The Lotterys Tessie Hutchinson Essay Example For Students

The Lotterys Tessie Hutchinson Essay The Lotterys Tessie Hutchinson Tessie Hutchinson the unlucky loser of the lottery. Tessie draws the paper with the black mark on it and is stoned to death. She is excited about the lottery and fully willing to participate every year, but when her familys name is drawn, she protests that the lottery isnt fair. Tessie arrives at the village square late because she forgot what day it was. From the very beginning of this story, the author curiously builds up the character of Tessie Hutchinson so that she seems to deserve her cruel execution. Of all the villagers, Tessie shows up late, dressed in her apron, proclaiming that shed forgotten what day it was. Even before the lottery begins, she is already guilty of tardiness and deserves punishment Just like a student disrupting a class in school. It is ironic that one could truly forget something that is so awful. After reading the story and knowing the outcome, I wonder if Tessie was dreading this day all along. When Tessie was in no danger she was gossiping with the other ladies and even encouraged her usband to go and pick a piece of paper. We will write a custom essay on The Lotterys Tessie Hutchinson specifically for you for only $16.38 $13.9/page Order now Tessie is somewhat of a rebel. She arrives at the lottery later than anyone else and claims that she forgot what day it was, and that it was only when she recognized that her husband and children were missing that she remembered. Tessies excuse does not seem genuine, but the crowd seems to humor her and be slightly intimidated by her. The reader can see from Tessies entrance, that she is not one to easily follow others. Tessie is dominating. She is obviously the head of her household, and even when the men are told to represent their families by drawing, Tessie orders her husband to do so before he has an opportunity to move. She says, Get up there, Bill. and the crowd laughs at her. Similarly, when the crowd discovers that the Hutchinsons drew the marked piece, Bill stands there quietly and subdued, while Tessies automatic reaction is to shout and protest. Finally, Tessies reaction to her family being chosen and ultimately her name being ttached to the marked paper illustrates her self-centeredness. At first, she wants to lessen her chances of being stoned by adding her daughter and son-in-law into the drawing, indicating that she would rather her daughter die instead of her. She seems to think that anyone, including members of her own family, deserve to die before she does. Even as she is being stoned, she protests the unfairness of the drawing but does not say final good-byes or show any concern for the children she is leaving motherless By thepromisel O

Free Essays on Conflict Management In The Workplace

Summary: 5 pages. 4 sources. MLA format. Conflict management in the workplace is a hot topic in the business environment today. This paper explores various techniques that can be utilized to manage conflict in the workplace. Conflict Management in the Workplace Introduction Conflict management in the workplace is an issue that every leader, manager, or employee has to deal with at one time or another. The basics of conflict management include improving communication, teamwork, and a systematic approach to solving the disagreement. This paper explores various techniques that can be utilized to manage conflict in the workplace. Workplace Conflict Management Conflict is defined by Hellriegel, Slocum and Woodman as â€Å"the process in which one party perceives that its interests are being opposed or negatively affected by another party† (p. 362). Sometimes conflict that be a positive force within an organization, while at other times it is a negative force. An example of conflict as a positive force is that the creation and resolution of conflict may lead the company to constructive problem solving. It may also lead people to search for ways of changing how they do things. The conflict resolution process can ultimately be a stimulus for positive change within an organization (Hellriegel, Slocum and Woodman, p. 364). However, conflict may also have serious negative effects on an organization. For example, conflict may divert efforts from goal attainment or it may deplete resources (particularly time and money) (Hellriegel, Slocum and Woodman, p. 364). Conflict also may negatively affect the psychological well-being of employees and cause stress (Hellriegel, Slocum and Woodman, p. 364). Indeed, conflicting workplace ideas may lead to anger, tension, and anxiety. Deep and lasting conflicts that continue without conflict management may even lead to violence between employees and others (Hellriegel, Slocum and Woodman,... Free Essays on Conflict Management In The Workplace Free Essays on Conflict Management In The Workplace Summary: 5 pages. 4 sources. MLA format. Conflict management in the workplace is a hot topic in the business environment today. This paper explores various techniques that can be utilized to manage conflict in the workplace. Conflict Management in the Workplace Introduction Conflict management in the workplace is an issue that every leader, manager, or employee has to deal with at one time or another. The basics of conflict management include improving communication, teamwork, and a systematic approach to solving the disagreement. This paper explores various techniques that can be utilized to manage conflict in the workplace. Workplace Conflict Management Conflict is defined by Hellriegel, Slocum and Woodman as â€Å"the process in which one party perceives that its interests are being opposed or negatively affected by another party† (p. 362). Sometimes conflict that be a positive force within an organization, while at other times it is a negative force. An example of conflict as a positive force is that the creation and resolution of conflict may lead the company to constructive problem solving. It may also lead people to search for ways of changing how they do things. The conflict resolution process can ultimately be a stimulus for positive change within an organization (Hellriegel, Slocum and Woodman, p. 364). However, conflict may also have serious negative effects on an organization. For example, conflict may divert efforts from goal attainment or it may deplete resources (particularly time and money) (Hellriegel, Slocum and Woodman, p. 364). Conflict also may negatively affect the psychological well-being of employees and cause stress (Hellriegel, Slocum and Woodman, p. 364). Indeed, conflicting workplace ideas may lead to anger, tension, and anxiety. Deep and lasting conflicts that continue without conflict management may even lead to violence between employees and others (Hellriegel, Slocum and Woodman,...

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Adf Although our country is very powerful and strong, we do not need to overlook the possibility for being attacked as we saw on the 11th day of September. We need to be ready for anything and everything. We need to be prepared by increasing security on many major landmarks including the Golden Gate Bridge in California. The Golden Gate Bridge is one of the finest bridges in the world as was the Twin Towers in New York. Security on and around the bridge needs to be increased to make sure one of America's most precious landmarks is protected and out of harm's way. The Golden Gate Bridge is the most respected bridge in the United States and one of the oldest, it was built in 1937 for a mere 27 million dollars. This magnificent bridge has heightened its security and I believe that many other major landmarks need to take consideration for doing the same.English: Early morning fog over San Francisco and ...

Sex Education Should Be Taught in Schools Essays

Sex Education Should Be Taught in Schools Essays Sex Education Should Be Taught in Schools Essay Sex Education Should Be Taught in Schools Essay Sex education is what makes young children and young adults aware of the sexual dangers that lives in the real world. Statistics show, â€Å" one-quarter of 15 year old females and less than 30% of 15 year old males have had sex, compared with 66% of 18 year old females, and 68% of 18 year old males who have had sexual intercourse,† representing the sexual activities already present in young teens lives (par4, Statistical Portrait). With sexual education present in public schools, young students are able to benefit from educational sexual information and to learn about safe sex and then the prevention of pregnancies. Sex education that is present in public schools help, to educate students about the problems and responsibilities that may come along with the practice of sex. Young people are unaware when they are put in the risky situation where they may not think before they act. With sex education, teachers are able to prevent pregnancies by teaching students about birth control which will prevent pregnancies. Along with assisting students to become responsible young adults, educating them about reproductive organs, and the functions of the human body. Sex education already present in public schools has been very beneficial. According to Wilma Mankiller, â€Å"Sex education ideally would encompass sexual knowledge, beliefs, attitudes, values, and behaviors In addition, moral and ethical concerns, group and cultural diversity, and social change,† which represents all the factors that will be addressed to young minds in schools (par 1, Mankiller). Researchers at the U. S. Centers for Disease Control and Prevention have found that, â€Å"Sex education also increased the likelihood that teen boys would use contraceptives the first time they had sex,† showing that sex education has had an positive impact on young men by helping them realize the importance of contraceptives and therefore already helping the prevention of pregnancy before students become sexually active (par. 2 Reuters). A major topic under sex education is the practice of not just â€Å"sex† but SAFE sex. Young children and even adults may not realize the risks of unsafe sex. Sex education helps students to realize that STDs can possibly be transmitted or pregnancy may result with the use of condoms or other birth contraceptives such as birth pills. Some sexual transmitted disease can be present in the body without the host being aware of it, and for some, he or she is unaware of both sexually transmitted disease and if they are present in the body. Not knowing that it is present, safe sex would help prevent the spread of these STDs in society. Early pregnancies are life changing. According to the advice of Michelle Mitchell, an early teen mother, â€Å"Use all the birth controls you can and listen to what the people are saying: Protect yourself, dont have sex, use abstinence, because having babies young is not easy† (par. 6, Glazer). Michelle Mitchell cannot go back in time but does not hesitate to warn others before it is too late for other young teens. However, due to religious reasons and family values that stress on marriage before intercourse, many parents may be against sex education in schools. However, it is better to have children be aware of sex, the risks, the changes, and the benefits, rather than keeping all knowledge away from young minds. It will give children a better chance to understand the right facts rather than having them stealthily and dangerously discover sex on their own. The more parents try to prevent something, the more their children will go against what their parents want, so it is better to play it safe, and to keep children aware of sex and all its topics. Whether a child is religious or not, morals or no morals, ethics or no ethics they are bound to become curious and exposed to sex. Patrick Collins, a 17-year old student believes, â€Å"When hormones start kicking in, [students] want to experiment. Having sex is a natural thing; its a matter of when you have sex, and I believe making love should be in the confines of marriage† (par. 28, Natale). Sooner or later, whether or not religious parents have family values or if there is sex education in schools, the curiosities of sex will take its course in the minds of their children. Sex education is what develops the minds of young children and alerts them to what the future will bring. Even though there are some who are against sex education, sex education is beneficial in numerous ways than its negatives. Sex educations purpose is to educate young students minds of the risks of sex and how it may impact their lives if taken through the wrong course. With sex education, young adults will be able to use contraceptives, be aware of STDs, pregnancies, and the unknown functions of the body. It has changed the rate of pregnancies positively, it has changed the perspectives of the sexually active to practice safe sex, and to leave them attentive for the future challenges to come, and therefore should be present in all public schools. Work Cited Page Internet Web Site: Fox, Maggie Briand, Xavier. â€Å"Sex Education Found to Help Teenagers Delay Sex†. Reuters. n. d. December 19, 2007. Web n. p. â€Å"A Statistical Portrait of Adolescent Sex, Contraception, and Childbearing. National Campaign. 1996. n. p. Sound Vision. Web. n. p. Database: Glazer, Sarah. â€Å"Preventing Teen Pregnancy. † CQ Researcher. 14 May 1993:411+SIRS Researcher. Web. 27 Oct 2010 Book Reference: Mankiller, Wilma, and others. â€Å"Sex Education. † The Readers Companion to U. S. History. December 1, 1998: n. p. SIRS Researcher. Web. 27 Oct 2010 Magazine: Natale, Jo Anne. â€Å"The Hot New World in Sex Ed. † American School Board Journal. June 1995: 18-26. SIRS Researcher. Web. 27 October 2010

