Ncfe Swis Assignment 1

SUPPORT WORK IN SCHOOLS Unit 01 Child and Young Person Development As part of my preparation to complete Unit 1 Child and Young Person Development, I have attended taught sessions, undertaken research using books and the internet, taken part in group exercises and discussions and considered case studies. I have also completed a worksheet and received useful feedback from my tutor. All this has given me a better understanding of the theories behind child and young person development and the stages of development.This information has been extremely useful, giving me the underpinning knowledge needed to carry out my role of supporting teaching in the classroom. It has also improved my self-confidence especially in the classroom. In this assignment, I will discuss the expected pattern of development from 0-19 years, including examples of how development can be promoted in children and young people and how different aspects of development are interrelated and can affect one another.I will look at factors which can influence the child or young person’s development and discuss the potential effects of different types of transitions on children and young people’s development and ways in which the individual can be supported at such times. I will also briefly examine the psychological theories put forward by some influential researchers and illustrate the development of the National Curriculum. I will discuss observations and assessments and their importance in education.I will consider the role of communication for those who are involved in supporting teaching and learning. I will also look at the importance of the ‘holistic’ approach when engaging with pupils and their rights to be treated fairly and as individuals. 1. 1 Describe the expected pattern of children and young people’s Development from birth to 19 years to include: a) Physical development b) Communication and intellectual development c) Social, emotional and behavioural de velopmentThere is an expected pattern or sequence of children and young people’s development from birth to 19 years. This pattern or sequence can help be used to measure a child’s development and aid in preparing materials in the classroom to suit the individual’s needs. However, every child is unique and will not develop at the same rate in all the areas of development at the same time. There are some important factors that need to be considered when providing learning opportunities; these are the age range of the individuals and the five aspects of child development.The age ranges are 0-3 months, 3-9 months, 9-18 months, and 18months – 2 years, 2-3 years, 3-5 years, 5-7 years, 7-12 years, 12-16 years and 16 –19 years. The five aspects of child development are Social, Physical, Intellectual, Emotional and Communication and Language Development. It is however important to note that child and young person development is holistic with each area being interconnected. Social development involves developing social skills as part of the socialisation process. This process determines how children relate socially and emotionally to others.It’s as part of social development that children will learn behaviour patterns, self-control, independence, awareness of themselves in relation to others and develop an understanding of the needs and rights of others and moral concepts. In social development children age 3-5 will play with each other but by the time they reach the age range of 7-12 years they now want to belong to a group. Both age ranges will use language effectively to communicate, with 7-12 year olds now able to communicate very effectively. They are also less concerned about adult approval and are more concerned about the approval of their peers.Whereas the 3-5 year age group are still concerned with seeking adult approval. The 3-5 year olds group are gradually able to share group possessions at playgroup or nursery and 7 -12 year olds are able to participate in games with rules and other cooperative activities. Social development is promoted by setting goal and boundaries to encourage socially acceptable behaviour appropriate to the children’s ages and development using praise and rewards as encouragement. It can also be promoted by using books, stories, puppets and play people to help children understand fairness, jealousy, conflict ituations or growing up. Children can also be encouraged to use their self-help skills allowing children the time to do things independently such as choosing play activities or helping to tidy up. Emotional development might be defined as the development of personality and temperament. It includes how a child thinks and feels about themselves, how they think others see them, how they relate and interact with others and to their environment and how they express their individual needs and desires. The 7-12 year old group have become less egocentric and understand t he feelings, needs and rights of others.By age 12-16 this has developed further with the individual being sensitive to their own feelings and to those of others with a growing understanding of the possible causes for why people feel and act as they do. The 7-12 year age group may be very competitive with rivalry leading to aggressive behaviour whilst the older age group will have more confidence in their skills and ideas and will be assertive rather than aggressive. Both will argue with others, with the 12-16 year age group having strong opinions which may lead to grudges.The younger age group, although finding it more difficult to forgive and forget than they did at a younger age, tend not to hold grudges. Emotional development can be promoted by using praise and encouragement to help pupils to focus on what they good at and maximise their individual potential. By giving pupils the opportunity to make decisions and choices, making them feel positive and important and preparing them for decision making at a later stage. Being consistent about rules and discipline so pupils know what is expected of them will further help to promote emotional development.Physical development is an important area of a child’s overall development, and many aspects take place automatically as they grow and mature. However, it is crucial that children and young people are given opportunities and support in this area of development. Physical development can be promoted by providing play opportunities. Children could be allowed to explore and experiment with their gross motor skills using play equipment or practising fine motor skills such as drawing or using play dough.In physical development a 2-3 year old will use a potty whilst a 5-7 year old will be ‘dry’ apart from the occasional accident. The 2-3 year old group will be able to undress themselves but will need help with dressing. The 5-7 year olds will now dress themselves. Fine motor skills will be developin g in 2-3 year age group, they will be capable of feeding themselves and turning pages in a book but by 5-7 years this is much improved with the child now having the fine motor skills in order to be able to use a pencil, to put together a jigsaw and write their name.This type of development can be promoted by allowing children to be as independent as possible and by using everyday routines to develop fine motor skills such as doing fastenings themselves, setting the table or using a knife and fork. Intellectual development involves the process of gaining, storing, recalling and using information. This development includes interrelate components of perception, thinking, language, problem solving, concepts, memory, concentration and creativity. Children will be constantly gathering new information and formulating new ideas about themselves and the world around them.In intellectual development for example the 2-3 year old age group is still egocentric but the 5-7 year old begins to see other people’s points of view. Both will enjoy imaginative play. The older age group will have developed a longer attention span listening to longer stories and recalling details. The younger group will concentrate on intricate tasks but for a short length of time. Intellectual development can be promoted by providing access to materials to increase children’s curiosity such as books, games, toys and play equipment.Participating in the children’s activities to extend their learning and development will also promote development in this area, by asking questions, providing answers and demonstrating how things go to together when necessary. Encouraging children to use their senses to experiment with different materials and explore their environment for example going on outings to the park, playing with sand and water will promote intellectual development. Communication and language development involves children learning home or community language, as well as modes of language- non-verbal communication, listening, speaking, thinking, reading and writing.Language is a key factor in all aspects of children’s development as it gives them access to all aspects of human experience such as communicating with others, relating to others, formulating ideas or expressing feelings. In communication and language development a 2-3 year old will have a vocabulary of between 900 and 1500 words; this will have increased to 4000-10000 words by time they reach 7-12 years old. A 3-5 year old can listen to and follow simple instructions but by time they reach 7-12 years of age they can listen to and follow complex sets of instructions and will appreciate complex jokes and word play.The 7-12 year old can give very detailed accounts of past events using varied expression and vocabulary, whilst the 3-5 year old is only capable of giving very simple accounts of past events. Communication and language development in children can be promoted by simply talking to children and showing them what you are talking about by using real objects, picture books or visual/audio aids, by sharing books, stories and rhymes with them and by using straightforward sentences with words appropriate to the children’s level of understanding and development.The National Curriculum is extremely important for those who are involved in education as it is followed my many schools in England, Wales and Northern Ireland (academies and private schools do not have to follow it). It was introduced into school in1988 in order to ensure that each pupil was given the same standard of education. The two principal aims of the National Curriculum are: 1. The school curriculum should aim to provide opportunities for all pupils to learn and achieve 2.The school curriculum should aim to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. Furthermore, the national Cu rriculum has four purposes: 1. To establish an entitlement 2. To establish standards 3. To promote continuity and coherence 4. To promote public understanding. The Key stages are KS1 ages 5-7, KS2 ages 7-11, KS3 ages 11-14 and KS4 ages 14-16. There are five subjects which are required to be delivered from ages 5-16 years (KS 1- 4); these are English, Mathematics, P. E. Science and I. C. T.The National Curriculum as evolved and has had several changes or alterations to various aspects of it. For example, The Education Act 2002 sets out the statutory, core and foundation subjects but the above aims and purposes have remained. However, a review of the National Curriculum in 2011 recommended changes which will come into effect in 2013. The review notice states that the National Curriculum will have the following aims 1. To embody rigour and high standards to create coherence in what is taught in schools 2. To ensure all children have the opportunity to acquire a core of essential knowle dge in the key subject disciplines 3. eyond that core, to allow teachers the freedom to use their professional expertise to help children to realise their potential. Other areas to be considered include what subjects should be compulsory and what children should be taught in the main subjects and at what age. Communication skills are important for those who undertake the supporting teaching and learning role as it is vital in building up strong, positive relationships with colleagues, pupils and parents. Communication is a two way process with a sender (talker) and a receiver (listener). An important aspect of communication is active listening.This can be achieved by giving your whole attention, listen, use eye contact, seek clarification if you do not understand something that has been said. Non-verbal communication can be a powerful indicator. For example, leaning forward slightly indicates interest whilst crossing your arms can be seen as a barrier or reluctance to listen. Smilin g or nodding your head if appropriate are all signs that you are listening. Body stance and gestures and facial expressions are a good indicator of how the communication is progressing, for example a person may look worried or bored.Another important part of communication is asking questions. There are four types of questions and asking the right question at the right time is important. Closed questions are those that can only be answered by the word yes or no. These can be useful for testing your or the other person’s understanding. Open questions are ones that cannot be answered by the word yes or no, for example ‘what do you think? ’ Reflective questions are ones that check understanding and allows someone to think about what they have just said. The fourth type of question is leading, this one that suggests what the answer might be.Lessons should include a combination of both open and closed questions and learners should be encouraged to develop their own que stioning skills with learners’ peer assessing each other using open and closed questions. 1. 2 Describe with examples how different aspects of development can affect one another Although development is often divided into different ‘categories’, it is important to remember that these are all interconnected and link with one another. Examples of how different aspects of development can affect one another include: a.A speech impediment, such as stuttering may lead to the individual being unable to communicate properly with other children. The child may get frustrated and refrain from any interaction with other children. They may have little or no self confidence. This can affect emotional and social development as well as communication development. They may be bullied or picked on because of it, which in turn can lead to isolation as they may feel unable to talk to other children for fear of being ridiculed. b. A child who has difficulty in sharing may have problems with social interaction and difficulties making friendships.Other children may avoid them and this can affect the emotional and social development of the child who is unwilling to share as they may feel lonely and neglected. c. A child that is overweight or obese may have difficulties in participating in physical activities such as PE. This will affect not only their physical development but will also impact on the child’s social and emotional development as they may feel self-conscious and embarrassed and could be teased or bullied by their peers. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development including a) Background ) Health c) Environment Pupils’ development is influenced by a wide range of factors including, their background, health and the environment in which they are growing up. These will all have an impact on the different areas of development and it is therefore important to have awareness of th ese factors. a. Background – Parents are extremely important in children’s lives especially in the early years. Most parents do a very good job of nurturing and providing for their children, providing a good diet, caring for them and offering opportunities for play and socialisation.Offering support to their children by being involved, helping with homework and showing interest in what the child does. This care has a significant positive impact on children’s development especially in areas of social, intellectual and emotional development. Some parents are unable to provide such care and this can negatively affect children’s’ development. For example those with conditions such as depression, alcoholism or drug addiction may neglect their children and be unable to provide them with opportunities for play and socialisation.Older siblings may have to take on a caring role for younger members of the family. These circumstances may cause the child anxie ty, to become de-motivated and develop anti-social behaviour. b. Health- If pupils suffer from poor health or physical disability or impairment, this may restrict their development opportunities. For example, a child who has a medical condition or impairment may be less able to participate in some activities than other children. This may initially affect physical development, but may also restrict social activities for example on the playground.This may then impact on emotional development. c. Environment – poverty and deprivation can have a significant effect of a child’s development. Families on low incomes may have poor diets which can affect children’s growth, behaviour and development. They may live in poorer quality housing, and not have sufficient income to heat them properly; again this can have an adverse affect on development with damp, crowed housing leading to poor health and lack of opportunity to play freely. Those children from low income families may lack play and leisure opportunities, or example the family may not have transport or the financial resources to access such opportunities as playing an instrument or going swimming. Conversely, those children from more affluent backgrounds are less likely to live in poor housing, are more likely to have a better diet and have greater access to play and leisure opportunities, thus all aspects of their development is impacted positively by their environment. