 4.2 Hypotheses Analysis 32 4.3: Summary 48 Section 5 Conclusion and Recommendations 49 5.1 Introduction 49 5.2: Conclusion 49 5.3: Recommendations for Students Applying in University 54 5.4: Recommendations for Future Research 54 5.5: Summary 55 BIBLIOGRAPHY 56 CHAPTER-1: INTRODUCTION 1.1: Introduction Globalisation can be considered as the main force connecting different nations and cultures in an easy and simple manner. Globalisation often helps in the expansion of international cultures, social, political, and economic activities (Brennan, et al, 2009). Globalisation

Reforms for K-12 California Education System Essay

Reforms for K-12 California Education System - Essay Example Many efforts have been put to address multiple language students. A number of inconsistencies that remains deeply entrenched within the inefficient system. Firstly, parents are left to determine whether a child should be taken to a bilingual class or not. Of course, this is the greatest undoing of the California system because parents do not understand the fundamental principles of learning. In addition, leaving the decision entire for parents is a sign of a failed system because it pays no attention to the child’s abilities.   Ã‚  Secondly, appear to lean towards western traditionalist ideology as compared to the modern multiculturalist’s approach in education (Friend and Loyce 2013, 367). One of the key issues that the system fails to recognize is the existence of rights of a student to be taught in a language they understand. In contrast, we find that this partial implantation of multicultural education systems captures the Norton of sympathetic westernized tendenc ies. In reality, the schools are failing in enhancing systematic education training using the right channel. Studies show that many Asian students have poor scores, not because they have limited potential but because teachers and California State Department of Education has failed to develop a comprehensive policy and provide necessary special facilities that is adequate and appropriate to the student’s needs.  Ã‚  The future of multiple culture approach remains bleak with this K-12 system if the system of purposeful discrimination.

Labour market analysis report Lab Example | Topics and Well Written Essays - 1750 words

Labour market analysis - Lab Report Example All these factors combined are evidence of good business that will keep on going and of a healthy national coffer that will stay as strong and full as ever. In front of these backdrops are the fruits that will be reaped at the end of the day. As a matter of course, employment and salaries will increase and consumer spending will immensely rise. The foregoing premises have to be laid down because this report will proceed with the labor market specifics of a certain business domain and it is basic knowledge that any financial dynamic moves hand-in-hand with the issue of jobs. In particular, reference is made to the Coles Supermarkets chain. For brevity, it is here referred to as Coles. Any projection presumed in the instant report is pegged constantly at five (5) years. There are two parts here which are divided into two tasks. The first one will be on labor market analysis which will comprise of the performance criteria (1) to determine predicted areas of organizational growth and downsizing and associated labor requirements, (2) to analyze the organization’s current workforce capacity to meet current predicted demands for the goods and services of the business, (3) to research and review current and predicted external labor supply, demographic and economic data, and to forecast human resources supply, (4) to determine the organizational diversity requirements in the workforce, and (5) to make the necessary recommendations for workforce planning. The second part of the report pertains to (1) succession planning and workforce plan evaluation, and (2) developing a succession plan which addresses internal labor needs in the medium to long term requirements, utilizing succession planning principles with an incorporated retention plan. Coles has seven hundred forty (740) stores all over Australia. It has a workforce consisting of about ninety two thousand (92,000) employees.5 This is a relatively large organization.

Structure of Secondary Schooling Essay Example | Topics and Well Written Essays - 1000 words

Structure of Secondary Schooling - Essay Example This essay approves that the basics start at school and slowly as they become mature they realize learning is a long process and helps them to be disciplined. The importance of learning is to share with others and make them educated. Studying at colleges and universities is totally a different ball game compared to schools. In colleges and universities the curriculum will be based on practical assumptions. Courses offering at universities and colleges are termed as professional courses and inclined towards engineering, management and political careers. The students will be trained accordingly to fulfill the immediate requirements. The most important thing is to realize the responsibilities towards the society and taking up those responsibilities, which is an indication of a good citizen. Education is an important tool that makes every citizen to know their responsibilities and utilize them properly. This report makes a conclusion that one of the main reasons of learning disabilities is the lack of concentration. Student’s thoughts divert very easily. They could not keep up their concentration level up to the mark. Short-term memory is also one of the reasons. Some of them were unable to remember previous days lessons or unable to grasp Assessing student’s abilities and disabilities is the major factor and teachers should strive to identify these issues. By identifying their strengths and weaknesses one can easily work on these issues. Self-confidence plays an important role in everyone’s lives. It is the deciding factor that decides a winner and a loser.