Assignment 8 Essay Example | Topics and Well Written Essays - 500 words - 2

Assignment 8 - Essay Example standards of effectiveness for the person being supervised in terms of quality assurance and maintenance of functions as well as improving the competencies of the persons being supervised no matter how proficient they may be. Supervision also enhances collaborative effort to improve learning, which eventually helps in the attaining the goals of those being supervised. Without the supervision and the monitoring of efforts to improve the learning atmosphere, the supervisory responsibilities have increasingly encompassed other tasks, which are not usually within the arm bit of supervision. The question then is how one can he be an effective supervisor and deliver the desirable results of supervision. In order to understand how effective supervision should be, it is important to note that there are a variety of trends in the field of supervision, which influence one another (Eley and Murray, 2009). In order to be an effective supervisor, it is important to master your role as a front-line effective supervisor through strategies aimed at building success. The supervision style chosen by a person must endeavor to incorporate leadership skills in the supervision style chosen for the best results. It is important that effective supervision begins with the supervisor and how he is proficient in his role and the levels of the skills and this will require regular planning, acting, reflecting and reviewing of the supervision development progress. Effective supervision demands that the supervisor knows whomever he is supervising and how to motivate them for the best outcomes (Eley and Murray, 2009). This will require that the supervisor is aware of what drives the supervisees to achieve the desired results of an effective supervision strategy. The supervisor should educate and train by clearly defining his expectations, missions and the vision of the supervision that is to be carried out over the supervisees. Effective supervision will require that the supervisor builds a

The Presidency of The United States Essay Example | Topics and Well Written Essays - 1250 words

The Presidency of The United States - Essay Example The Commander-in-chief of the US military forces is responsible for deploying, supervising and increasing the number of America’s defense forces (White House Correspondent, 2012). The other roles that President Obama has for formulating policies and obtaining his goals include negotiating treaties with other foreign dignitaries acting as the chief of state in presenting medals to military heroes and hosting formal dinners for foreign leaders to further economic and global security relationships. He is the chief diplomat who appoints competent leaders as Ambassadors to the United Nations (UN). The UN Ambassador works under the guidance and supervision of the US, and acting as a source of influence to the rest of the world. Obama travels to foreign nations to create trade relationships, and affirm the US ideologically concerning foreign affairs (White House Correspondent, 2012). ... In his leadership, President Obama has encountered hurricanes, flooding, wildfires, Japan’s and Haiti’s devastating earthquake, inflation in oil prices and a nuclear threat from Iran, and the aftermath of Japan’s earthquake. In all these devastations, Obama has made sound decisions for the greater good of humanity. During and after the great recession that began after the real estate boom in 2008, President Obama worked hard with his economic and political advisors to improve the living standards of American consumers as well as those of the rest of the essential economies that were greatly affected. He improved financial markets, passed healthcare reforms to benefit even the low income earners and proposed a tax and economic reform to increase employment, increase total revenue and improve the living standards of the US consumers.ii President Obama’s leadership style positively affects how he governs the US. During the economic crisis, many US consumers w ere in panic-mode because of home foreclosures, rise of unemployment rates and mass layoffs. Obama’s calm and assertive leadership style encouraged many Americans to hope and strive for the best in their lives because measures were being taken to improve the economy that was spiraling. President Obama avoided making hasty decisions that would put the US primacy and global economy in jeopardy. The Federal Reserve issued loans to the government to provide temporary money infusions that would jump-start the economy. People with bad credit history were given loans to repay debts such as home mortgages and credit card debts. The adjustment interest rate was lowered for debtors to repay their loans within the time stipulated when their incomes were increased. Current Economy Situation

The effects of Globalisation Essay Example | Topics and Well Written Essays - 3000 words

The effects of Globalisation - Essay Example The effects of globalization on the European Union are diverse. But the future growth and sustainability of the EU is dependent on globalization. The reforms influenced by globalization in the European countries not only make the Union more transparent and effective but also help the European Union to establish itself as a strong global actor. The challenges faced in the global including the European Union like economic integration, economic migration, humanitarian crises, failing states, energy security, climate change, terrorism etc. are interdependent. The European Union identifies the importance of globalization and the impacts of the phenomenon on the various aspects of the economy. Therefore, it should focus on effective management of the globalization process in order to meet the arising challenges and prevent any backlash from the phenomenon. The effective management of globalization and its rules would help the European Union to act as global actor in the true sense. The int ernal policies and the association with the international organizations can help the Union in managing the process of globalization in the region and control its effects and impacts to a large extent.

The pearls illusion Essay Example | Topics and Well Written Essays - 1000 words

The pearls illusion - Essay Example The author dexterously manoeuvres the plot of the book so that the readers can identify with the more selfish nature of the man who relish the failures of the downtrodden and even make efforts to subdue and overpower the dreams of the poor so that the rich can become richer and continue to maintain that status. The book portrays the ‘ambitions’ of protagonist ‘Kino’ which are intrinsically linked with providing his son with education and a better life. The book shows how the simple wishes of the man, especially the ones who are poor, turn into ambitious ventures when confronted with the surreal realities of the time. The author has used the story telling mode to convey the changing moods of the protagonist and has profusely used the surreal elements to weave the magic in the ordinary life of the hero. Steinbeck, in this powerful book, has shown the irony of the pursuit of superficial material gains that blinds the man to the most important objective of life, of being happy. Through the character of Kino, author skilfully takes the readers through the experiences of day to day struggle of a poor man and shows how he develops the illusionary desires and ambitions to overcome his poverty so that he can provide a more comfortable life for his son and family. ‘Bu t the pearls were accidents, and the finding of one was luck’ becomes the powerful motive of the protagonist to dream. The book is a story of Kino and his wife Juana who go to the sea in search of ‘pearl of the world’ so that they can provide proper treatment for their son, who is bitten by the poisonous scorpion. They find the most coveted pearl and thereon begins the saga of the dramatic events that turn their lives upside down. Everybody in the small village is attracted to the pearl and wants a share of the riches that it represents. The people like the doctor, who had earlier refused to treat Coyito, Kino’s son and the

Soul mate A myth or reality Research Paper Example | Topics and Well Written Essays - 1250 words

Soul mate A myth or reality - Research Paper Example Subsequently, this paper explicates whether the laws of attraction makes the concept of soul mates realistic. In terms of the Greek mythology, the notion of soul mates originates from Zeus, the king of gods (Salemo 153). The soul mate allegory in Greek mythology follows that Zeus at one time was infuriated by the intrepid and audacious conduct of human beings and as a consequence, he resolved to bestow a punishment upon them (Salemo 153). The audacious attitude of human beings as portaged in the Greek mythology originated from the fact that human beings had eight limbs i.e. four arms and four legs, and dual faces. The gods felt that their authority would be challenged by human beings and to prevent this, Zeus split or separated humans into two parts. Initially, Zeus plan appeared to have been an excellent and ingenious plan. Subsequently, his plan resulted to unanticipated problems. Therefore, as postulated by Salemo, he resolved to allow or make possible each one of the two parts to get together with the other matching part (153). Regardless of the fact that this mythology is acceptable, t here are issues that make the mythology unfeasible. For instance, Salemo notes that the two matching parts may be located far from each other and hence make it impossible for the individuals to meet or get together (154). The concept of soul mates as a myth is supported by Thibodeau. He supports his notion through a theory presented by Aristotle that "Love is composed of a single soul inhabiting two bodies" (22). In his argument, Thibodeau notes that Aristotle failed to consider the fact that every human being exists to develop his or her own soul (22). It is true that finding a soul mate translates to two individuals building a flawless relationship characteristic of mutual interests and attractions. However, it is important to note that each person, according to Thibodeau, is complete