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development.It is important to recognise and respond to concerns regarding a child’s development because if the problem is not dealt with as promptly as possible, it may have long term effects on all aspects of development. The sooner a problem is recognised and identified appropriate support can be given to solve the problem or lessen its effects on the child. Problems with language development would cause concern as language is at the heart of intellectual development. A child with poor speech development may find it difficult to read and write as they may not understand the link between sounds and letter shapes.Without use of language, communication can be limited and the child may feel isolated and frustrated and consequently have behavioural issues. The child may be unwilling to speak to others and possibly find it hard to listen to instructions. The child would be affected socially as they may find it hard to make friends and interact with others. This could also affect the child’s self esteem; making them feel that their peers are more ‘advanced’ and they are stupid which might lead them to become de-motivated.If a child was finding it difficult to interact with their peers, perhaps playing alone, this would be affecting the child’s social development perhaps causing them to lack confidence and find it difficult to socialise in future. Int ellectual development could be affected as the child may not feel comfortable in working with their peers in class especially during group work and so not learn as effectively as possible. Consequently, accurate observations and assessments are essential to effective educational practice.They allow objective assessments relating to each pupils behaviour patterns, learning styles, level of development, existing skills, curriculum strengths and weaknesses, current learning needs and learning achievements. Information from these observations and assessments can form the basis for the ongoing planning of learning objectives and setting learning goals and objectives for each individual pupil. They can help identify if pupils need extra support or if they have Special Educational Needs. When observing children all relevant aspects of development should be considered, social; physical; intellectual; communication and emotional.Some important points to be considered when observing children are that confidentiality must be maintained at all times, the observer must be objective, reporting what they see or hear rather than subjective opinion. Equal opportunities should be considered for example a child with English as a second language may have difficulty expressing themselves in English but be competent in their own language. Focus should be on strengths rather than weaknesses, and a holistic approach should be taken looking at a particular area of development in relation to the child whole development.The child’s feelings, needs and abilities should be considered and the observation discussed if appropriate to the child’s age and response given to their views. Distractions should be minimised and observations should be done without intruding or causing unnecessary stress. Teaching and learning has been developed using research carried out by many psychologists who have studied human development and this work has influenced teaching and learning methods. Jean Piaget (1896-1980) theory of learning suggests that children constructed or built up thoughts according to their experiences of the world around them.He used the term ‘schema’ to refer to a child’s conclusions or thoughts. He saw learning as an ongoing process with children needing to adapt their original ideas if a new piece of information contradicted their conclusion. Piaget suggests that as children develop so does their thinking. He grouped children’s cognitive development into four stages. Sensori- motor (0-2 years) includes the development of object permanence, the beginning of the use of symbols e. g. language. Pre-operational (2-7 years) Child uses symbols in play and thought, this stage involves egocentrism, centration, animism and the inability to conserve.Concrete operational (7-11 years) there is the ability to conserve, beginning of solving mental problems using practical supports such as counters The final stage is Formal Operational (1 1-15 years) young people can now think about situations they have not experienced and are able to juggle with ideas in their minds. Piaget's work has lead to early years and schools settings providing more hands on relevant tasks for children and young people. With teachers starting by working out the needs of the children then planning activities accordingly.B F Skinner (1904-90) suggested that most humans and animals learn through exploring the environment, and then drawing conclusions based on the consequences of their behaviour, people are therefore active in the learning process. Skinner divided the consequences of actions into three groups. Positive reinforcers are likely to make people repeat behaviour when they get something they desire. This is according to Skinner the most effective way of encouraging new learning. Negative reinforcers are likely to make people repeat behaviour as well but the behaviour is repeated to stop something happening.A child going down a slide mig ht learn to use their hands to slow them down if they were feeling unhappy about speed. Immediate positive reinforcers were considered more effective by Skinner. He also found that it wasn’t always clear what the primary reinforce was until after the experiment. For example a child may behave badly in order to gain attention and they will repeat the behaviour even if they are in ‘trouble’ as gaining the attention is the positive reinforcer. This ‘operant conditioning’ is frequently used by those working with children for example giving praise, reward stickers or certificates are positive reinforcers.Urie Bronfenbrenner (1917-2005) posited the ecological systems theory which has the individual at the centre of the model which has five systems. The microsystem which includes activities and interactions in the child's immediate surroundings such as parents, school and friends. The mesosystem refers to the relationships between the entities involved in t he child’s microsytems parent’s relationships with teachers etc. The exosystem are the social institutions which affect children indirectly such as parents work setting, mass media and extended family networks. The macrosystem or the broader cultural values, law, governmental resources.The chronosytem refers to the changes which occur during a child’s life both personally and culturally (or the child’s transitions) In the ecological model each component interacts with other components, making a highly complex context the child grows up in. The child isn’t just a passive recipient of what goes on in his or her life. The child at the centre of the model and interacts directly with the people in the microsystems and the effects of the interaction go both ways. As people affect the child, so the child has an influence on them. 3. 1 Identify the transitions experienced by most children and young people.Transitions might simply be defined as any stage or experience in the life of a child or young person that can affect behaviour and/or development. They are generally linked to changes in a person’s appearance, activity status, roles and relationships as well as changes of setting. Common transitions which are foreseen that most children and young people will experience include progressing from one level of development to another for example puberty, entering adulthood; starting nursery or school; moving schools for example primary to secondary school; moving class, starting college or training; entering work or first sexual experiences. . 2 Identify transitions that only some children and young people may experience Some children and young people will experience personal transitions which are often unforeseen and happen to only some individuals. Personal transitions can include death or serious illness of a family member or friend; parental separation or divorce, moving house, going into hospital; living with disability, dea th of a pet, arrival of a new baby or step-siblings, changes in their main carer such as adoption, fostering, entering or leaving the care system and the process of asylum.Family circumstance may lead to personal transitions for a child or young person some of these include, poverty; environment; employment status; child abuse and neglect; substance abuse and mental health needs. 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Change is not always disruptive and distressing. When facing change it is natural to experience feeling of uncertainty and confusion, however, there can often be positive effects.There may be for example increased levels of motivation, promoting development, educational progress, confidence, good health improved self-esteem and increased independence. Many children make successful transitions but for those who do not there can be problems for example decreased levels of motivation, development al delay, educational delay, depression, ill health and poor self esteem. This can have negative implications for the future, affecting health, ability to achieve and enjoyment of childhood.Change is more likely to cause emotional distress when it is completely unexpected and unanticipated for example bereavement. Signs of distress might include changes in the child or young person’s behaviour such as demonstrating uncharacteristic behaviour, becoming withdrawn or quiet, becoming angry, anxious, attention seeking or temporary regression in developmental and self – help skills or even bed wetting. They may demonstrate their concern through play or drawings or stories and some may want to talk.High levels of distress can be further exacerbated when children are not kept informed, feel out of control and cannot access emotional support. To alleviate some this anxiety and stress, preparation is an essential part of managing transitions and most settings will have establish ed procedures for preparing children for transfers and transitions using the ‘ten principles to support children’s transitions’ developed by the National Children’s Bureau for example a Transitions Policy stating the schools aims and procedures.The teaching assistant should keep an eye out for changes in behaviour, encourage pupils to use any school based support for example talking to an adult that they trust, work to ensure positive relationships, be sensitive to pupils’ needs, and ensure that there is opportunity to discuss what is happening and to ask questions. If advance notice has been given that a child or group of children may be going through a period of change, this will give the opportunity to plan how support can be given.For many children the move to nursery or primary school is a big step which can lead some children to experience anxiety and stress when they first attend the new setting. This anxiety and stress may be caused by separ ation from parent or carer, encountering unfamiliar children, length of time spent in the setting, differences in culture and language from the child’s previous experiences, unfamiliar routine and rules, worry about doing the wrong thing, taking part in unfamiliar activities e. . PE. The unfamiliar physical environment may seem scary. Children may have difficult in following adult direction and more structured activities or find it difficult to concentrate for longer periods than previously. Schools make these first days and weeks easier by arranging for children to have already met their new teacher, who may have visited them in their current setting or at home as well as welcoming them to their new setting.Introductory visit may have been arranged for children and their parents or carers so that they can become familiar with the setting and the adults who will support and care for them there. Children can also be helped to prepare for this change by talking and explaining w hat is going to happen, listening to their concerns and reassuring them. Using appropriate resources such as books on starting primary school or secondary school or watching videos or TV programmes which shows the change positively.Providing opportunities for imaginative play so children can express their feelings and fears can also help. A holistic approach is needed when engaging with pupils as outlined in the government intuitive Every Child Matters (2003). Its main aims are for every child, whatever their background or circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. ECM also states that everyone in our society is responsible for securing these outcomes.Families, communities, Government, public services, voluntary organisations, business, the media and others all have a part to play in valuing, protecting and promoting the interest of and listening to children. This has led to each of these themes having a detailed framework attached whose outcomes require multi-agency partnerships working together to achieve. The agencies in partnership may include children's centres, early years, schools, children's social work services, primary and secondary health services play work, and Child and Adolescent Mental Health services.In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each other's roles or to work together effectively in a multi-disciplinary manner. ECM seeks to change this, stressing that it is important that all professionals working with children are aware of the contribution that could be made by their own and each other's service and to plan and deliver their work with children and young people accordingly.The Equality Act 2010 states that schools cannot unlawfully discriminate against anyone including pupils because of their sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy and maternity and marriage or civil partnership. From April 2011 the Act introduced a single Equality Duty (public sector only) which applies to schools, this requires schools to have due regard to the need to  eliminate unlawful discrimination, harassment, and victimisation; advance equality of opportunity; and foster good relations.Advancing equality of opportunity involves removing and minimising disadvantages, taking steps to meet people’s needs and encouraging participation in any activity in which participation by such people is disproportionately low. Fostering good relations involves tackling prejudice and promoting understanding. Schools along with many other policies will now have an Equality Policy. For example the school in which I volunteer has such a policy stating its mission statement and its aims and objectives with regards to equality.As already stated there is both a legal and moral responsibility to treat all pupils fairly and as individuals with individual needs. Consequently, it is important that all who work as part of the school team are aware of this policy and of their responsibilities with regards to equality. In conclusion, in this assignment I have endeavoured to illustrate the importance of understanding all the aspects of child development 0 to 19 years in order to support them as they move through their time in education.

