Experiential Learning Essay

Growing up in a southern state with traditional family and religious values has made transitioning into college life a bit difficult. Questioning myself and my own bias from my experiences in life is an ongoing process, as I wonder â€Å"is it me? † or its possible that I feel strongly about issues because my values and ethics overshadow all. I feel as if I move from a state of passive to aggressive in my actions just as I do my own state of internal feeling of who I am. Sometimes I feel like I have been treated unfairly both as a child and now, simply for being female. In my actions I sometimes pretend that this does not bother me and that a woman’s place is in the home, being a good mother and wife, bit other times I lash out when this is expected of me from my church, family, and some facets of society. I struggle in this passive aggressive way in my own religion too. As a Baptist, sometimes I feel like the teachings are true and correct and that social issues, such as homosexuality are undesirable and need to be â€Å"fixed†. Other times, however, I feel like homosexuality and other so-called social issues brought up in the church should not be treated like diseases and we have no business trying to â€Å"cure† others. Growing up white, female, and very religious, I was taught ideals that seemed to contradict themselves. The most notable cases were of people in poverty. We were not a poor family, but I would see a great majority of people in my state of Tennessee living in very unpleasant conditions. From teachings of the church and my family, I was taught to help those, who cannot help themselves. But, the irony was that most conservative people around believed that everyone could help themselves and that their state of poverty was simply due to laziness. I remember thinking that I was just a kid and had no control over my home life and that these other impoverished kids I would see could not help their situation any more that I could. So it was confusing that no one seemed to go out of their way (with a few exceptions) to help poor people back home. We were, also, expected to treat people equally and not have any â€Å"hate in our hearts† for anyone for any reason. It wasn’t obvious to my friends and I that our parents were in any way bigoted toward minorities, because they didn’t use racial slurs or openly discuss their dislike for other races. But, when my friends and I started becoming older and noticing boys, our parents wouldn’t hide their shock when we said that we had an attraction for a boy of another race. Then I realized that my parents did not believe in interracial relationships and for awhile I thought that it was not racist, but now I see that my upbringing was all twisted together with racism, sexism, and contempt for the poor and homosexuality. Like many southern girls, I was supposed to find a nice man to marry and going to college was the way to find this man. My family and the society I grew up in had all these expectations of me, hidden agendas, and covert prejudices that I am still trying to understand fully. I want to be treated like an intelligent woman, whose ideas have merit. I get so angry and feel aggressive when people believe that college is just a â€Å"hobby† and that I am here just to find â€Å"Mr. Right†, I am tired of all the years of playing the passive role of the quiet and complacent â€Å"southern belle†. I, also, want to widen my base of friends to include people who do not let religion become a barrier to their lives. Many times from what I have seen in the church, people mindlessly believe what the preacher says and don’t take time to understand that everyone is human and should be treated fairly. I wish I had the courage to go to speak to people, who are homosexual, but I still can’t. This is one of the goals I am working on now.