Organic food Essay Example for Free

Organic food Essay We have all heard the phrase â€Å"What you don’t know won’t hurt you† and it has undoubtedly applied to many situations in our lives that we are still unaware of. We like to toss around this phrase without worrying too much about what it implies because that is the whole point of the phrase, not to worry. When it comes to what we are putting into our bodies, though, what we do not know can indeed hurt us immensely. In the United States, we have grown accustomed to not thinking much about what we are consuming. The main factors we look for in food are taste and price. We live in a consumer society where money rules our nation, it rules our lives, and it rules us. Money has become the main focus for every decision we make, but when it comes to something as important as our health, should we look at a few other factors? With societies concerns focusing on wealth and profit, there is no surprise that the food industry finds the cheapest ways to produce the most food. Consequently, this produces many negative effects on aspects of our lives such as our health and the environment. When choosing what foods to consume, we should begin to pay more attention to factors other than the price tag. The food industry obviously plays a big role in this epidemic of processed food, but they are not the only ones to blame. Yes they are the ones taking advantage of our ignorance by mass-producing cheap food that they know we will not think twice about, but the ignorance is our fault. Author of The Omnivore’s Dilemma, Michael Pollan, describes the current foundation of the food industry, â€Å"Our food system depends on consumers’ not knowing much about it beyond the price disclosed by the checkout scanner. Cheapness and ignorance are mutually reinforcing† (Pollan 245). Pollan is correct in his assumption that most Americans do not know much about their food besides how much it cost. Most of them are not even aware that they do not know what is in their food. They subconsciously assume that chicken is chicken and cheese is cheese, but unfortunately that is hardly ever the case. Many people choose to live along these guidelines of â€Å"ignorance is bliss† by not paying attention to the horror stories of the food industry; they turn their heads from documentaries on animal treatment and plug their ears at the mention of the real ingredients of their precious snacks. As long as the food they are eating tastes good and did not cost a lot of money, they are content with not knowing how unhealthy it might be. Pollan further explains another reason people buy the cheapest available food: It makes good economic sense that people with limited money to spend on food would spend it on the cheapest calories they can find, especially when the cheapest calories—fats and sugars—are precisely the ones offering the biggest neurobiological rewards. (Pollan 108) People with lower incomes are confined to buying cheap food, typically the most processed and unhealthy food, because with their limited funds they cannot afford to care about the quality of what they are eating. They buy what is cheapest because that is all they can get. As long as they have food in their stomachs, they do not complain or worry too much about the side affects. Eating food that may not be very healthy definitely outweighs the alternative of eating nothing and starving. Americans are ignorant of the food that they purchase either because they choose not to educate themselves or because they really have no choice. Either way, they are missing out on other possibilities of obtaining food that have many advantages. Not knowing what our food is made of also prevents us from knowing what alternative food options are available to us. Because we see no problems with our current food choices, we see no reason to discover new ones. The processed food at the supermarket is all we know because it is the most convenient and affordable from of nourishment we can obtain. Pollan’s book includes the testimony of someone who buys food from a local, organic farmer, â€Å"†¦for me it’s all about the taste, which is just so different—this is a chickinier chicken. Art’s chickens just taste cleaner, like the chicken I remember when I was a kid† (Pollan 252). The food available from local farmers is not only better for our health and the environment but it also tastes better. We have grown accustomed to the artificially flavored food we buy from grocery stores and do not realize that the food we eat could taste better and more natural. The locally grown food tastes healthier and more natural because that is precisely what it is. The artificially engineered taste of chicken in a common chicken nugget is not what a chicken should taste like. Besides enhanced taste, buying from local farmers offers many other benefits as well. An organic farmer interviewed in The Omnivore’s Dilemma explains some more benefits of buying locally, With our food all of the costs are figured into the price. Society is not bearing the cost of water pollution, of antibiotic resistance, of food-borne illnesses, of crop subsidies, of subsidized oil and water—of all the hidden costs to the environment and the taxpayer that make cheap food seem cheap. (Pollan 243) One of the main reasons why people do not want to look into these alternative methods of eating is because they are more expensive. People overlook these opportunities because the organic food appears overpriced, but when you evaluate all these factors it might not be as overpriced as you might think. Yes the food is more expensive but it stands true that you get what you pay for. When paying more, you are receiving a whole lot more that benefits your health, community, and environment. The extra money that would be spent on food, you might save on your medical bills and taxes. Locally produced food is healthier for you and it carries a much less chance of containing disease and illness. Another bonus of buying from local farms: there is less pollution created than in the factories and slaughterhouses of the globalized food industry. If people became aware of alternative food options and the benefits associated with them, they would be more inclined to pay better attention to what they are buying. This would not only improve ones personal health, but also the environment. Although money remains a very important role in deciding what we purchase, it would benefit us to consider a few other aspects of the food that we buy. Paying attention to details such as what goes into the food, where it is produced, and how it is produced would lead us to make healthier decisions. More often than not, a satisfying answer to these questions will not be found in the food at our local supermarkets, but rather a local farmer. Buying from these farmers would mean supporting a healthy environment and body. Their production methods are healthier and much more environmentally friendly than any factories in a big-name food industry. While it may seem that this is a simple choice, many Americans will continue to ignore these truths. When it comes down to it, money rules everything and it will take a lot more than the promise of better health for people to overlook a price tag. They say ignorance is bliss, but when that ignorance leads to decisions that contaminate our bodies and our environment, the bliss will be short lived.