Barriers To Parental Involvement

Significance of Parental Involvement to Student Achievement Education is one of the basic rights of a person and improving the state of education has become the priority for almost all nations. Innovations in teaching lessons such as the use of computers and multimedia became an established way in achieving quality education. However, improving the state of education does not solely rely on new technologies and better books or other utilities.Research done by the United States Department of Education in 1994 showed that parental involvement in a child’s learning can have greatly decrease drop-out rates in schools and have positive effects on a child’s achievement (Educational Resources Information Center, 1998, p. 1). Involvement of parents can be defined as the inclusion of dyadic relationships between the child, parent, teacher or the child’s legal guardian (Edgrowth, http://www. edgrowth. com/p2. html).Parental involvement that can enforce positive effects on a student’s performance can also be classified into different types. The three broad types that are often used to categorize parental involvement are â€Å"at home† or â€Å"at school†. At home parental involvement means that the activities the parent’s take part in are limited to school works that are brought home such as home works or school projects. The second type of parental involvement is at school which basically means that the parents are involved in school activities (Patrikaku, 2005, 8).Another type of parental involvement is through advocacy activities such as being a member of PTA/PTO organizations and other organizations which greatly boost the representation of parents and students in the school and community (Chavkin, 1993, p. 191). Since the early 1980s, the United States has stressed the importance of parental involvement in children’s development. In order to stress out the importance of this involvement, many states in America e nacted legislations that will increase the involvement of parents in school programs.Some of these legislations are in Connecticut, Michigan, Ohio and South Carolina. These states require the student’s parent or guardian to be actively involved in school activities. They also require the parents or guardians to record and report the activities they do with their child (Organization for Economic Cooperation and Development, 2006, p. 152). The greatest gains that can be made when parents are involved in their children’s learning can be achieved when the parent’s are not only mere supporters but also if they are greatly involved in the activities.Deep involvement means that the parent’s not only supervise the children but also act as tutors when the children are at home. (Hornby, 2000, p. 3). Therefore the establishment of extensive parental involvement is a very important element in maintaining and securing the effectiveness of quality education. Numerous b enefits of involving parents in a student’s learning justify why this kind of involvement is important. Research done in the United States show that when parents play a role in their child’s education, the students do not only benefit academically but also socially.The research also showed that family income and social status are not accurate indicators of whether a student will succeed. (Franklin, et. al. , 2006, p. 630). The environment that a family creates when they are involved in a student’s learning makes a student want to achieve more. Also, when they support and express high expectations from their children’s education, the children tend to achieve more. Additionally, children learn the value of their achievements no matter how big or small it is therefore encouraging them to be proud of who they are.Other researchers were able to deduce that parental involvement is directly related to student achievement. The students who had their parents invol ved in their education were observed to have better performance in school. The students had better attendance and decreased drop-out rates. The attitudes and behaviors of the students were also improved. School bullying was not observed from the students who are effectively guided by their parents (Hawes, et. al. , 2001, p. 742). When a parent guides their child in school through positive involvement, the child also learns how to be responsible and have good leadership skills.Studies show that the ability to make wise decisions start from decisions that are made within the family. Therefore if a child is taught wisely, the child will be able to make sound decisions when he is at school and especially when he grows up (Michigan Department of Education, 2010l). From the very early stages of studying, parental participation deeply enhances the academic achievement as well as a child’s adjustment in school. It also allows students to have better opportunities to cultivate scholas tic and social skills.These skills if developed well will be helpful in later school success and long-term cognitive benefits (Wong, K. , et. al. , 2002, p. 184). Importance of parental involvement is also highlighted because students whose parents are involved in school have good discipline at school and have better communications with their teachers. Unlike other students who disobey their teachers and do not behave well in class, these students do not get detentions often. They also respect their teachers like how they respect their parents (Va Educational Research Service (Arlington), 1997, p. 7).School administrators also refrain from unsatisfactory work when it comes to monitoring children. Indeed parental involvement is very significant in a student’s development and their achievement. Its importance is proven by numerous studies done not only in the United States but also in other countries. Its significance encourages more schools to pursue their students’ par ents to become more actively involved in school activities. It also makes communication between school and the parents better. Children are undoubtedly stimulated to achieve more and do well in school. Socio-Economic BarriersMaking majority of parents involved in the children’s education is not an easy task for educators. There are many impediments in parental involvement that school administrators face. Though there are legislations made for this, barriers such as socio-economic factors are not easily eradicated. Socio-economic status or SES can be defined as an individual or family’s social and economic position that is basically based on the family income and occupation, parental education level, and social status in the community (North Central Regional Educational Laboratory, http://www.ncrel. org/sdrs/areas/issues/students/earlycld/ea7lk5. htm). Students who belong in lower socio-economic class or the working class have lesser parental involvement than those who belong in the upper socio-economic class. This is partly because the parents of the latter spend more time with their children than those from the lower social class. Parents who are not very affluent spend majority of their time at work therefore reducing the time that is supposed to be spent guiding their children (King. W. , 1999, p. 64).Working class parents also refrain from developing communication relationships with their child’s teachers thus resulting in lack of information when it comes to school activities and happenings inside the classroom (Galen, J. , et. al. , 2007, p. 169). Another barrier in parental involvement that is related to the socio-economic status of a parent is when school administrators favor students whose parents are more supportive of school policies. These parents give more to school projects in terms of monetary donations therefore making them more actively participate in school.Also, there are cases where in students from disadvantaged famili es experience double jeopardy in school. The â€Å"double jeopardy† happens when students who have low socio-economic status live in disadvantaged communities and are also doubly inclined to attend disadvantaged schools. Though they can choose to attend better schools, they are sometimes segregated by these advantaged schools therefore discouraging them from doing better in class. Segregation happens when the said schools choose the most able youth in school activities thus neglecting other students (Richardson, S. , et. al. , 2005, p.213). Another study showed that parents who live in communities with poor socio-economic status are not very easy to reach in terms of communication (Van Wyk, et. al. , 2008, p. 17). They either settle in different places in a short-span of time partly because they do not have sufficient financial resources. Some are difficult to reach because they deem parental involvement in school as a waste of time and that they should be earning money for t heir family than attending school functions. Lack of access to financial resources is seen to be a growing problem in schools today (Thomas, L. , et. al., 2007, p. 68). Cost of education is slowly increasing and some parents choose to have their children out of school in order to meet the demands of their basic needs. When this happens, the number of out-of-school children increases. Thus, the needed opinion from parents to make the quality of education better is not given. When a certain family belongs in a community from a low socio-economic status, they tend to feel isolated because of poverty and unemployment. This social isolation will have a negative impact on the parents’ and children’s socialization skills especially to the school (Lyman, R., et. al. , 1989, p. 211). Some parents express fear about communicating with teachers because they are afraid that they will be treated fairly by teachers. Discrimination or unfair treatment due to their class is also feare d by parents from low socio-economic background. Additionally, depending on the socio-economic background of the parent, they may adapt well to the advocacies done by the school and the activities performed by schools (Porter, L. , 2008, p. 35). They can either choose to easily accept these school policies or not and this will greatly affect the success of parental involvement.Language Barriers The use of languages sets humans apart from other living organisms. It is a vital tool that is utilized to communicate with others and understand each other. However, because of the many different spoken languages, people from different nationalities find it difficult to reach each other. In case of parental involvement, language is also another barrier in achieving the benefits of parental involvement. School activities such as Parent-Teacher Association meetings are deemed important in involving parents in the child’s school.It is one way to let the parents know of the problems of th e school and the students and how they can help the school solve these issues (Struck, D. , 1995, p. 17). However, when meetings are held in a school that caters to widely diverse nationalities, language is a problem. Not everybody speaks