Economic Forecasting Paper Essay

Two historical economic data where information can be found are Bureau of Economic Analysis, U.S. Department of Commerce and FRED, Economic Time-Series Database. The FRED database comprises the national economic and financial statistics as well as interest rates, consumer price indexes, employment and population and trade data. This database is a valuable source because this consents populaces to see how the country’s financial state is. The Bureau of Economic Analysis includes estimates concerning national, international, and regional economic activity. The first source that I would use is the U.S Department of Commerce/ Bureau of Economic Analysis. I would use this source because the data here is first accurate and for the most part of to date. This site gives you real up to date data on the real GDP. This resource gives you data on consumer spending which is one important resource that needs to be looked at and tells us how the economy is doing. The second source that I would use is the National Bureau of Economic Research. This site gives you additional sites for gathering data relating to historical economic data. For economic forecast data I would use information gathered from Dow Jones Average which provides not only historical data and can gives us an outlook on how the economy is doing and can predict the future on our economy. With these resources a qualitative factor can be that most of these resources can expert driven who can in turn see the short term goals of business and products. The quantitative factors in these resources eliminate the experts and rely on the people and focuses on the long run of the economy. It also provides statistics decision influenced by the government officials, business people, households and individuals. The quantitative of each site is that they included tax list information and census return evidence. The Bureau of Economic Analysis and FRED database qualitative used are they both expound on the findings that are encompassed in the database. The area that was not comfortable to me was about the measureable and qualitative. I did not fully comprehend what the real variance is and after reading the material it seem as if they both mean the same. Plant genetic resources constitute our invaluable assets to meet the growing  demands to increase crop production and productivity. Plant genetic resources are the genetic material of plant which determined their characteristics including their ability to adapt and survive. The PGR profile of a crop includes its wild species, weedy companion species, sub-species, botanical varieties, land races, ancient and heirloom cultivates, genetic stocks, along with obsolete and modern cultivates that make up the total gene pool of the crop. PGR in the form of seeds and plants provide the raw materials that scientists use to address crop production challenges and develops new crops. Scientists use these resources to develop knowledge valuable in copying with inadequate water supplies, diseases, heat, and cold tolerance, and understand their nutritional properties. PGR provides the genomic variability and the essence of crop improvement program, without adequate germ plasma. A plant breeder’s success will be deficient. Through about 30 plant species provide the major food and energy sources, some 3000 species of cultivated plants are grown worldwide for various purposes. Chauncey Burns This week’s focus does relate to my field because I work for a Medicare part D drug plan. Having an indication of how and what the historical records collect it gives me a better understanding of how they regulate the group of people who may qualify for Medicare assistance each year. Curtavia McConnell The topics I felt comfortable with were the impact on various factors that has aggregate demand and supply. I struggled most was with the evaluating the effectiveness of changes in the fiscal policies using the Keynesian and Classical models. There is no stable market; there is a constant need of supply in demand in my place of work. Corey Johnson This week’s topics were very good and I understood them. I have to side with both the Keynesian and the Classical models because I think that this economy needs a little bit of both in order to survive. The government and the people need to work together to make it work but they people should have a say. References U.S. Department of Commerce. (2012). Retrieved from Bureau of Economic Analysis: http://www.bea.gov/

Assignment1+2 Essay Example | Topics and Well Written Essays - 1500 words

Assignment1+2 - Essay Example Leadership basically refers to people who have the capacity to bring about changes in other people. Organizations are characterized by the unique culture that is inherent in the overall working of the organization. The fast changing pace of the technology can be observed in the study of the organizations and the changing role of leadership within the organizations. The role of leaders, managers and the administrators of the organizations become more challenging when new strategy and policy decisions are introduced in the organizations. The good leadership ensures effective communication with the employees with shared vision of the new strategy thus promoting better understanding among the employees for easy adaptability to change. Hence, the knowledge of core psycho analytical concepts becomes important tools to the leadership for understanding the organizational behavior that significantly impact group dynamics.. The understanding of psychoanalytical concepts provides invaluable information regarding the socio-psychological factors that adversely affect the performance outcome of the workforce. Unconscious and repression, transference, envy and rivalry are few major concepts that considerably influence the human nature and consequently the behavior of the organization. Freud, the eminent socio-psychologist has contributed extensively towards understanding of these core psychoanalytical ingredients so that the one is better able to analyze human behavior within the prescribed social norms. Social scientists have corroborated that the psycho-analytical perspectives are important tools for understanding the hidden dynamics of human relationship, especially with regard to corporate culture, social defenses, leadership imperatives, motivation and other paradigms associated with organizational behavior (Levinson, 2002; Gabriel, 1999). The understanding equips the leadership with the necessary

Fighting Crime Case Study Essay Example | Topics and Well Written Essays - 250 words

Fighting Crime Case Study - Essay Example The problems that accost the efforts of fighting crime are multifaceted, with some touching on the nature of criminal justice, while others are not related to the American justice system. One of the problems that beset war on crime is overcrowding in prisons. Walmsley (2005) for instance points out that not only is America imprisoning more people than Russia is doing, but that for every 100,000 Americans, 714 are in prison also. Racial profiling is presented as a force against the fair justice system. For instance, the African American makes up 13% of the US population yet it accounts for 40.7% of America’s 2.1 million convicts. As is pointed out further, these politicians are part of policymakers who relegate themselves to linear thinking, instead of approaching issues from general to specific perspective.Again, it is pointed out that part, this is because law-abiding citizens naturally prefer malefactors to be in jail, yet they also make up the American majority. Because of this, candidates whose policies favor incarceration in lieu of parole are likely to win. The flipside of this is that overcrowding in the prison system proliferates crime in the same system.  