A Thematic Approach To Teaching Education Essay

A Thematic Approach To Teaching Education Essay For this topic I am going to explore the history of the National Curriculum and the thematic approach to teaching. Looking at these areas I am going to create themes within the Foundation Phase and Key Stage 2 to use as an example of a thematic approach to teaching. National Curriculum The National Curriculum has been policy in Schools for many years, it originates back to 1970 when the government focused on education with a desire to educate children to create a better work force. Teaching consisted of no supervision within the classroom and the teachers could teach whatever they wanted as a result of there not being a specific curriculum to follow, or at least relate back to. In 1976 James Callaghan changed the teaching profession. His idea was everyone should be taught the same topics, this led to an introduction of more core subjects. Within a few years, Margaret Thatcher became Prime Minister and decided she didnt like the scheme of teaching within the National Curriculum, so, in 1979 she decided that every Council would write their own policies. These policies had to include maths, English and science which were deemed to be core subjects. The Prime Minister wanted to see a lot more testing of the teaching process so that teaching was far more measurable and what progress and standard the children where achieving. In the 1987, Kenneth Baker, the Education Minister took the concept a stage further. He divided the curriculum into 3 core subjects maths, English and science, and 7 foundation subjects including the subjects of history, geography, foreign language, art, music, P.E and design and technology. He had a syllabus for each subject composed so that all teachers knew what content to cover when teaching each subject. In 1988 the Educational Reform Act became legislation. It was widely regarded as the most important single piece of education legislation in England and Wales in modern times. The Educational Reform Act changed education. After its introduction in 1988, the National Primary School Curriculum had to be presented to the government to ensure standards of teaching were the same for every child. Key Stages were introduced in schools that benched marked milestones in a childs education. At each key stage a number of educational objectives had to be achieved, the impact of this was the curriculum evolved into educational overload. Each teacher had 345 targets to meet! The Key Stages introduced were Key Stage 1 (5 7 year old children), Key Stage 2 (7 11 year old children), Key Stage 3 (11 14 year old pupils) and Key Stage 4 (15 16 year old pupils). Statutory tests were progressively introduced for each Key Stage. The Key Stage 1 statutory tests were introduced in 1991, Key Stage 2 in 1995 and Key Stage 3 in 1993. Sir Ron Dearing reviewed education in 1995, he removed some topics out and reduced the burden of 345 targets to 14 targets that teachers needed to meet. Margaret Thatcher still wanted to change elements of the curriculum whilst Sir Ron Dearing was doing his review. She wanted to name and shame every school that wasnt performing and to rank all schools, hence the birth of school tables to publicly inform parents how individual schools were performing. Sir Ron Dearing wanted a structured numeracy and literacy hour which was structured and dictated what had to be done and was applied by all schools across the Country. This enabled visibility to monitor and evaluate what was being done at any one time. Another huge change arrived 30 years later when Sir Jim Rose looked at the National Curriculum. He led an independent review in 2008-2009 and came to the conclusion that there was still too much going on in the curriculum. He wanted focus on essential life and learning skills and on literacy, numeracy, I.C.T, learning and thinking skills and social and emotional well being. Sir Jim Rose wanted to establish a curriculum for the 21st century that met the needs of individual learners whilst taking account for the broader needs of Wales. The national curriculum changed once again in 2008. The stages of the curriculum Key Stages were and remain divided into sections, Year 3- Year 6 Key Stage 2 (7 11 year olds) and early years which became the Foundation Phase Year 1 Year 2 (3 7 year olds). The curriculum content consists of core subjects (Mathematics, English and Science) and Welsh Language, broader curriculum subjects ( I.C.T, History, Geography, Music, Art and Design, Physical recreation, Design and Technology, Welsh second Language) and basic curriculum (R.E and P.S.E). This ensures subjects are taught via a cross curriculum approach and introduce key skills that includes thinking, number, I.C.T and communication. Assessments have been introduced to enable teachers to monitor childrens learning and baseline assess attainment at the end of the Foundation Phase. At Key Stage 2, pupils are tested on their English and Mathematics and core subjects. then in Year 6 they are assessed in preparation for transition to year 7 in Secondary education. The introduction to the Foundation Phase was set out in Wales and further amplified and explained in the Foundation Phase consultation paper published in 2003. The proposals contained in this paper was supported by 96 per cent of respondents. The Welsh Assembly Government then piloted the Foundation Phase from September 2004. The Foundation Phase provides young children with a curriculum that is more appropriate to their stage of development and that caters for their individual needs. From reading Welsh Assembly Government, March 2009, Foundation Phase Child Development Profile Guidance, Welsh Assembly Government I have discovered the seven areas of learning within the Foundation Phase (3 7 year olds). The seven areas of learning are:- Personal and social development, well-being and cultural diversity Language, literacy and communication skills Mathematical development Welsh language development Knowledge and understanding of the world Physical development Creative development This approach allows teachers to monitor the knowledge of individual childrens development in the key areas of a childs learning and to follow onto the areas of learning to observe and evaluate childrens progress throughout their learning. In the National Curriculum for Key Stage 2, each subject has two sections (skills and range) for a childs programme of study in each different national curriculum subject. This includes levels of understanding, investigating and making. There are also national curriculum skills that are the same for all non-core and core subjects within the National Curriculum. Children develop thinking skills by planning, developing and reflecting on their work in all subjects. Another requirement within the National Curriculum is to develop communication skills. The children learn to communicate across the curriculum by using skills such as oracy, reading, writing and wider communicating in all subjects across the National Curriculum. A further requirement is to develop ICT skills. The children must develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas using a wide range of software and equipment. Finally children must develop their num ber skills across the curriculum by using mathematical information, calculating, interpreting and presenting their findings across the whole range of national curriculum subjects. Thematic Approach The cross-curricular thematic approach has been part of education in schools for many years and slowly began to gain popularity in primary schools during the 60s. This was due to recommendations from the Plowden Report (1967) emphasising that children learn better finding out information for themselves rather than being taught directly and supplied with information direct from a teacher. A thematic approach to teaching involves integrating all subject areas together under one theme. The cross curriculum approach helps children relate basic academic skills to the real world. Thematic units are common in the Foundation Phase where children learn through interactive, integrated activities. These themed units incorporate reading, mathematics, science and social studies. To create thematic approaches in teaching a theme is selected for a particular topic which would be applied for a period of a week or a month. The time line would depend on the broadness of the theme and how many subjects are going to be included in the cross curriculum approach. From knowing the themes the teacher develops schemes of work, activities and writing lesson plans. The children are then given aims and objectives within the thematic approach lessons. The activities may consist of being hands-on or physical learning, games on the internet and reading certain books for the skill level the children are reading at. For example, art skills can be developed by drawing exercises related to the theme. There is no end to what national curriculum subjects can be developed within the thematic approach. The benefits of a thematic approach have been examined. Teaching thematically helps children build self esteem and allows the children to understand what they are being taught. Content and subject areas are integrated and not made obvious to the children what subjects they are being taught. The pupils are able to learn and retain more information through a thematic approach, it encourages the involvement of all abilities of children through topics relevant to them and their learning needs, from the learning aspect the children are able to relate to real-world experiences and build upon their prior knowledge learned from previous lessons taught at that particular moment in time. The thematic approach also helps teachers teach to the different learning capabilities of their children. Overall the thematic approach keeps children engaged by making learning activities fun by creating a variety of different experiences within different thematic approaches. The teacher and children are able to be creative, authentic and original, it also allows the teacher to integrate all subjects and use literacy within those subjects. The children can share the same learning goals, is children centred and utilises collaborative and cooperative learning. The curriculum is also compact and saves time teaching multiple subjects at once. The negatives of a thematic approach need to be considered. Some children may lose interest in the theme/subject being addressed. Using one theme for a month may become boring, repetitive and the childrens motivation to learn will decrease and become uninterested and distracted. The children may also not like the choice of the theme chosen by the teacher and may cause arguments between children making them unwilling to participate in the activities created by the teacher. It can be hard for the teacher to find enough resources/information to cover every aspect of the topic and intertwining the benchmarks within that one topic may be difficult, it can also be easy to miss out on some content that could be covered in the theme. Within the thematic approach it may be hard for the lower level children to engage and consequently have a hard time with concepts within that theme, they will then struggle with the work. This child is still expected to connect within the focused tasks causing possible stress for the child knowing their level of capabilities are lower than someone else in the class, so it is difficult for the teacher to provide tasks that suits everyones needs and learning styles. From reading a document Using thematic approach, Bristol, Victoria Clarke and Virginia Braun (Page 2) express a mixed view of the thematic approach. They quote Thematic analysis is a poorly demarcated, rarely-acknowledged, yet widely-used qualitative analytic method. They believe that the thematic approach is rarely acknowledged but is used widely across teaching. Theorists have a mixed view about the statement because they feel that the thematic approach can prove to be successful as long as the theme and subjects used are taught at a level that suits all the childrens needs using an integrated and balanced scheme of work for all abilities . Others also think that the quote is wrong in saying the thematic approach is rarely acknowledged. It is clear from experiences within the classroom that teachers successfully use the thematic approach a lot. My view on the foundation phase and what it has to offer. Within the Foundation Phase, children as individuals are given opportunities to learn about themselves, improve their own knowledge and understanding of the real world and gain better knowledge of personal hygiene and safety. The children become independent and achieve goals that teachers cannot pass on to the children through use of just the direct teaching method. This is why the Foundation Phase is so unique, it allows the children to learn from their own personal experiences and take their learning into their own hands. The children become more confident and assertive and learn values for themselves and from their peers. With all of the above focusing on skills, children can develop in the Foundation Phase. The main thrust of developing skills is by letting children play, it is an essential feature within the curriculum which must be fun and stimulating for the children to enjoy learning. This approach helps children to be pro active and physically interact with objects they woul dnt necessarily encounter day to day. From reading the Rumbold Report (1990) on play, there is a very strong view about using play within the Foundation Phase, it is believed that active educational play supports childrens learning across all areas of learning. I totally agree with this statement as it does create activity for the development of a wide range of skills and also allows the children to develop their own personal skills. Overall I think the Foundation Phase is an all round positive curriculum that appears to work very well in developing children from an early age of 3. My lesson ideas for teaching within the Foundation Phase The subjects I examine as an example for my teaching in a thematic approach in the Foundation Phase incorporates two non-core subjects Geography, Art and Design and also look at the basic curriculum area of R.E. The theme I have chosen is the Amazon rainforest. The class I have chosen to deliver this task to is Year 2. R.E In the R.E lesson, I will read the read the book of Noahs Ark. Maisy, 2007, Noahs Ark, Lucy Cousins I will identify the type of animals and relate them to the Amazon Rainforest. From reading the book I will have a section of play where I will divide the class into groups. The children will have samples of all of the animals referred to in the book along with a boat. They will then have to memorise the list of the animals which relate back to the book and fit them into the boat. This will develop their thinking skills and also their communication skills while working in groups to do the activity. This will be a warm up activity for the children so they are getting their brain into working mode. This relates back to the national curriculum skills for R.E in the Guidance for local education authorities and agreed syllabus conferences, January 2008, National exemplar framework for religious education for 3 to 19-year-olds in Wales, Welsh Assembly Government by using the section listed as developing thinking. For the main activity the children have to create their own story where they save a number of animals onto a certain object, the object can be specific to our day and age so it could range from a boat or train to an aeroplane. To get the children started in their story one can brain storm and list their examples of some animals and objects on a board / interactive whiteboard and show what mode of transport animals can be rescued onto. From the main activity they are developing their communication skills, theyre using their writing skills and oracy by discussing what they are going to include in their story. From the content of the activities created one can monitor the calibre and style of childrens writing. I will select three or four pieces of work to be read out by the children and evaluate everyones work by having everyone on each table to swap and evaluate each others work. Geography (Knowledge and understanding of the world) To teach knowledge and understanding of the world I will focus on the wider world section of the curriculum, illustrating to the children what lives in the Amazon Rainforest, and type of habitats they live in. I would create discussions around particular questions I would continually ask. Questions would raise awareness and explore what is the rainforest. Childrens knowledge and understanding of the Amazon Rainforest will be developed through the handing out of a quiz that can be completed in groups. A class competition can be created to see who has the most questions correct about the Amazon Rainforest. After the quiz, to develop continuity through this subject of geography the children can create pieces of work to put up on the Amazon Rainforest board on the classroom walls. The children can bring their knowledge from R.E and use their drawings they developed in art to put onto the classroom board, this will create a sense of achievement and ownership as the children would be able to look at their own work when in their own classroom and is a clear display of their own work for others to see what they have done. A number of skills will have been developed from using this approach that are taken from the national curriculum book of knowledge and understanding of the world for Foundation Phase. The skills developed consist of enquiring, exploring, describing, asking/ answering questions, investigating, thinking, solving problems and recording their research. All of these are required and used within the theme and tasks set during lessons. Art From reading the book Noahs Ark, children can draw an animal of their choice that relates to the story, a list and a picture of each animal mentioned in the story would be given as a resource for the children to relate back to. A directed task would then be set to use different materials to create a 2D image of the animal from the Noahs Ark story. Materials to be used would include: Coloured pencils Paint Coloured pens Crayons Craft materials to create different textures etc. From creating their animal drawing, the children can try and link them to a habitat within the rainforest. To research the animals habitat the children can use the internet to find an image of the habitat for their animal to be stuck onto. The final outcome will then consist of a hand made piece of artwork of an animal from the rainforest made by every individual child and placed on a background of the habitat the animal would live in within the rainforest. Overall the children would have explored colour using different materials and creatively making an animal by exploring and forming different textures. This relates back to the national curriculum within the foundation phase due to reading the creative development Welsh Assembly Government book. Welsh Assembly Government, June 2008, Creative Development, Welsh Assembly Government The children will have used ICT skills to research on the internet for a habitat picture of the rainforest. From creating the animal design that relates back to the Amazon rainforest, focus can be made upon literacy skills by asking each child to describe what animal they have created and what their habitat looks like. Overall, the children would have used planning and thinking skills by developing and creating the art work. The children can reflect on their work and see if their animal relates to the rainforest to give it a real life effect. Oracy and writing skills are also developed by describing their animal and habitat, so they are expressing their ideas and emotions about their work. The structure of the childs learning will be as it is presented in the essay, I will start off with R.E, and then include Geography and follow integrate Art and Design. When the children take part in these activities the children themselves do not realise they are learning these skills. This is an excellent outcome, as, when they grow up, the children will reflect and hopefully remember what they have done and recognise the skills they had used. My lesson ideas for teaching within Key Stage 2 The subjects I examine for teaching a thematic approach in Key Stage 2 will consist of two non-core subjects of Geography, Art and Design and also look at the basic curriculum which is R.E. The theme chosen is Judaism. The year group chosen for this is Year 5. R.E The children will be made aware what Judaism, different clothing and their names worn at this time would be examined. A group activity for children would be used after explaining the variety of clothes using dolls clothing, some relevant to Judaism and some not relevant. A women and man doll would be introduced for the children to dress and they learn to relate the same back to Judaism culture. From dressing the dolls the children move on to examine a house of a Jewish person. The children will look at dietary make up of Jews and what type of ornaments they have in their houses that are an integrated part of their culture. A group session can be delivered where children can trial some Jewish food and if possible have a Jewish person to come in and talk to the children about their lifestyle. A useful website for a teacher resource would be:- http://www.waupun.k12.wi.us/Policy/other/dickhut/religions/14%20Jewish%20Symbols.html This website describes the clothing and certain items that are found in a Jewish home. This theme will have continuity and appear through other lessons. In other lessons different festivals within the Jewish community would be explored and have a look at videos to demonstrate how they celebrate their festivals. The skills developed throughout these lessons would be communication through talking in groups to discuss issues about the culture and ornaments the children have discovered. The children are also developing thinking skills to execute dressing the men and women dolls into suitable clothing for a Jewish person. Art From the previous lesson on R.E about Judaism children are given a directed task using a hand out sheet with four boxes to draw in. The children are asked to use each box to draw from real life, objects such as Shofar or a type of clothing like a Kippah and use a range of art materials to colour in their drawings. The materials used could include :- Coloured pencils Paint Coloured pens Crayons Charcoal Water paint Mark making Tone Craft materials Each box I will ask The children will be told to use each box to illustrate a different art material so they are experimenting and testing different materials and are using a range of art media. After finishing the drawings the following activity would develop literacy where children have to describe the content and process used in creating each box, stating what material they have used, what the object is and how it is used within the religion of Judaism. Overall children have explored different art materials and creatively making examples relating to Judaism using the clothes they wear or the different items used within the culture. This links to the national curriculum within the Key Stage 2 Art and Design as found through reading the Art and Design national curriculum for Wales book. Welsh Assembly Government, January 2008, Art and Design in the National Curriculum for Wales, Welsh Assembly Government From reading the book listed above I am able to see what parts of the curriculum I have taught. The activities demonstrate that the children have planned, developed and reflected on their work which uses the developing thinking skill and that all of the children have developed their oracy and writing skills that links to the developing communication aspect. Geography In geography focus is on where the Jewish community was founded and where Judaism is sited in different countries. A presentation using PowerPoint for both tasks and the children can do small tasks from worksheets. We will then look at the Star of David flag and what the meaning is behind it. Two follow on from this children will be asked to develop a double page in their book about Judaism. This double page will involve information about the Jewish community, where Jewish people are distributed around the world, some ornaments, clothes and the Star of David flag. The children are being tested on a number of skills across the curriculum in geography. The children are developing thinking skills, they have to plan the double page on Judaism and develop the work on Jews and also to ensure they include Judaism. The childrens communication skills are being developed through them writing about what they have learned about the Jewish community and Judaism. The children are using selected language to describe where the Jewish people live within different countries, and so are discussing geographical issues. The children are conducting their own personal investigation into Judaism and Jewish religion. From developing the double page they are developing creative and presentation of information and ideas from their investigation. Observing children To see the childrens improvement throughout their learning teachers need to pay attention to observing the children in their care. In the observing children book Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government it is quoted It is important that practitioners listen to children as well as watch them when observing, as they can learn a great deal about childrens learning and understanding through listening to their speech I believe this is a vital quote for teachers observing children because you can definately gain more understanding of the childrens learning by talking to children as well as observing how they play and the standard of their work. The observation of children should be taken into consideration through using the seven areas of learning, this will provide evidence of their development and achievements across the national curriculum. Teachers can also observe different situations children are exposed to through playing on their own or as part of agroup. The main headings mentioned in the Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government state that teachers need to observe:- Personal development Social development Well-being/emotional development Cognitive development Language development and communication skills Physical development Gross motor skills Fine motor skills There much observation of childrens development of the child as a whole that has to be considered as an essential part of the role of a teacher. From observing the children one can monitor their progress and continuity during lessons to ensure improvement and that children are gaining and benefiting from new learning experiences throughout their years in primary school. This can be achieved by both looking at the development of their work and also how they play alone and within groups. Conclusion To conclude, the National Curriculum has gone through many changes in the past few years and evolved into what is delivered in primary schools today. From the many theorists I have researched and read about, there is a belief that where we are placed today is the better stage of the developed National Curriculum. The Foundation Phase is proving to be a success. The children are able to improve their personal learning without having a teacher to spoon feed them to gain experiences and skills. Key Stage 2 needs improving and attention due to the drop in standards and attainment in literacy and numeracy, this drop in standards has resulted in improvements being demanded by the Welsh Government all across Wales. Welsh Government are implementing literacy and numeracy strategies in every subject across the national curriculum. The thematic approach has been evaluated and is declared a success by many theorists, it allows teachers to choose a theme and teach joint subjects in one integrate d scheme of work/ lessons, this is a definate advantage because the children do not specifically realise how they are being taught. This method of educating primary aged children develops what they know from personal experiences and their involvement develops them through the teachers integrated lessons.