and comprehends one language, therefore making understanding difficult. Parents who belong to the minority or other nationality for example Asians feel that it may be disrespectful if they will talk to teachers and not be able to fully understand what the teacher is saying (Diane Publishing, 1998, p. 21).Minority parents also feel awkward when approaching teachers and other staff from their children’s school because they feel that they will not be able to understand each other. There are also instances where in because of the language barrier, parents from the minority are no longer invited to attend school activities because instead of making understandings, more arguments are made (Rockwell, R. , et. al. , 2009, p. 95). Though there are tr anslations services offered by some schools that advocate parental involvement school, difference in language is not that easily overcome by some school administrators (Funkhouser, J., 1997, p. xlv). This is because translators are unable to translate all languages that may be used by parents. Additionally, not all parents, especially from the minority are not that welcome to the idea that someone is translating for them. School Receptivity The school’s receptivity also plays as a factor in the success of parental involvement. If the school welcomes the parents well and if they are open to the opinions of the parents, hindrances to parental involvement will be avoided. School receptivity is, based on researches found to be a great predictor of how willing school’s are (Robinson, E., 2007, p. 11). However, not all schools are very receptive to parents at school. Research showed that there were teachers who did not communicate well with parents thus resulting to too many miscommunications (Nelson, G. , 2005, p. 253). Projects that were started both by the school and the parents in order to guide students failed. Because of this, some schools refrain from involving parents too much in school activities and other advocacies. Family members and school personnel are the people responsible for a child’s education.Aside from this, these people also contribute to the betterment of the educational process (Hiatt-Michael, D. , 2010, p. 4). Their receptivity towards each other is fundamental to the construction of a child’s knowledge. The greater the receptivity, the better the relationship between the parents and the school is and better decisions will be made for the benefit of the students. As mentioned before, there are parents who are afraid of talking with teachers because of socio economic and language barriers. The same goes with school administrators and other school personnel.Some of them do not accept much of the parent’s invo lvement in teaching students for this may cause confusion in the part of the students. Indeed, school receptivity is a major factor in the implementation of parental involvement in a child’s study. Even if there are numerous laws or regulations that encourage parents to be involved in schools, if the school itself is not receptive to these policies, the parents’ effort to support their children’s education will all prove to be futile. Parent Aspirations As parents, it is only natural for them to aspire for something good for the future of their children.In order to prepare them for it, they send them to the best schools, give them the best resources that they can afford and guide them very well on what decisions should be made. Their involvement in the children’s school is also another method of preparing their children that better future. Through proper academic encouragement, parents can greatly help their children achieve in school (Valencia, R. R. , 2 002, p. 125). However in cases of disadvantaged families, their aspirations for their children might lack and result to the student’s poor performance in school.Because of their status they tend to be more negative that parents who are affluent or parents who are not that disadvantaged. Parents from disadvantaged families are by research more pessimistic than those who are not disadvantaged (Organization for Economic Cooperation and Development, 2010, p. 179). Parents who are from poor families also have the tendency to settle for less than ambition for something great. When they let their children attend school, they do not pursue a college degree because they think that graduating from secondary school is enough to get a decent job (Combat Poverty Agency, 1999, p.10). When these parents do not have high aspirations for themselves or their children, they also refrain from being involved in school activities. They think that it is just a waste of time and that it will not be necessary in finding decent jobs in the future. They also do not want to be involved in their children’s school because they might have experienced something negative which led to their low aspirations in life. On the other hand, if the parents, even if they belong in a disadvantaged family, have high aspirations for their children, then their involvement in the school will be high.This will lead to their children’s high achievements and to do well in school. Additional Barriers Aside from the barriers to parental involvement mentioned above, there are still more problems that serves as hindrances to parental involvement for disadvantaged families. These barriers are the reasons why parental involvement is not that effective in some schools. If not dealt with properly, both y the school and the parents, the construction of education of the student will be gravely affected. The structure of the family can be considered as another barrier in parental involvement especial ly for disadvantaged families.For an instance, if the family belongs to the single-parent structure, then it will be difficult for the parent to be involved in school activities. It will also be hard for her to teach the children after school because the said parent will be performing the roles of two parents at a single time (Callison, W. , 2004, p. 2). The working schedule of the parent is also another barrier in parental involvement. If the parent is working full time, then it will be difficult for them to be involved in school activities which aim to give their children better education.Meetings such as PTA meetings will clash with their work scheduled and they will have to sacrifice one or the other based on their time schedule. If they belong to a lower socio-economic class or from a disadvantaged family then they will surely choose their work because making money for their family will be their utmost priority. Other children in the family can also be another barrier in parent al involvement. There are cases where in the disadvantaged family has too many children. Because of this, they cannot focus on the welfare of one child alone.They sometimes neglect or sacrifice the education of their other children to give way to their younger children. They cannot support the school’s advocacies because they have other things to do for their other children (Openshaw, L. , 2007, p. 60). For disadvantaged families who came from other countries or are immigrants, cultural differences may be a barrier for them. What they are used to do in their home country may vary on the place they currently reside in. Miscommunications will be the result of cultural differences between the parent and the teachers.What the teacher will say might mean entirely different to the parent based on the culture he grew up in. Elderly parents or guardians can be another barrier in parental involvement especially for disadvantaged families. Elderly people are sometimes too conservatives when it comes to changes in policies or how things are ruled. When the school wants a new regulation that will be for the welfare of the students, there is a chance that they might resist this change. Instead of helping the school to provide better services, their being conservative will only hinder the positive changes enforced.Transportation can also be considered as another barrier in parental involvement. For disadvantaged families especially, spending money on transportation to go to their child’s school can be called luxury. They might be unable to afford transportation so they will just skip the meetings or other advocacies implemented by the school. Negative or other traumatic experiences that a parent had when they were at school can be another barrier for parental involvement. Due to the negative experiences they had when they were students, they might shun connection with schools when they grow up.More often than not, parents send their children to schools they we nt to when they were younger. Though the staff that administers the school may be different during their children’s time, the trauma brought about by their negative experiences may result in their refusal to be involved in the school again. Indeed there are more barriers to parental involvement especially for disadvantaged families that are being discovered by studies done by experts. Unless they are dealt with properly, implementation of parental involvement in schools will not be successful. References Callison, W. (2004). Raising test scores using parent involvement.New York: Rowman & Littlefield. Chavkin, N. (1993). Families and schools in a pluralistic society. New York: SUNY Press. Combat Poverty Agency. (1999). Poverty Today. New York: Combat Poverty Agency. Diane Publishing. (1998). What's Noteworthy on Learners, Learning & Schooling. Kansas: DIANE Publishing. Edgrowth. Effects of Parental Involvement and Divorce on Student Achievement. Retrieved August 22, 2010, from http://www. edgrowth. com/p2. html. Educational Resources Information Center (1998). Parent involvement in children's education: efforts by public elementary schools. New Jersey: DIANE Publishing.Franklin, C. , Harris, M. , et. al. (2006). The school services sourcebook: a guide for school- based professionals. New York: Oxford University Press. Funkhouser, J. (1997). Family Involvement in Children’s Education. Washington D. C: DIANE Publishing. Galen, J. , et. al. (2007). Late to class: social class and schooling in the new economy. New York: SUNY Press. Hawes, J. , Shores, E. (2001). The family in America: an encyclopedia, Volume 1. California: ABC-CLIO. Hiatt-Michael, D. (2010). Promising Practices to Support Family Involvement in Schools (PB). New York: Information Age Publishing. Hornby, G. (2000).Improving Parental Involvement. New York: Continuum International Publishing Group. King, W. (1999). Looking into the lives of children: a worldwide view. Australia: James Nic holas Publishers. Lyman, R. D. , (1989). Residential and inpatient treatment of children and adolescents. New York: Springer. Michigan Department of Education. Parent Involvement = Student Achievement. Retrieved August 22, 2010, from http://www. michigan. gov/mde/0,1607,7-140-5233-23090–,00. html Nelson, G. (2005). Partnerships for prevention: the story of the Highfield Community Enrichment Project. Canada: University of Toronto Press.