Importance of Teamwork in Nursing Essay Example for Free

Importance of Teamwork in Nursing Essay Teamwork involves the merging of members of the same or different professions or domains to work towards a common goal. This group compliments the skills of each member who are consequently committed to one purpose. Teamwork is therefore challenging and at the same time rewarding. It is coupled with a lot of enthusiasm, hope and a share of its own setbacks. Teamwork is initially formed in any particular group with an aim of dividing the effort of accomplishing a particular task while at the same instance multiplying the effect. Any positive work experience usually has an aspect of teamwork in it. Nurses make up the largest care-provider in a hospital setting thus nursing is a job that requires a lot of teamwork. This involves a nurse to nurse or a nurse to physician teamwork. In most cases, the nursing workforce is neglected by the administration involved due to the anticipation of the patients’ recuperation and recovery, thus nurturing a form of autonomy among the workforce. This serves in downsizing the emphasis on teamwork and this happens at the very expense of the same patients. Service delivery is paramount in the field of nursing and teamwork is one of the core determiners of good service delivery. Teamwork among any group, on the other hand, is determined by various factors. These include openness, responsibility, honesty, accountability, reliability, dialogue and understanding. All this factors have to be put to consideration while putting together a coherent team. A slight disregard of any would see to the failure of the team to deliver as expected. Teamwork does come with its own set of challenges that inhibit the delivery of good service by the team. These mainly occur as a result of conflict among the members of the team which is in turn rooted on differences pertaining distribution of duty, sharing, priority and unnecessary competition. Poor handling of such issues often leads to the occurrence of many mistakes, mistrust among the team members, confusion, wastage of resources, lack of motivation, time wastage and lots of arguments that hold no water. More often than not, it is the patients who bear the yoke of such disagreements as the service rendered to them is henceforth substandard and this plunges their lives into jeopardy. Fallouts are common at this stage since the restructuring of these nursing teams would mean loss of time and complete loss of motivation among the team members. Precautions are therefore very necessary to avoid such grave situations as they do put the lives of others at stake. Adjustments should be made at the slightest sign of unrest among the team members. Sharing responsibility equally is usually the first major leap by any group. Matters pertaining age, seniority and level of experience should not be used to condescend against some members. On the contrary, the members should maximize on the potential that comes with these various facets of diversity and others like gender, socio-cultural and economic backgrounds. Put together, all this facets can give rise to a whole new of teamwork with a lot of diversity which would lead to the conception of new ideas. The approach of issues proactively rather than reactively is also a worthwhile measure to counter these challenges. Prevention has always worked better than cure and this is also the same convention with proactive action. The team members are charged with the task of ensuring that any prevailing or looming predicaments are brought to the light before they turn ugly and cause rifts within the team. This serves in ensuring that little or no time is lost in the process of solving problems. Letting the issues accrue and the procrastination of dealing with them ends up in the wastage of time and patients bearing the lion’s share of these problems due to the poor service delivery. Cultivating a culture of dialogue is another way of avoiding conflict in the course of teamwork. When a team embraces dialogue, prevalent issues are addressed and solved amicably. Positive criticism ensures that everyone can correct each other without any hard feelings. When criticism is directed towards a person positively, he or she is bound to make the amends wherever the error occurs. Gradual technological enhancement and restructuring the team every now and then is necessary in order to avoid monotony. This reignites the team with zeal thus ensuring a rise in quality service delivery. Clarity on the roles of each team member would also do some good. This would help in avoiding the confusion especially if the team has numerous members. Morale on the side of the administration would also improve the team’s service delivery. This could be done through the formation of some form of healthy inter-teams competitions that would see the appreciation of the team that is best at service delivery. Incentives can also be brought to the picture. This would actually ensure that the teams work hard to outdo each other and thus better their teamwork in this process. An improvement in the teamwork among the nurses would have some major effects in service to the patients. There would be definitely be an improved client-service delivery, improved relationships between team members and consequently with the administration. These healthcare institutions would also unveil a wider range of services due to the time efficient system. In conclusion, teamwork in nursing is sacrosanct since it is a profession that deals with lives of people. An improvement in service delivery therefore means that the clients are in safer hands. Reference: Institute for Innovation and Improvement, (March, 2007): Developing and sustaining effective teams. ISBN 9781904114482, Royal College of Nursing, Retrieved on 3rd April 2009 from: http://www. rcn. org. uk/__data/assets/pdf_file/0003/78735/003115. pdf,