The New Federalist Party :: essays research papers

The New Federalist Party Part I As the sole member of the New Federalist party, it is with great honors that I now present to you the very first New Federalist platform. PREAMBLE The growing dissension between the two major political parties today has drawn them away from the public's views. It has been determined that the citizens of the United States cannot get what they want from the current major parties. Because of this, a total reconstruction of the current political structure is in dire need. In response to this need, the New Federalist party has been formed. The name "New Federalist" has been chosen to express the party's foremost concern. This is to restructure the government into the form that the framers of the Constitution meant for it to be in. The basis of this restructuring comes from the 10th amendment and articles of the Constitution. As you know, every major political party needs a symbol. After careful consideration, the mythological hydra has been selected. I know what your thinking, but it is effective in serving two main purposes. The first purpose is that it is an ideal representation of the new structure of government that will be implemented by the New Federalist party. The two heads represent the two governing bodies, the federal government and the state governments. Both "heads" do nothing more than serve or govern over the body, which represents the citizens of the United States of America. The second purpose of the hydra is to shift the focus from the representative party to the individual members of the party. A political party should, like the hydra, should be nothing more than a myth. Votes in an election should not be cast for a party but for the individual candidates. The New Federalist party will be nothing more than a collection of like-minded people seeking to better our great country. In the following pages I have set forth the basic principles and various policy stands of the New Federalist party. STATEMENT OF PRINCIPLES AND POLICIES PRINCIPLES Federalism: "A political system in which ultimate authority is shared between a central government and state or regional governments."1 The first and foremost principality addresses the power of the federal and state governments. The framers of the Constitution never meant for the federal government to grow to today's tremendous size. The 10th amendment states that "The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people."2 This means that everything not set forth in the Constitution as being regulated by the federal government will go