the Saatchi Gallery

As an art gallery that exists both in actuality as well as virtually, the Saatchi Gallery is second to none in the volume and quality of work housed on its website and in its halls. In fact, Saatchi represents the standard against which all other galleries are measured, and indeed may itself be the definitive source for accessing contemporary art of all styles. The gallery uses several methods to publish the creative work of the thousands of artists that utilise its services as a means of promoting themselves. In its online form, a wide variety of rooms exist in which artists may not only post samples of their work, but also interact with the other artists and with the art lovers that frequent its cyber-halls. Such rooms as the Stuart Room, provide a place for students of the visual arts to display their own work and form networks to promote and discuss art. The Crits Room allows other artists the opportunity to critique the works placed there on display, while a room exists in which street artists have the freedom to create and display their works without prejudice, but rather with acclaim. Other resources on the site also allow for the actual creation of artistic pieces, such as the availability of an online studio. In addition to this, the gallery (both London- and online-based) hosts a wide variety of exhibitions based on important historical or cultural themes. It includes culture-based themes such as â€Å"USA Today: New American Art,† â€Å"Germania: New Art from Germany,† and â€Å"New Britannia. † Exhibitions are also held under such themes as â€Å"The Power of Paper† and â€Å"Shape of Things to Come† in order to underscore the strength of these respective artistic mediums. The Saatchi Gallery therefore offers more than a portal to viewing art: it is a means of creating, exploring, and understanding current art as well as shaping its direction for the future. Showdown The Saatchi Gallery hosts its artist â€Å"Showdown† as a means of promoting and rewarding artists that demonstrate themselves as possessing extraordinary talent. It is also a means of getting popular opinion on the works of these up-and-coming artists. Over a one-week period, Saatchi accepts one piece of art work from each artist that chooses to enter the contest. Submissions are accepted between 9:00 a. m. on Monday until 6:00 p. m. on the following Sunday. Voting then begins, and each visitor to the site is allowed to rate the quality of each piece of work submitted. Visitors may vote on as many pieces as they wish, but are allotted only one vote for each individual piece. They indicate their preference for a particular work by rating it on a scale of one (1) to ten (10). After the scores are tallied, a duel begins between the two artists who have attained the highest scores. These two leaders vie for a chance to enter the final showdown, where the winners of twelve such rounds go head to head for the final prize of ?1000 for the winner and ?750 for the runner up. Entrance into this event on the Saatchi website is free and easy, and it holds the promise of furthering the careers of not just the talented winners but also of the wide variety of talented entrants whose works will be seen by Saatchi’s large viewing audience. The competition is also a means of exposing young artists to the triumphs and pitfalls that are likely to attend them throughout their entire artistic career. Therefore, artists not only get the chance to benefit monetarily, but also the chance to develop as a professional businessperson. Art Fair The Saatchi Gallery acts as a means of informing the public about the plethora of art events that take place annually around the globe. Within its pages, it is possible to find the profiles of those organisations that host and promote art shows in the various cities, regions, and countries of the world. Local, regional and international events are promoted on the site daily, with images, descriptions, and other critical information that enables the selective art lover to determine the likelihood of the event to suit his/her preferences. Saatchi welcomes all event hosts to utilise this resource as a means of getting traffic to their art shows or fairs, as well as to their website. In fact, this resource is offered free of charge to such art fair event planners, and they are welcome to use as many pages as necessary to aptly describe their fair and reach out to their intended audience. Upon choosing a username and password, event hosts are able to create a profile of their event that includes various dimensions. In addition to venue, hours, tickets/prices, directions and exhibitor profiles, space is granted for the inclusion of information about sponsors and also to upload pictures, images, or other graphics that will enhance the appeal of the event in the eyes of the public. Furthermore, the Saatchi gallery supports the editing of such event profiles so that pertinent information regarding the fair may be added at any time after the initial posting. This resource’s value has already been discovered by hundreds of artistic organisations, and the benefits gained by their use of the service have been incalculable. With this service, Saatchi offers next-generation methods of on-demand promotion to meet the requirements of 21st century art aficionados. Photographers The breadth and scope of the Saatchi Gallery’s influence in the world of art can be gauged by the variety of artistic genres to which it extends its facility. Saatchi extends all courtesies granted to artists also to a large number of photographers, and caters especially to those photo-artists who have gone unrecognised despite having produced consistently solid and meritorious work throughout their careers. The gallery bars no photographer on grounds of his/her cultural, national or ethnic background. Rather, cultural diversity is encouraged and fostered in the international artistic forum that the Saatchi Gallery has become. Photographers are welcome to upload their work to the website after completing a short registration process. Images should be uploaded as jpg files of a size no greater than 2 megabytes. Upon uploading, their work becomes viewable by the millions of viewers already frequenting the site, and accessible to the hundreds of art-oriented websites that link to Saatchi Online. For any photographer, this resource is invaluable in its ability to vivify their career as an artist. All are given the freedom to create their own profiles online and upload up to eight (8) pieces that they believe are most representative of their artistic talent and creative posture. Photographers are also allowed the chance to make contact with those interested in their work, and this group may range from admirers to potential buyers. The gallery also enhances the networking capabilities of these photographers with respect both to their work and to the work of others in their field. It allows them the chance to converse with photographers and critics alike as a means of gaining inspiration or of improving the quality of their future work. Saatchi Online is therefore an indispensable tool for the improvement of artistic photography careers on an international scale.