Effect of Politics on Airlines and Breweries

Effect of Politics on Airlines and Breweries The Effect of Political Factors on the Airline Industry and the Brewing Industry, 2005 Politics has a huge impact on all businesses, and the range of its influence is broad. Political factors include statutes which may be implemented because of a UK governmental decision or a decision in Europe, or by the UK being a signatory to an international agreement. Other legislation arises in response to issues such as terrorist threats. Other political influences include trade agreements, restrictions and opportunities arising from foreign governments’ policies or opposition groups in the form of political parties or pressure groups formed by the public to address specific issues, who may challenge, delay or obstruct government plans. This essay looks at the impact of recent political factors on the airline and brewing industries. The Airline Industry In a speech delivered in June 2005, Derek Twigg, the Transport Minister outlined progress on the Aviation White Paper. He recognised issues with capacity, particularly with recent increases in demand for low-cost flights (Twigg 2005). A fifth terminal at Heathrow Airport is being constructed, and additional runways are planned at Stansted and Heathrow. However, there is opposition, focused on noise pollution, fuel pollution, the strain on roads and rail links to airports, and the destruction of countryside to accommodate airport expansion. The government’s pursuit of its policies depends, stated Twigg, on the ability to meet strict environmental standards, and airlines’ increased expansion depends on successful implementation of these policies. Energy Policy The UK government has secured a commitment from airlines to improve fuel efficiency and reduce emissions, but this will require investment from the airlines. The industry must strike a balance, spending on initiatives to become more ‘green’ in return for an infrastructure development policy from the government. Terrorism The 9/11 terrorist attack on the US had immediate consequences, with a drop in demand. This has had particular impact in the US, where a number of airlines have survived only because of Chapter 11 of US bankruptcy laws, which allows continued trading with protection from creditors until profitability is achieved. United Airlines has been operating under Chapter 11 for 3 years. Delta and Northwest are entering Chapter 11, and will probably follow a similar policy to United, focusing on international flights and disposing of smaller planes used for domestic flights (Field 2005). They will therefore continue to compete in the international market with protection: UK airlines would probably be forced out of business if they were to find themselves in a similar position. US anti-terror legislation requires foreign operators to undergo an audit by the Federal Aviation Administration, and to have a Part 129 Licence. Demand for transatlantic charters has been difficult to meet at times, due to many carriers not having the necessary authorisation (Wastnage 2005). Meeting new legislative demands has an economic effect on businesses due to the additional financial and human resources required. Terrorist attacks in holiday resorts are considered by many to be a response to foreign policy, particularly that of the UK and US. Consumer response is to book a holiday in an area considered safe, rather than to forego the holiday altogether, suggesting that airlines carrying holidaymakers should consider a portfolio of varied destinations. The instability of the market due to international politics has encouraged some airlines to carry out work through contractors (for example, Air Atlanta), who will provide aircraft and crew without the demand for the level of commitment required with an airline’s own staff and aircraft investment. The Influence of Europe The UK is required to adhere to European laws which may affect airlines. For example, UK legislation is being broadened to encompass an EC directive on Age Discrimination. From October 2006, one of its effects will be to outlaw forced retirement before age 65 unless it can be justified (www.agepositive.gov.uk). Current practice at British Airways is to retire pilots at 55: as many transfer to other airlines, it would appear unjustified. Salaries are much higher for pilots with long service at BA and the effect of having to keep them rather than employing cheaper new pilots could affect profits. Iraq War The Iraq war has impacted on oil prices. It has been argued that the agenda behind the US/UK decision to go to war was oil-influenced, with the US increasingly reliant on Gulf oil and hence having a particular interest in control of oilfields in the region (Cable 2003). Airlines are particularly sensitive to changes in oil prices due to their large amount of fuel consumption, and all airlines have recently had to choose between reflecting rising fuel costs in ticket prices or accepting reduced profits. Global Change The ‘BRIC’ nations – Brazil, Russia, India and China – are set to become more economically influential in coming decades. China has recently removed the barriers to private airline companies. Domestic flights in China have increased by 20% over a year, which equates to 17,000 extra flights per month (Brown 2005), as planes replace trains as the preferred method of domestic transport. This generates business for aeroplane manufacturers but places additional demands on the world oil supply. It is also part of a larger trend of China engaging more with the global economy, with the consequence of boosting wealth and consumption among its population. The Brewing Industry Environmental Issues Brewing, as with airlines, is affected by green issues. In July 2005, the British Beer and Pub Association reported a continuing fall in the energy used to produce a pint of beer to achieve double the industry’s target, reducing CO2 emissions by 13.9% (www.beerandpub.com, press release 16/2005). Although reducing emissions requires investment, meeting targets qualifies