Cults and Their Leaders Essay -- Psychology Cults Violence Essays Reli

Cults and Their Leaders   Ã‚  Ã‚  Ã‚  Ã‚  For many years, cult leaders always had a psychological hold on their followers' minds. Whether it was to kill other people or to kill themselves, they did it without question. Some cult leaders used fear, violence and guilt as a means of a weapon to control the minds of their followers. Other cult leaders used persuasive and spiritual speeches that made their followers believe they were doing good and fulfilling God's plan. Because cult leaders are powerful through psychological offenses, the people that belong to their cults are brainwashed into doing things they wouldn't normally do in their right state of mind.   Ã‚  Ã‚  Ã‚  Ã‚  For years, there have been problems surrounding the definition of the term 'cult'. The literal and traditional meanings of the word cult, which are more fully explored at the entry Cult (religion), come from the Latin cultus, meaning "care" or "adoration," as "a system of religious belief or ritual; or: the body of adherents to same." In French or Spanish, culte or culto simply means "worship" or "religious attendance"; therefore an association cultuelle is an association whose goal is to organize religious worship and practices. The word for "cult" in the popular English meaning is secte (French) or secta (Spanish). In formal English use, and in non-English European terms, the cognates of the English word "cult" are neutral, and refer mainly to divisions within a single faith, a case where English speakers might use the word "sect". Hence Roman Catholicism, Eastern Orthodoxy and Protestantism are cults within Christianity. However, in common usage, "cult" has a v ery negative connotation, and is generally applied to a group in order to criticize it. Understandably, most groups, if not all, that are called "cults" deny this term. Some groups called "cults" by some critics may consider themselves not to be "cults", but may consider some other groups to be "cults". Although anti-cult activists and scholars did not agree on precise criteria that new religions should meet to be considered "cults," two of the definitions formulated by anti-cult activists are: Cults are groups that often exploit members psychologically and/or financially, typically by making members comply with leadership's demands through certain types of psychological manipulation, popularly called mind control, and through the inculcation of d... ...psychological offenses, the people that belong to their cults are brainwashed into doing things they wouldn't normally do in their right state of mind. Cult leaders used various ways of molding a follower's mind and brainwashing them to do things for them. Some cult leaders used punishments as a way of breaking the follower's that were resistant to their demands. Others used and perfected the art of persuasion. Either way, the mind of their followers or 'family' are in total control of the leader. Works Cited Bugliosi, Vincent, with Curt Gentry. Helter Skelter: The True Story of The Manson Murders. New York and London: Norton, 1994. Merriam-Webster Online. 2005. Merriam-Webster Online Dictionary. 4 May 2005   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mills, Jeannie. Six Years With God: Life Inside Rev. Jim Jones's Peoples Temple. New York: A&W Publishers, 1979. Terry, Maury. The Ultimate Evil: The Truth About Cult Murders: Son Of Sam & Beyond. New York: Barnes and Noble Publishing Company, 1987. Wilson, Brian R. Apostates and New religious Movements. New York and London: Routledge, 1999. Zimbardo, Philip. The Psychology of Attitude Change and Social Influence. Columbus: McGraw-Hill, 1991.

Wellness assessment

My overall state of my wellness wheel is pretty well. It was about half and half with my assessment. The lowest my average assessment went down to was a two. That was in the social area which is my weakest. My weakest areas are vocational, social, and Intellectual. I scored really low In social area because I don't get out much, I keep to myself and I am too busy Juggling sports, school and work. I really don't have much time for anything else. My strongest areas were physical, emotional, and spiritual.I was not surprised with the results of the assessment; I knew I wasn't going to score very high In the social area. In the emotional area I knew I was going to score high because If I did something wrong I wouldn't say someone else did It, I would own up to what I did and take responsibility for whatever I did wrong. The reason for this Is the more you lie about something the more It will come back and bite you In the butt harder than Just saying something In the beginning. My emotion al well-being right owe is pretty good.I accept all opinions even if I don't agree with it. I listen to everyone around me because someone may just want someone to listen to what they have to say and get whatever it is off their shoulders. I however, sometimes have a hard time opening up to people because if I do they might think the wrong thing. My stress level is very high right now because of certain twists and turns my life has taken. The major stresses in my life would be family issues and relationships, finances, work and school.These things take a major part in my stress level. The first two are the major impacts right now. I relieve stress by working out, or working. There isn't really anything to manage my stress right now. In a year or less my stress level will go down hopefully. I am managing my stress level very well from what everyone tells me. Wellness assessment By movement and intellectual. I scored really low in social area because I don't get out much, I keep to my self and I am too busy Juggling sports, school and work.I really don't have much very high in the social area. In the emotional area I knew I was going to score high because if I did something wrong I wouldn't say someone else did it, I would own up to what I did and take responsibility for whatever I did wrong. The reason for this is the more you lie about something the more it will come back and bite you in the butt harder than Just saying something in the beginning. My emotional well-being right everyone around me because someone may Just want someone to listen to what they