Law essay Example | Topics and Well Written Essays - 1500 words

Law - Essay Example was carried in by the canon lawyers and then by the school of natural law leading to voluntarism, the leading lights of which were Domat and Pothier and which carried all before it under the French Civil Code during the whole of the nineteenth century. Conversely, in England, though not in Scotland, Roman law has not had the same influence. It took longer for the notion of contract to be worked out and voluntarism went into an almost immediate decline. The decline was hastened by the analyses of American writers, particularly following the famous article by Fuller and Perdue these went as far as proclaiming the death of the contract. Yet contract is alive, and it continues to constitute the basic legal instrument used to regulate the economic relations between natural and legal persons. It is, however, a concept which has undergone a certain evolution and which, from a comparative point of view, does not take the form of a uniform model. A contract under common law is not exactly the same as under the German or French legal systems. For that reason, it is necessary to begin with a study of the basic notion of a contract as it exists in the main legal systems with which we are concerned, in order to work out what it is that the various concepts with which we are concerned, in order to work out what it is that the various concepts found in those systems have in common. Once that has been done, it will be possible to determine the relationship between the notion of a contract, as thus defined, and the other sources of law giving rise to obligations, such as torts and quasi-contract/restitution. After that, it will then be necessary to move onto a higher plane, by considering what it is that gives binding force to a contract (Beale, 2002, KÃ ¶tz and Flessner, 1997). A contract is a voluntary agreement or promise between legally competent parties, supported by legal consideration, to perform or refrain from performing) some legal act. That definition may be easier to

Motivation in a Multigenerational Radiologic Science Workplace Research Paper

Motivation in a Multigenerational Radiologic Science Workplace - Research Paper Example Since the inception of management-related studies, the area of employee motivation has been emphasized in various ways. This discourse presents a brief review of motivation factors for radiological sciences workforce based on a specific study conducted by Kalar (2008). Earlier, classical management theories proposed employee motivation practices such as incentives and bonuses. The pioneer of scientific management, Fredrick Taylor asserted that the main aim of management should be to secure maximum prosperity for the employer, coupled with the maximum prosperity for the employee (qtd. in Schermerhorn, 2010). Taylor believed that extra income will motivate employees to work extra and with greater efficiency, and hence incentives would be an effective way to motivate the employees. Later, the human relations movement led by Hawthorne experiments of Elton Mayo proved that employee motivation can be enhanced through employee participation and involvement with the leadership teams (Bratton , 2001). From a motivation perspective, numerous theories can be found, in literature that describe various motivating factors and ways to motivate. A few of these theories include the Maslow’s needs theory, Alderfer’s ERG Theory, Herzberg’s two-factor theory or the motivation-hygiene theory, McClelland’s 3-needs Theory, Vroom’s expectancy theory, satisfaction-performance theory, goal-setting theory, Reinforcement theory etc. Whatever be the theory, the main point derived from them is that employees will be motivated if they get what they desire and value. A similar pattern was observed in Kalar’s (2008) study conducted in a radiologic science workplace. Kalar’s (2008) study presents a very interesting and different perspective on employee motivation in comparison with other researches on employee motivation. Radiological sciences workplaces comprise of healthcare professionals, technical personnel, caregivers etc., that deal with pro viding radiological services to patients. Hence, these workplaces employ highly diverse work professionals. Kalar’s (2008) study is one of its kinds that was conducted in a radiological science workplace consisting of four generational cohorts or age groups with distinct attitudes, values, work habits and expectations. This study provides current managers with a framework that enables them to accommodate most of the motivational needs of such diverse workforce. According to Chew and Relya-Chew (2007), radiology specialists are self-motivated individuals with high levels of intrinsic motivation. Although radiological sciences professionals experience other motivational factors such as high pay package, hygienic work conditions, job satisfaction, growth etc., it is important that their intrinsic motivation is nurtured constantly. Kalar’s (2008) study explains how intrinsic motivation of these RS specialists can be nurtured. In fact, Kalar’s (2008) findings related to motivating factors to each of these groups can be related to Vroom’s Expectancy theory. This theory proposes that an individual’s motivation depends upon the belief that his/her efforts could lead to high or better outcome and

Global health paper - Tuberculosis Essay Example | Topics and Well Written Essays - 3750 words

Global health paper - Tuberculosis - Essay Example For instance, it is one of the leading killer diseases which are known by to be the greatest fear of the greatest majority of people in the universe today. Health is something important for a given nation, and the entire globe for that matter. This means that it would be necessary that a proper method for healthcare should be formulated towards ensuring there is a proper health structure for the entire world. This is the main reason why innovative finance comes in as a very good approach towards prison health care. Innovative financing is a modern approach that has been noted to come with a number of possibilities towards increasing overall economic development while bringing in positive possibilities which can effectively accelerate all the measures and processes put in place towards health promotion. Reflecting on this perspective, this paper critically examines global health, specifically reflecting on Tuberculosis from a broad point of view. The Impact of the Problem upon the Lar ger Community/World It is evident through research that about 592,000 Americans were released to societies from prison (Hughes & Wilson, 2003). Most remarkably, it is a common believe that criminals have a higher prevalence of diseases such as tuberculosis (TB), chronic medical conditions, substance abuse, AIDS, chronic medical conditions, and mental health problems than the common population in the United States (Flanagan, 2004). In that sense, the release of offenders to the community is considered to have negative impacts, seeing that this puts the lives of innocent people at the risk of getting TB from the inmates. Studies show that the higher prevalence of TB is linked to poor living conditions, pre-arrest poverty, intravenous drug use, and inadequate health-maintenance and disease-prevention practices (Hammett, Roberts, & Kennedy, 2001). Ex-offenders are a susceptible population as of high-risk behaviors and lack of understanding in relation to health promotion and disease avo idance. In simple words, it is unquestionable that the release of exposed criminals to the society presents a major threat and challenge to state, local, and nationwide public health sectors and criminal justice bureaus. Cited by different studies is the fact that TB has negative impacts, which can interfere with the growth of the economy and in that manner interfering with the growth of the nation as a whole (Visher, 2006). The Extent of the Problem In the recent years, it has been a common thing that much emphasis is being placed in the designing of comprehensive and thorough interventions which are based on a precise continual care with the aim of providing consistent care and assistance to offenders. This has been done within and as well beyond the prison perimeters (Markle & Raymond, 2007). There has as well been the recognition that there should proper means through which preparations are done towards the reintegration processes. This has been noted to function properly when i t has been done before the individual has released back into the society (Dorothy & Logie, 2008). That has been noted to be the right way through which the society can rest assured that the individuals who have been released are free from TB and will not put the lives of others at risk. Reflecting on research, recognition of criminal

THE THINGS THEY CARRIED Essay Example | Topics and Well Written Essays - 1000 words

THE THINGS THEY CARRIED - Essay Example The characters of the story are foot soldiers of Alpha Company which is serving in Vietnam and is commanded by First Lieutenant Jimmy Cross. The basic theme of the story is the tangible and intangible items carried by the soldiers in Vietnam War and the effect they have on their personalities during the war. The story revolves around Lieutenant Cross, his feelings for his college crush and the death of fellow soldier Ted Lavender. Interestingly, the narrator of the story, O’Brien, who himself is a soldier of Alpha Company differentiates the other soldiers by the things which they carry. â€Å"They carried the sky. The whole atmosphere, they carried it, the humidity, the monsoons, the stink of fungus and decay, all of it, they carried gravity† (O'Brien 14). All the soldiers carry basic fighting supplies e.g. guns, ammunition and ponchos, which can be wrapped around their bodies if they die. However, more importantly, they carry many other personal items. In Army’s slang, carrying of goods by the soldiers is known as â€Å"humping†. According to O’Brien, all the soldiers hump many different things in order to satisfy their emotional bonds or feelings. One of the soldiers carries an illustrated edition of bible, another wears the stocking of his girlfriend around his neckline, yet another man carries a slingshot, another condoms and another some funny comic books. Alpha Company soldiers carry a host of physical items in Vietnam in order to ward off emotional liabilities. According to O’Brien, one such liability is the requirement of soldiers to deal with the apprehensions of reality and fantasy. The consciousness of this apprehension creates a lot of emotional problems for First Lieutenant Cross during his stay with the company. Cross believes that he was so preoccupied with the memories of his college crush Martha and the dreams of life they might spend after war that he had become negligent. â€Å"†¦.and Martha wor e a tweed skirt, and during the final scene, when he touched her knee†¦.† (O’Brien 4). He therefore, blames himself and his negligent attitude towards his men for the death of Ted Lavender’s, a low ranking soldier of the company. If the readers consider the story as a clash between war and love, then most certainly, the death of Ted Lavender and consequent cynicism of Lieutenant Cross suggest success of war in this clash. The story unfolds the doubts and gloominess that the war brings on the nature of the soldiers. Such gloominess and pessimism can be seen in the character of Cross who blames himself for the death of Ted Lavender. Prior to Ted’s death, Cross was completely engrossed in the memories of Martha and remains gripped by most petty matters e.g whether Martha is a virgin or why does she sign the letter with the word â€Å"Love†. However, after Ted’s death, when he decides that it was due to his preoccupation and distractions cau sed by the thoughts of Martha, he expresses his emotions and anger with the only possible manner; by burning the pictures and letters of Martha, in an endeavor to disassociate himself with the what he sees as the root cause of his negligence and a negative force. By the end of the story, Cross concludes that it is far better to be loved by someone than to lead troops in war, which shows exactly how war and the death of a subordinate had disturbed his mental balance. The emotional liabilities which the soldiers of Alpha Company face are magnified by their inexperience in war and young age. Most of the soldiers who fought in Vietnam were in their early twenties; some even in late teens. Before coming for war, they were