the industry for a rebate on the Climate Change Levy. Changes in Student Funding The student market is important to the brewing industry. Changes to student finances over the last 15 years have seen a switch from non-repayable grants to repayable loans to support study, with tuition fees added to student costs. This has not reduced student spending as might be expected. The average student spends  £7000 per year and 70% of students have part-time jobs (Turner 2005). Debt is accepted as the norm to meet study and living costs, with a wide range of lending sources available. Money for drinking is hence readily available, and Reachstudents, an independent marketing consultancy, claims that 29% of student spending is on entertainment (www.reachstudents.co.uk), including drinking. Extension of Licensing Hours The UK Government has proposed extended licensing hours in England and Wales: however, legislation is being opposed by the Conservatives and LibDems as well as medical bodies and organisations working to reduce alcohol problems. Implementation in November is threatened which could affect permissions granted for Christmas and New Year and reduce takings during the most profitable trading period of the year (Wintour 2005). Smoking Ban Initial plans to implement a smoking ban only in pubs where food is served have been changed in favour of an outright ban on smoking in all pubs (e.g. Carr-Brown 2005). Spirit is the UK’s largest pub chain and owns brands including Chef and Brewer. It suggests a gradual transition to pubs becoming non-smoking, anticipating that an immediate implementation could result in 5000 pub closures and 75,000 job losses across all pub companies. The chain JD Wetherspoon has already begun introducing a complete ban on smoking in a number of its pubs. However, it has recently reported a 4% drop in profits, with an even higher figure of 7% among its non-smoking pubs (Anon 2005). Binge drinking Binge drinking is somewhat double-edged for the brewing industry. On the surface, the increase in drinking to excess would appear to bode well for brewing industry profits. However, drinking large volumes often takes place in conjunction with drinks promotions, where lower prices mean a higher quantity must be consumed to give the same profit. JD Wetherspoon, responding to a recent drop in profits, suggested that the proliferation of binge drinking was keeping many consumers away from town centres and pubs (Anon 2005). Government policy on binge drinking has been criticised for its reluctance to take more extreme measures (e.g Plant 2004): however, there is pressure on the government to take steps to tackle binge drinking and the consequences for the brewing industry are uncertain. Could it open up a more profitable market by creating a more pleasant drinking atmosphere, encouraging more people to drink moderately? Or could the amount drunk in the UK drop significantly, or measures be too little to impact on the current situation? Fuel Prices The brewing industry is affected by the increase in fuel prices caused in part by the Iraq conflict, discussed previously. Transport and distribution costs have been increased by the rise in fuel costs, and consumer spending is also impacted by increased petrol and diesel costs reducing disposable income. While world oil prices affect fuel costs to some extent, a far greater proportion of the cost of a litre of petrol or diesel is the tax – both fuel duty and VAT – which are set by the Chancellor: domestic policy is having more effect than global oil price trends. Conclusion From the above, it can be seen that politics both in the UK and around the world impact on the airline and brewing industries in many different ways. While the industries can have some impact through lobbying the government, or by encouraging public support for industry-friendly policies, a significant proportion of political influences cannot be impacted by the industry, and potential threats and opportunities must therefore be addressed in each organisation’s business strategy. Bibliography Anon (2005) Wetherspoon presses on with no-smoking pubs (Press Association) in The Guardian September 3 2005 Brown C (2005) Air travel recovers to spread its wings above 9/11 clouds in The Scotsman 11 April 2005 Cable V (2003) Saddam’s other weapon of mass destruction: the potential economic fallout from a war in Iraq (from January 2003 lecture) www.lse.ac.uk/collections/globalDimensions/research/vcable.htm Cambridge Marketing College (1999) Marketing Operations (BPP Publishing, UK) Carr-Brown J (2005) Total ban on smoking in pubs and clubs a step nearer in The Sunday Times, 9 October 2005 Diageo plc (2005) Press release 1 September 2005: Preliminary results for the year ended 30 June 2005 at www.diageo.co.uk Field D (2005) Delta and Northwest shelter from creditors in Flight International 20-26 September 2005 (Reed Businss Information, UK) p10 Hall W (2005) British Drinking: A Suitable Case for Treatment? Editorial in The British Medical Journal2005;331:527-528(10September) Meikle J (2005) Pub firm changes tack on smoking ban in The Guardian September 5 2005 Plant M (2004) The alcohol harm reduction strategy for England in British Medical Journal 328 pp905-6 (17th April 2004) Turner S (2005) Drink in the Atmosphere in The Guardian, July 12 2005 Twigg (2005) Speech on UK government aviation policy, 28 June, by Derek Twigg, Transport Minister www.dft.gov.uk/stellent/groups/dft_aviation/documents/page/dft_aviation_038580.hcsp Wastnage J (2005) Brokers split on effects of tighter US security in Flight International 13-19 September 2005 (Reed Businss Information, UK) p35 Wintour P (2005) Minister cites support of police chiefs to head off licensing rebellion in The Guardian October 11 2005 Websites Brewers continue to lead battle on emissions British Beer and Pub Association 28 July 2005 Download Ref: 16/2005 www.beerandpub.com/download.asp?id_Doc=2121 www.agepositive.gov.uk (Government website devoted to Age Discrimination Legislation issues). www.reachstudents.co.uk Student statistics and profile