Graded unit development stage Essay

Abstract The purpose of this project was to create a house corner, so the child-minder and her assistants are able to assess the children in their care more easily. As well as having somewhere for the children to be able to go and role/pretend play. The aim of the project was too: To lead the development of creating the house corner, within the child-minding setting †¢ To resource a house corner facility in my childminding setting The methods were completed by interviewing child-minder’s and giving parents questionnaires to get their opinions on role play and the house corner. It was found that there are mixed views regarding role play, role play areas and role play to assist assessments. My assistants participated in the creation of the house corner, my parents participated in the questionnaires given out to them and four local childminders participated in my interviews. Throughout this piece of research it has become apparent that everyone has different ideas regarding role play and how children should be doing this. My recommendation is that there should be a framework for childminders stating what equipment they should have and what they need to do for a basic education for the children. Introduction The purpose of this project was to create a house corner, so the childminder and her assistance’s are able to assess the chidren in their care more easily. As well as having somewhere for the children to be able to go and role/pretend play. Within graded unit a house corner will be created within the child-minding setting because one of the parents had said â€Å"it would be nice to have a house corner area’. This is because the child within this family has no brother’s and sister’s and the family would like to see how their child role plays and interacts with others. Also working with the Community Child-minders a house corner is a good place to be able to assess a child through role play. The Community Child-minder Area Manager also recommends having a house corner in place in the setting. This is for assessment and observational reasons as a community child-minder can have a lot of Child Protection referrals. While developing this unit various mandatory units of the HND Childhood Practice relates to this topic they are Sociology and Psychology. The Sociological theory Symbolic interactionism, Feminism and Psychological theories of Piaget, Vygotsky and Bruce will be looked at. I will also be looking at leadership though this unit and looking the democratic leadership style. I will also be looking at various legislations though out this unit as this relates to getting it right for every child (GIRFEC)2012, because when working together with other authorities to make everything better for the child/children involved in the service. You can see what is going on in ‘their world’ from the role play the children do. It will enable assessments to be carried out while the child is at play. I will be looking at the Data protection act 1998 and the Equality Act 2010, this is relevant so at every interview everyone is treated the same and all the information is kept confidential. The United Nations Convention on the Rights of the Child (UNCRC). The Convention gives children and young people over 40 substantive rights, including the right to: †¢special protection measures and assistance †¢access to services such as education and healthcare †¢develop their personalities, abilities and talents to the fullest potential †¢grow up in an environment of happiness, love and understanding †¢be informed about and participate in achieving their rights in an accessible and active manner. Bench mark Standards 3.9 Managers/lead practitioners have the knowledge and understanding needed to support evidence informed practice. They: know how to access, and apply relevant research and enquiry-based findings know how to reflect on and engage in the systematic investigation of practice can make informed choices among particular research methods and methods of evaluation draw on a range of sources of evidence to analyse and evaluate practice draw on relevant principles, theories and approaches to inform their practice demonstrate the ability to share and discuss with others the principles and perspectives that underpin their own professional practice. Aims Within the graded unit I have two aims to achieve, these are: †¢To lead the development of creating the house corner, within the child-minding setting †¢To resource a house corner facility in my childminding setting Methods For all the research methods, questionnaires and interviews, the responses will be kept confidential and all the aspects of confidentiality will be respected. Interview four child-minders to see how they set up their house corners, For this method I contacted four local Fife childminders that also work with the community childminding, I discussed with them over the telephone what I was required to do and how I would visit their setting to see their play area and to do an interview to gain qualitative information. (Appendix 1) Visit child-minding settings to see the home corners and how they work. I visited the childminders setting so I could see their play area and the home corners and how the childminders used the area to assess the children. All parents’ views on role play will be gained by a questionnaire which will mainly have closed questions to gain quantitate information on role play, this will be piloted in class with my peers. I created a questionnaire which will mainly have closed questions to gain quantitate information. I piloted the questionnaire with my class peers using email. I then handed the questionnaire out to the 8 parents that use my service. They all completed the questionnaire by the return date of the 25th April 2013. (Appendix 2) Fund raise to gain funds to resource the house corner. For the funds to resource the house corner, I had  £20 available through petty cash. I then did a sponsored toddle with my pre-school children on the 23rd April 2013 and created sponsor forms for the children to take home and get family and friends to sponsor them. (Appendix 3) Morrow The code of ethics written by Morrow (1996) will be looked at while researching this unit. Ethical considerations in research with children and young people occur at all stages of the research process. They should be considered as an on-going and reflexive part of the research process throughout the life of a research project and not just as the first hurdle to be overcome. Results I have interviewed four childminders for research purposes and to gain qualitative information regarding the house corner and role play. I had asked if the childminders believed if having a house corner was an effective way to aid role play 25% said yes while the other 75% said no and their reasoning for this was that despite having a house corner children would role play no matter where they were. â€Å"Children will role play whether there is a house corner present or not†. I asked if the adults get involved in the children’s role play 75% said they sit back and observe/none and 25% said they get involved if the children ask but with draw as soon as possible. During the interview I asked the four childminders what sort of assessments do they already do in their setting 100% answered Observations and Photographic only. (Appendix 4) I have visited four childminding settings to see what role play facilities childminders have in their setting. Each childminder had little role play equipment out for the children to use and the children were sat playing board games, reading books or playing outside on apparatus. I ask two of the childminders about their role play equipment-one responded â€Å"Children don’t need equipment to role play, they turn things into equipment and pretend play†. I gave all my parents that attend my setting questionnaires, to gain quantitate information which is eight in total. I had a 100% return on my questionnaires. I had asked if my parents thought a house corner was an effect way to aid role play? 62.5% said yes it is an effective way while 37.5% said it wasn’t effective. (Appendix 5) I had asked if role play promotes or condemns a child’s development? 87.5% said it promotes a childs development while 12.5% said it condemns the development. This parent stated â€Å"My child doesn’t role play and their development is fine†. I asked the parents what role play toys do the children have at home? Fundraiser The fundraising for the house corner we did a sponsoredtoddle. At the fundraiser there was 2 adults and 8 children involved and we raised  £159.26. (Appendix 6) With this money I intend to buy the following for the house corner. Kitchen pots and pans Plastic kitchen food Play plates cups and cutlery Paint and decoration for the home corner Table and chairs Discussion Feminism According to the feminist belief, women are being exploited by the sources like books, media, and the society by means of children’s toys. Feminists are of the view that the society aims to put conditions on children from their birth about their anticipated roles in society. In the statement, ‘pink is for girls and blue is for boys’, radical feminists would strongly argue that through parental expectations things like toys, books, and television begins the exploitation of women. For instance, girls are given dolls to play with, kitchens, prams, and tea sets. Feminists would claim due to imposition of such conditions, girls into their expected roles of playing the housewife and caring for children. On the other hand, boys are given footballs, computer games, cars, trucks, and are encouraged by their fathers for dummy fight. This encourages men to be masculine, violent and physically powerful according to the feminists. Symbolic Interactionism This theory focuses on the way that people interact through symbols: words, gestures, rules, and roles. In order for interaction to work, each person must interpret the meanings and intentions of others; this is made possible by common symbols this is what Mead called ‘role taking.’ This involves one person taking on a role of another person, by imagining that they are the other person, which they are interacting with. For example, if a person observes another smiling, crying, waving a hand or shaking a fist, they will put themselves in that persons position so they can interpret the intention and meaning. This will create their response to the action of the other person. Human interaction is a continuous process, with people taking it in turn of playing the role of the other. Mead argued that the process of role taking helps individuals develop a concept called ‘self’. There are two aspects of self these are ‘Me and I’. Me is a definition of yourself in a particular role for example a ‘good parent’ or a good colleague’. The I is an opinion of yourself, which is otherwise known as your-self-concept, which is built up from the reactions of others and the way you interpret those reactions. Self is not something we are born with but it is learnt during childhood. There are two main stages in the development of this. The first is known as the play stage which involves children playing roles that are not their own for example a child may play Mums and Dads, Drs and Nurses. In doing this the child learns there is a difference between themselves and the role they are playing. Piaget Jean Piaget, a philosopher and psychologist, was one of the first researchers to take children’s play seriously. He came to recognize that children learn step-by-step through experience and interaction with the world around them. In fact, Piaget’s research discovered that the young mind is not capable of formal logic and abstract thinking until 11 or 12 years old. Up until then, children learn inductively through experimentation and testing – through hands-on play. Piaget identified these stages of children’s development: Sensorimotor Stage: Birth to 2 years The child at this stage uses senses and motor abilities to figure out the world. Squeeze the rubber ducky and it quacks. Drop the ball in the hole and it rolls down the chute all the way to the bottom. Through repetitive play, the young child learns how to keep in mind what’s out of sight and how to cause a reaction. Preoperational Stage: 2 to 6 years During this stage the child acquires the ability to use symbols but still requires physical props and concrete situations to solve problems. A preschooler will line up 4 blocks and 4 more and then count up to 8. Concrete Operations: 6-11 years From physical experience, the school-age child learns to conceptualize. Now 4+4 can be solved with numbers, not just with objects. Still the young student relies on experiment and discovery to hotwire the brain. Vygotsky Vygotsky’s research on play, or children’s games. Vygotsky gives the famous example of a child who wants to ride a horse but cannot. If the child were under three, he would perhaps cry and be angry, but around the age of three the child’s relationship with the world changes: â€Å"Hence play is such that the explanation for it must always be that it is the imaginary, illusory realization of unrealizable desires. Imagination is a new formation that is not present in the consciousness of the very raw young child, is totally absent in animals, and represents a specifically human form of conscious activity. Like all functions of consciousness, it originally arises from action.† The child wishes to ride a horse but cannot, so he picks up a stick and stands astride of it, thus pretending he is riding a horse. The stick is a pivot. â€Å"Action according to rules begins to be determined by ideas, not by objects†¦. It is terribly difficult for a child to sev er thought (the meaning of a word) from object. Play is a transitional stage in this direction. At that critical moment when a stick – i.e., an object – becomes a pivot for severing the meaning of horse from a real horse, one of the basic psychological structures determining the child’s relationship to reality is radically altered†. As children get older, their reliance on pivots such as sticks, dolls and other toys diminishes. They have internalized these pivots as imagination and abstract concepts through which they can understand the world. â€Å"The old adage that ‘children’s play is imagination in action’ can be reversed: we can say that imagination in adolescents and schoolchildren is play without action†. Vygotsky also referred to the development of social rules that form, for example, when children play house and adopt the roles of different family members. Vygotsky cites an example of two sisters playing being sisters. The rules of behavior between them that go unnoticed in daily life are consciously acquired throug h play. Bruce Tina Bruce’s theory is a theory on play, which includes 12 features that assist in cultivating, recognising and monitoring free flowing play. The features that make up the theory include, making up playing rules, having fist hand experience, playing together, pretending, having personal agenda, making props and deep involvement, among others. The theory emphasized on the importance of outdoor pay in the lives of children. (Appendix Democrative Leadership Style The leaders invite and encourage the team members to play an important role in decision-making process, though the ultimate decision-making power rests with the leader. The leader guides the employees on what to perform and how to perform, while the employees communicate to the leader their experience and the suggestions if any. The advantages of this leadership style are that it leads to satisfied, motivated and more skilled employees. It leads to an optimistic work environment and also encourages creativity. This leadership style has the only drawback that it is time-consuming. These findings show that children role play as a part of learning and they develop all their developmental skills through doing this. Despite whether you have a role play area/equipment children will find other ways to role play using equipment and pretending it is something else. There has been theorists studying role play and although they all make good points I feel Tina Bruces 12 features of play is the closest to being true. Conclusion Throughout this piece of research it has become apparent that everyone has different ideas regarding role play and how children should be doing this. Each childminder does things differently and I feel there should be an overall standard that each childminder should have when setting up a childcare setting.

Iraq war Essay

Fast food became one of the most danger issues all over the world , people are used to eat fast food almost everyday as they see it quicker and more delicious than any other healthy food. People do not know how much they are harming themselves by eating junk food , it leads to a lot of diseases and illness because bodies will be deprived from the healthy food but by eating healthy food people will strength their health. Fast food has unhealthy impact on people’s body but it also remains extremely popular. Government should ban fast food to protect people’s health . there are many reasons why fast food should be banned. This paper will discuss the main reason that leads to overuse fast food and the reasons why fast food should be banned . The main reason that leads to overuse fast food is the frequent advertisements on televisions (2013,04. should fast food advertisement be banned. Retrieved 04,2013) The more they will talk about fast food on television , the more people and children will be forced to buy junk food and this will cause a lot of diseases like the increase of cholesterol , obesity , hypertension, and cancer , those advertisements help parents to consume more fast food and this will apply to children as they spend a lot of time watching the television and learning new behaviors (2012.06 fast food marketing to children. Retrieved 06,2012) the power of advertisements gives children the impression that they can have all they want and it influence parent’s decisions too.(2010,11 fast food advertisement. Retrieved 11,2010) Several advertisements of fast food will cause financial problems almost at all houses as when children, teenagers and adults get used to eat fast food this will cost them a lot of mo ney when they eat it everyday so people will waste their income on buying fast food as they see it easier and quicker . The banning of fast food advertisements will help to ban fast food all over the world as it will have a positive effect towards financial and health problems. The first reason why fast food should be banned is that leads to social problems while eating away from their homes almost everyday because they  Getused to eat fast food sothey became not boned enough with their family and siblings, teenagers see that it is very smart when they go to fast food restaurant with their friends but sadly they do not know how they harm themselves every lunch (2011,01 fastfood. Retrieved from 01.2011) fast food get to distance children and teenagers from their parents and this leads to a lot of social problems , that is why fast food should be banned. The second reason why fast food should be banned is that leads to health problems like obesity.billions of dollars are spent on buying fast food , so parents became lazy to provide their children essential and important nutrients they need (2011,02 how fast food affects child obesity. Retrieved from 02,2011) children became more overweight because fast food contains a high rate of sugar , salts and fats. (his children are not only affected physically but emotionally and mentally as it also leads to psychological problems like depression and may lead to other dangerous actions. Parents should realize the amount of damage they are causing their children by letting them eating a high rate of fast food to support and protect their kids. Fast food became the most dangerous issue all over the world as it has several problems like the social , health ,financial and psychological problems and the main cause of spreading fast food and encourage people to over use junk food is the high percentage of advertisements that leads to death. That is why fast food should be totally and completely banned .