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Water Crisis - Essay Example o global warming have caused major changes in precipitation globally which has affected the average amount of rainfall in several countries (National Resources Defense Council, 2010). All the above factors are collectively responsible for water constraints across the world. The natural water resources are being constantly depleted due to a combination of several factors such as increased demand, climatic changes and pollution. Rivers and aquifers which are a major source of clean water are being drained constantly. There is increasing withdrawal of water from groundwater, lakes, streams and manmade structures such as dams and water released from other reservoirs. With the annual population growth at 80 million people a year and projection figures indicating an addition of 3 billion people to the world population by the year 2050, the demand for clean and fresh water will see a manifold increase. Reports suggest that a majority of the population growth will occur in developing regions which are already facing water shortage. In addition, advances in science and technology have increased the use of renewable energy resources worldwide. There has been a huge increase in the generation of electricity from hydroelectric power. Other new innovations such as generation of nuclear energy and use fossil fuels for energy purposes have also affected water quantity and quality (The United Nations World Water Report, n.d). Apart from energy production water is also being used for agriculture which utilizes nearly 70% of freshwater withdrawals. The increase in world population has raised the demand for food. Subsequent rise in agricultural practices are using copious quantities of freshwater for growing crops and maintaining plants and trees (The United Nations World Water Report, n.d). Another reason which has posed serious constraints on water supply is the changes observed by scientists in the precipitation rates. This is likely to have a major negative impact on the amount

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CASE STUDY - Essay Example The organization has expansive plans to increase the state coverage as well as the concentration of its services in the seven states. In this regard, the organization has set up new hospitals in the states and also has plans to set up more health facilities. An example is a proposal to construct a modern health facility at Fort Collins. The move is aimed at increasing Banner Health presence and also bringing quality healthcare closer to the people. Banner Health has partnered with institutions of higher learning to expand its services on cancer treatment (Banner Health, n.d). Specifically, Banner has engaged University of Texas MD Anderson Cancer Center to increase accessibility to cancer treatment for its patient. Under this partnership, Banner has built its cancer treatment center in Arizona. The organization has plans to increase its cancer treatment centers across the states where it has operations. The growth plan of Banner Health also includes opening of new health clinics in the country. The ANA anticipates that the demand for health care will increase significantly in the next decade. As such, bigger health institutions are likely to be overstretched. As such, clinics that are closer to the population are will be ideal for early detection and commencement of treatment. Also, clinics are important in primary care. The efforts to consider and address future needs makes Banner Health more prepared for future health needs. The American Nursing Organization has stipulated that the country will experience nurse shortage by 2020. The reason for the shortage includes lack of admission slots for new nursing students and nurse turnover. Banner health is cognizant of this issue. As a result, the Banner Center for Health Careers provides a long-term strategy of gathering details of qualified nurses and other medical professionals. The organization can then replace nurses from the pool or recruit new nurses

Chinese Film Essay Example | Topics and Well Written Essays - 1000 words

Chinese Film - Essay Example Not to mention the skills that Chinese are known for, such as the most popular martial arts. China as the leading country in terms of the highest population in the world is one great reason for people in the West to capture their market for greater profitability. Reports reveal that China is now the second film market in the world and projected to be the number one in the years to come. This most populous nation is expected to grow 17% in the year 2015. Potentially, China has around 1.34 Billion movie goers and this number is surely to affect the worldwide film market. Other countries, especially the US flock their investment in China to garner the Chinese population thereby assuring their projects and films to get the most profit (Guardian News, n. p.). There have been a lot of films that are made in China that toppled the worldwide cinema market. The latest hit that smashed the top charts is Ang Lee’s â€Å"Life of Pi†. This movie has generated approximately $570.9 mi llion revenue in the worldwide ticket sales. It has surpassed the other movies in the current film stream, such as â€Å"Les Miserables† and ‘Django. Unchained†. â€Å"Life of Pi† is expected to seize various awards as the movie is proven to be a global hit. It gained positive reviews with the most number of nominations, which reached about 11 Oscar nominations (Miller). â€Å"Life of Pi† is a two hour film derived from the best selling book of Yann Martel. Ang Lee is able to create a marvelous work of art out converting the narrative epic story into an awesome myriad of picturesque effects. The movie centers on Piscine â€Å"Pi† Patel who got stranded in a boat with a Bengal tiger named â€Å"Richard Parker† in the middle of Pacific ocean after their ship got shipwrecked in Marianas trench - the world’s deepest body of water. Pi is traveling along with his father, mother, and brother Ravi in a cargo ship bound for North America where they are supposed to sell their accompanied zoo animals. During the typhoon, Pi made it to a rescue boat along with a set of other supposed to survivors – one hyena, an orangutan, a zebra and Richard Parker. Due to the animal competitions in the boat, only Richard Parker lasted as the other survivor with Pi. As Pi and Richard Parker stayed for days in the boat, they have established their own territories. Along their trip, they encountered various marvels such as being flocked with a school of flying fish, being toppled over by a looming whale, a calm night ocean filled with luminous jellyfish, ravenous storms, intense heat and hunger, and the carnivorous island. These scenes were magnanimously portrayed with great effects that can leave any viewer open mouthed. The realistic and colorful effects, such as the sky reflection on the ocean, the clear marine activities passing through their boat, the shift from rain and sunny weather creates a tangible impact that anyone wo uld stick to the rest of the film. There is also the use of 3D effects which harnessed the result all the more. The movie creates an eerie feeling as the nature is made closer to the viewers. Pi and Parker made good companion to each other as they clamored towards survival. Parker, being a threat to the life of Pi, makes Pi alert all the time. As he said in the movie, his fear for his companion made him alert, thus making him survive. Pi shared his experiences where anyone would embrace their faith and believe in miracles and

Human Computer Interaction for Commercial Applications Essay

Human Computer Interaction for Commercial Applications - Essay Example The super-sensitivity of the touch proves a real mess for the users to handle the phone properly. The white box in the diagram shows the problematic, extra sensitive screen Whether it is being used or not, it automatically initiates different functions that are accessible from the external touch screen display with just mere friction, making it difficult for the users to receive important calls and messages. Environment Surrounding the System The device MotoRazr2 is basically a mobile phone made for communication. It is a common mobile phone used primarily in the United States of America. It contains basic functionalities such as calls, messages, video streaming, Internet, Bluetooth, camera and external memory. It is used by common people who are average mobile users and use their mobile phones just for making calls, sending messages and for some entertainment. Therefore, it is used socially by an average person who does not have a keen interest in utilizing all the functionalities o f the mobile phone. Therefore, these mobiles are used roughly by users and such rough usage causes the UI design with the flaw of extra sensitivity to fail completely. The external display touch system that was the USP of this mobile phone proves to be a stone in the path of success. Jargons No technical jargons are used in the system literature except for common HCI terminologies in describing the system PART 2: THE USERS List of User Groups Following are the potential users of the device/mobile MotoRazr2: 1. Lower class businessmen 2. Students 3. Freelancers 4. Salary based personnel Characteristics of Two Contrasting Groups The two highly contrasting groups that have a significant level of distinct priorities are lower class businessmen and students. These lower class businessmen have more office work to do than to enjoy entertainment functionalities of the mobile phone in question. However, the user group of students has considerably significant usage of the entertainment facili ties of MotoRazr2. The characteristics of a lower class businessmen group are as follows: These businessmen do not have enough time to explore the functionalities of the device Due to lack of time, they have comparatively lesser interaction with the device They are careless about their device and therefore, have a disadvantage of extra sensitive touch display The characteristics of the user group of students are as follows: Students have relatively more free time than these businessmen, hence they explore the functionalities of the device thoroughly Because of their rough usage of device and frequent interaction with it, students have faced problems such as auto triggering of unwanted behavior because of the poor UI design PERSONAS Businessmen Group: John is a new technology entrepreneur. He runs a small technology startup and deals in web designing and development. He normally takes projects from his local clients; therefore, he is mostly discussing his projects on call. He barely has time to text anyone and he needs to save contact details on the go. John normally loads his cell phone with credit, but his daughter, who is a toddler, is greatly fascinated by the external display of the phone. She always uses her thumb to turn its light on and off. She also likes to play with the flap and press random key combinations. John is always amazed by the fact that his credits run out at night time. John cannot, therefore, make important calls at night as he does not have enough credit