What were the advantages of Tesco choosing their business location where they did Essays

What were the advantages of Tesco choosing their business location where they did Essays What were the advantages of Tesco choosing their business location where they did Essay What were the advantages of Tesco choosing their business location where they did Essay Tesco put a substantial amount of money into researching the best place for their new stores and after this research was complete they decided upon an area in the Homend close to the train station. There used to be a factory on the same site but it had been shut down and had become a derelict. This was good for many reasons; one was that it was easy for them to get planning permission for a new store from the council because the derelict factory was an eyesore to a town priding itself on its natural beauty. As well as being easy to get the permission to build on the site it was also very cheap to purchase the land much for the same reason as before. The area of the town was also very advantageous to the store with regards to its market. The store was built in a place that is within walking distance for the people that live in the town and also has easy access because of the by-pass and it being on the outskirts of the town. What are the advantages of Tescos site choice now? When the research is being done it is important to think about the future, it would be disadvantageous for a business to build on the outskirts of a town because it allows easy access for the lorrys then 10 years later they are surrounded because of the towns growth. Tescos obviously thought to the future because the advantages are still pretty much the same as when they first moved there. Since the building of the Tesco store there has been a tremendous amount of growth pertaining to the new trading estate, because of the location of the store it has been very advantageous to it as the housing estate has been placing houses close to the store but never getting in the way of goods transport. This is largely to do with it being closely situated to the train station so new housing estates are encouraged to build away from these areas.

Securing a Vessel With Cleats Chocks Bits and Bollards

Securing a Vessel With Cleats Chocks Bits and Bollards At some point early in your maritime career, someone is going to ask you to tie a boat to something solid so it doesn’t float away. There are specific fixtures on all vessels and docks made for this purpose. We will take a short look at four of the most common and save the specialty fixtures for a little later. Cleats These are fixtures found on docks and vessels. They are shaped like a very wide and short capital letter T. Closed types have a solid base while open types have two closely spaced legs in the center. A line with a loop on the end can be passed through the legs and secured over the horns the name of the horizontal piece of the cleat. This allows it to pull tight without the chance of working loose as it would if the loop were just placed over the cleat. Some Dock Masters frown on this because the line can abrade the dock. The best way to tie to a cleat is with a hitch at the end of a line. They come in all sizes from the size of your little finger to the size of your leg. Chocks These are fixtures that hold a line rather than using it as a tie point. It is found near a cleat and keeps the line in position so it does not move laterally and chafe or abrade. They are flattened loops that have a narrow opening at the top to accept and remove the line. Like cleats, these come in all sizes but are usually found aboard vessels and not on docks. Bits These fixtures are a solid column which is sometimes square and sometimes cylindrical. They have a crossbar that is of lesser diameter and forms a lowercase letter t. These are also called Samson posts because they are so strong. You tie to them with a hitch around the crossbar or they accept a looped line well. Bits are mostly found on vessels near the bow and stern, they appear infrequently on docks but it isn’t unheard of if there is a need to use something taller than a cleat in order to accept large diameter lines. Bollards These are the things that look like short metal mushrooms. You can find them on docks and large ships and almost never on smaller vessels. They are made for a loop of line that is placed over the top and the slack is taken up on the other end to make the line tight. Each of the fixtures above has a preferred method of tying. Some of the methods, such as passing the loop through the legs and over the horns of an open cleat, are suitable for heavy weather situations with strong wind and waves. Other methods like a loop should be used in calmer conditions but a hitch can be used at any time. If you want to learn more go to our maritime glossary where you can find more than a simple definition of a term and get some insight into the context and rich maritime history.

Hispanic populace

Hispanic populace The name Hispanic has been branded with more traditional viewpoints, and the term Latino has been linked with more liberal politics. This is partly because Hispanic is an English word meaning â€Å"belonging to ancient Spain.† The U.S. census bureau has determined to settle on one term, Hispanic.Advertising We will write a custom essay sample on Hispanic populace specifically for you for only $16.05 $11/page Learn More The Hispanic population represents the largest minority group in the United States. The 45.5 million Hispanics in the United States in 2007 include 15.1% of the entire population. California (13.2 million) has the largest Hispanic population of any state, followed by Texas (8.6 million) and Florida (3.8 million). It is guessed that Hispanics will represent 30% of the U.S. population by 2050 (Martin 30). Nearly two-thirds (64%) of the U.S’s Hispanics are of Mexican ancestry. Another 9% are of Puerto Rican social heritage, with 3.4 % Cuban, 3.1% Salvadoran, and 2.8% Dominican. The rest are of Central American and South American origin. More than three-fourths of Hispanics reside in the West or South. The Hispanic populace is more different than it was in the past. U.S. Hispanics of Mexican ancestry the largest Hispanic group- has been increasing considerably. Another fast increasing group, in percentage terms, is the group of â€Å"other† Hispanics. Many of those who select â€Å"Other Spanish/ Hispanic / Latino† on the U.S. survey form are immigrants from the Central or South America. â€Å"Other† Hispanics also comprise an increasing number of people with multinational backgrounds who do not recognize with a particular country or region of origin. Hispanics are not a very well understood part of the population. First, no one knows precisely how many Hispanics have crossed the boundary from Mexico as illegal immigrants. Second, many Americans of Hispanic ancestry do not classify themselv es as Hispanic on survey forms and are not counted as such. People born in Latin America can be spotted all across the United States, but most live in only a few areas. The difference is the place of birth. For example, 75% of U.S. residents born in the Caribbean live either in the New York or the Miami metro areas. More than half of those born in Mexico live in the Los Angeles area or in Florida or Texas. Interestingly, while the immeasurable majority of Hispanics come from rural areas, 90% settle in America’s industrial cities and surrounding suburbs. Living together in closely united communities, they share a common language and customs. However, distinction in the number of racial discrimination Latinos experience depends on the socioeconomic position of immigrant parents and their ethnic form.Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also, those whose parents migr ated as high-skilled immigrants do not experience as much discrimination, while those Latinos with darker complexion go through more racial inequity than those who look whiter (white Hispanics experience less favoritism and black Hispanics experience the most) (Martin 57). Hispanic Americans are to a less extent, generally included in conventional American culture, but because a great number of them are ethnically white, the tribal difficulties to exogamy with whites are less (Martin 56). Lastly, with the Latin resettlement to the north, the United States has gone through the largest migration in its history. Around one half of Hispanic residents in the United States were born in a foreign country. Newcomers to the United States started their settlement with many economic and educational drawbacks compared to the average American; more than half have not graduated from high school and most are unskilled. With the low turnout in education among the Hispania’s, the parts of soc iety where they have excessively reach a desired goal are music and sports. Martin, Marger. Race and Ethnic Relations: American and Global Perspectives. Belmont, CA: Cengage Learning, 2011. Print.

Conjugating Diriger (to Direct) in French

Conjugating Diriger (to Direct) in French In French, the verb  diriger  means to direct. Its a simple word, though conjugating it to the past, present, or future tense can be a little tricky. Thats because there are a few spelling changes that you need to watch out for. Dont worry, though, a  quick lesson will show you how to handle this verb. Conjugating the French Verb  Diriger Diriger  is a  spelling change verb  and it follows the pattern of other verbs that end in -ger. This includes  dà ©ranger  (to disturb)  and  bouger  (to move), among others. The spelling change is subtle  but important. As you study the table of conjugations, notice how a few forms follow the G with an I rather than an E. This is done to ensure that the G is pronounced with a soft sound because certain vowels typically change it to a hard sound. With that in mind, simply match the subject pronoun with the present, future, or imperfect past tense. For instance, I direct is je dirige and we will direct is nous dirigerons. Subject Present Future Imperfect je dirige dirigerai dirigeais tu diriges dirigeras dirigeais il dirige dirigera dirigeait nous dirigeons dirigerons dirigions vous dirigez dirigerez dirigiez ils dirigent dirigeront dirigeaient The Present Participle of  Diriger To change  diriger  to the  present participle, add -ant  to the verb stem to create  dirigeant. This is quite versatile as it acts as a verb, adjective, gerund, or noun as needed. The Passà © Composà © and Past Participle A  common way to express the past tense directed is with the passà © composà ©. To form this, add the  past participle  dirigà ©Ã‚  to the subject pronoun and appropriate conjugation of the  auxiliary verb  avoir. For example, I directed is jai dirigà © and we directed is nous avons dirigà ©. Notice how  ai  and  avons  are conjugates of  avoir  and the past participle does not change. More Simple  Diriger  Conjugations There may also be times when you need to use one of the following conjugations. The subjunctive verb mood is useful when there is some degree of uncertainty to the verb. Likewise, the conditional is used when it may or may not happen because the action depends on something. Those are used more often than the other two forms. Its likely that you will only encounter the passà © simple and imperfect subjunctive in formal writing. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je dirige dirigerais dirigeai dirigeasse tu diriges dirigerais dirigeas dirigeasses il dirige dirigerait dirigea diriget nous dirigions dirigerions dirigemes dirigeassions vous dirigiez dirigeriez dirigetes dirigeassiez ils dirigent dirigeraient dirigrent dirigeassent To express  diriger  in commands or requests, use the imperative form. When doing so, the subject pronoun is not required, so you can use dirige rather than  tu dirige. Imperative (tu) dirige (nous) dirigeons (vous) dirigez