Discuss the importance of nature in Hardys Essay Example for Free

Discuss the importance of nature in Hardys Essay Nature was extremely important in the Victorian era, after God and religion, Hardy shows the importance of nature throughout ‘Tess of the D’urbervilles’ by certain techniques of language and structure. Hardy uses nature to explain and portray aspects that happened within the Victorian society, and Tess’s life itself; there is always a underlying piece of information. ‘They followed the way till they reached the beginning of the ascent on the crest of which vehicle from Tantridge was to receive her’ this extract informs us, as readers on several things, not only about Tess but also about the society in the Victorian era. ‘They followed’ in this context Tess is shown to be moving on with her life, and as she is about to move social class, her family are seen as beneath her in this aspect behind her, within the eyes of society itself. The extract goes onto say ‘beginning of the ascent’ this could be interpreted two different ways, either as Tess was moving on with her life, she is experiencing the change from a girl to a woman, a she becomes more independent and leaves her parents behind. However, it could be viewed in society eyes, that Tess is climbing the ascent, from the lower class to the higher class as she goes to meet Alec. These two interpretations, portray both society and the development of Tess’s character, society could also support the change within Tess, as when a girl becomes to work, she is vied as a woman. Another word in this quote that shows a strong aspect of society and current government threats is the word ‘vehicle’ as this portrays the threat of England and the industrial revolution, as well as presenting the equipment available to the upper class, that isn’t available to the lower class; again nature shows the importance of most things. At the very end of the quote the words ‘receive her’ presents Tess’s move up the social hierarchy as easy, as the upper class was waiting on her arrival, perhaps hinting that Tess’s appealing appearance and character at first to a stronger, however this hypothesis contrasts to earlier in the book when Tess is described as ‘queer’. There is another quote that supports the importance of nature, ‘far away behind the first hills the cliff-like dwelling of Shaston broke the line of the ridge’ Here Hardy develops interestingly the split in society between the classes, he uses ‘cliff-like dwelling’ to describe the D’urberville’s highness in society, where as Tess is described to be ‘broke the line of the ridge’ portraying her breaking the line that society places firmly between the lower and upper class. ‘They were just beginning to descend†¦ Down, down, they sped, the wheels humming a top, the dog-cart rocking right and left, its axis acquiring a slightly oblique set’ Hardy informs us on several details throughout this short passage, ‘they sped’, portrays how fast Alec was moving within there relationship, showing nature been used to foreshadowing the future, and also maybe spiraling out of control. ‘the dog-cart rocking right and left’ this is presenting the sexual aspect to the novel and foreshadowing how there relationship will end, leading to the rape/seduction. This quote finally ends with ‘slightly oblique set’ this concludes nature showing the danger/caution towards Tantridge itself, and nature enhances this. In conclusion, Hardy successful uses nature to portray the underlying details of the novel, informing us on both the aspects of Tess’s character and mind set that has not yet appeared, as well as the society at the time, giving the reader a deeper view. However, all of the parts that nature shows, builds a conclusion that nature is very important in general, and especially within this novel as it explains a great deal of detail to the reader.

The Impact Of The Complex Interdependence Politics Essay

The Impact Of The Complex Interdependence Politics Essay As we all know , complex interdependence is a concept developed by Robert keohane and Joseph Nye in order to demonstrate that states are completely tied together in various aspects of their national resources , whether they be economic , military , agricultural , o political amongst others. The main characteristics of Complex Interdependence are three , in first place multiple channels , because these facilitate actions between communities either they be interstate or transnational. In second place low salience , this shows the use of force as a non viable tool in international relations and offers diplomacy and policies as substitute routes , and finally in third place we have issue areas and regimes , which show us a wide agenda of topics that link states together in order to reach their objectives , in other words the line between domestic and foreign policy becomes blurred in this case, as realistically there is no clear agenda in interstate relations.. If we analyze these three points we can see this as an attempt to synthesize elements of realism with liberalism. For millennia, a large and well-equipped army was all that was required to make ones voice heard and power felt on the international scene. As technologies evolved , the possession of a powerful economy and the threat of retaliation have proved as effective , if not more effective than the exposure of weapons and the threat of war. With the growing complexity of interdependence, fewer and fewer goals are achieved by relying exclusively on military threats but also on raw economic incentives. The utility of hard power methods has in general shrunk , as it is less likely than in the past to produce the desired outcomes. The current definition of International Relations is the study of human interactions through national borders and the factors that affect those interactions. But if we look back at the origins of International Relations as a field of study in the early 20th century we can see that it was mainly centered on Great Britains affairs. After the first world war International Relations appeared as a field of study in order to understand the war , its main causes and consequences. In the early 1920s universities across Great Britain and the United States founded faculties and departments devoted on this new and vital subject that was International Relations , because experts saw the dawn of a globalization and the future ties of the states with each other , this was conceived as liberal internationalism. The first academic institution dedicated to the study of international relations was Aberystwyth University founded in 1919 in Wales. The concept of complex interdependence was created in 1977 , after the world had seen two world wars and a number of conflict situations between nations , the devastating consequences that these acts of violence left on mankind where proof of the intrinsic connections one state has with another , even if they are from different religious or political backgrounds , or if they are located on the other side of the globe. The truth is that we are all linked with each other one way or another, and that is what complex interdependence made emphasis on. This opened up a whole new world in the study of international relations , showing how dominant nations such as United States , Great Britain , and Russia where involved in interdependent relations with under developed nations. The growing rate of transnational flows and the increase in channels of communication are creating an uprising in interdependence between states and nations , these relations influence them in many ways not only referring to material needs or objects but also in political and ideological concepts. Todays complex interdependence has become a multifaceted interdependence , one that includes a diversity of issues from cultural problems to environmental concerns , far from what it used to be , solely dependant on economic objectives and the support of military strength. This in terms of international relations shows us that the evolution of international relations has gone from military and economic dominance to an environment of general concern referring to as much aspects of one notion as possible ; everything, from the strength of our economy to the safety of our cities, to the health of our people, depends on events not only within our borders, but half a world away. [à ¢Ã¢â€š ¬Ã‚ ¦ ] We must see the opportunities and the dangers of the interdependent world in which we are clearly fated to live President of the United States Bill Clinton during a press conference in 1999 -. Environmental issues are becoming very important in transnational relations today , further more than any other issue contemplated by complex interdependence. For example the biological problems we have nowadays with bacterias , viruses , and other living organisms that can have disastrous consequences to the nation that receives them. Like the A1H1 virus , that spawned in Mexico and shortly after it spread throughout the globe causing thousands of deaths and creating a tense situation for Mexicos leaders , because they were held responsible for allowing the exit of such virus to rest of the world. In the twenty-first century, British foot and mouth disease or the SARS disease originating in Hong Kong cause fear the world over , precisely because of bacteriological interdependence and the speed at which the diseases propagate through out the planet with incredible ease. Another aspect that is going through everybodys minds as far as international relations goes is ecology and all topics related , ecological interdependence is only now taking on its current importance as a result of the major advances in technology , manufacturing , transportation and mass consumption during the course of the twentieth century. One result of these qualitative changes is that any alteration in a local environment can have both major ecological and political repercussions on a global scale , creating a conservationist mentality across the globe. For example, the deforestation of the Amazon jungle has had serious repercussion as far away as Italy and Japan as well as more locally in Brazil. As a result of phenomena such as this , environmental interdependence is having increasing political impact on national societies. Japan is sponsoring tree reforestations worldwide , providing governments with monetary incentives to plant trees and creating awareness within the popul ation to help with these issues. The complex interdependence has created a major boost in international relation in the 21st century , by creating better and deeper relationships amongst nations , but certain academics have seen a growing problem in international relations in the new millennia ; while the central problem of international relations in the 20th century was states that were too strong like Germany , Imperial Japan , and the Soviet Union , the primary problems of international relations in the 21st century are states that are too weak for example Afghanistan , Pakistan , Mexico , amongst others said Thomas Friedman , of the New York times. This is mainly because these states are going to need more detailed and consistent help from the global community , this is a positive aspect for these developing nations , but it could be seen as a negative for stronger states , because of the setbacks these relations can create in their domestic economies and issues. Todays international relations experts fully understand that globalization has taken over , and that the only way nations are going to improve their qualities of life , improve their domestic economies , and be seen as a strong and potential hot spot for external investments is to create deep rooted bonds with states worldwide. Nations used to have pretty much basic foreign policies , mostly limited to imports and exports , but thanks to the breakthroughs in international relations , most foreign policies have expanded exponentially in the matters of agriculture , fiscal aid , terrorism , the environment , health , and education. After the world trade center attacks on September 11 , 2001 , the world realized that terrorism is a major threat for everyone , because it can happen to anyone , anywhere , at anytime , therefore it became a top priority topic in international relations , leaded almost entirely by the United States and Great Britain , these new alliances wanted to create a worldwide network of nations fighting against terrorism , in order to avoid such regrettable acts such as the ones lived the citizens of New York City. Another topic created taken account in recent years is the war on narcotics processing and international distribution. One clear example is the agreement between drug enforcement agencies form the United States of America and Colombia , also known as the plan Colombia which basically consists in D.E.A cooperation with police training and financial aid. Without complex interdependence international relations would never be as important and as relevant as it is today , because without it nations would still be focused on domestic issues , and wouldnt be as concerned of other aspects of nations problems , because if it wasnt for the current interdependence situation states would only be interested in military power and economic benefits they could obtain from other nations. The 21st century is only beginning and the problems that the world and its nations are going to face to face are only revealing their selves, this is going to mean more work for embassies , consulates , diplomats , and heads of state worldwide in order to join together in search for the greater good. WHICH IS THE IMPACT OF COMPLEX INTERDEPENDENCE ON THE EVOLUTION OF INTERNATIONAL RELATIONS AS A DISCIPLINE AND WHICH ARE THEIR THEORETICAL PERSPECTIVES FOR THE 21ST CENTURY? INTERNATIONAL RELATIONS ESSAY JULIO URIBE RESTREPO #200710122002 UNIVERSIDAD EAFIT MEDELLIN 2010