EYEWITNESS TO HISTORY Assignment Example | Topics and Well Written Essays - 250 words

EYEWITNESS TO HISTORY - Assignment Example What impression do you think Diaz had of Aztec civilization? How does he make his feelings clear? Diaz and company were all astonished having found a great size of Aztec population who had been fond of merchandising goods of various kinds. At a point, he appeared to gain a remarkable impression of the market’s orderliness which maintained goods in appropriate arrangements. Despite his testimonial of the Aztec people’s culture of giving significance to excrements, Diaz attempted to clear his little amount of shame for New Spain by stating how he sensed similarities and connection with his own homeland district where market stalls and fairs with this scenario were a common sight as well. What can we learn regarding Aztec culture, economics, and science from this? Based on such findings, one may readily claim that Aztec culture was rich in its own way since the people of Aztec civilization managed to identify advantages among diverse resources. This way, the economy may be thought to acquire flexibility in which everyone had a job to do that matched specific individual potentials.

Materials Assignment Example | Topics and Well Written Essays - 2500 words

Materials - Assignment Example Storage tanks and other structures operating in a corrosive environment would prefer the use of stainless steel material of density 8200kg/m^3. ((Bansal R.K, 1998) Measurement of densities is critical since a defective product with a cracks or porosity would indicate a different density. Determination of density of a component indirectly leads to the calculation of the total weight of the structure and the corresponding stress due to this self weight. 2. Stress and Strain- Stress is defined as the intensity of force or force per unit area. In an engineering design the maximum allowable stress for a particular material is predefined and is a function of its yield strength. Therefore when a member has stresses beyond the allowable range, the area resisting this force is increased to bring it within the allowable range. Strain is defined as defined as the elongation of a structure per unit length. Calculating the strain helps the design engineer in comparing the values with the maximum allowable deflection.( Timoshenko Stephen and Gere James, 2004) 3. Tensile and Compressive strength- When a force is applied on bar or a structure in such a manner that it forces it to elongate, the resulting stresses are tensile stress. The maximum value of this particular stress for a particular material is called Tensile strength. ... The behaviour of the material is linear till this point. (b) The strain increases rapidly and the material shows elastic behaviour up to the elastic limit. (c) Beyond this point a significant increase in strain has only a minor change in tensile force. The material at this point is yielding and the point at which this starts is called the yield point. (d) Beyond the yield point to the lower yield point the material show plastic behaviour with large change in strain showing no change or a partial dip in stress values. The material is thus encountering plastic deformation.( Timoshenko Stephen and Gere James, 2004) 5. Modulus of Elasticity- As discussed in the previous graph stress is directly proportional to strain up to the proportional limit i.e Stress ? Strain or Stress= E x Strain. E here represents the Modulus of Elasticity and is dependent on the nature of the material. The elongation for a bar of length L, cross sectional area A under the impact of a force P having modulus of el asticity as E is given by ?L= P*L/(A*E). Modulus of elasticity is therefore critical in evaluating deflections. ( Timoshenko Stephen and Gere James, 2004) Experiment using Round piece of mild steel ( Timoshenko Stephen and Gere James, 2004) Reading Load Extension Strain Stress 1 50 0.09 0.00046 0.10186 2 100 0.19 0.00097 0.20372 3 150 0.29 0.00149 0.30558 4 160 0.34 0.00174 0.32595 5 165 0.46 0.00236 0.33614 6 170 0.78 0.004 0.34632 7 180 0.84 0.00431 0.36669 8 190 0.91 0.00467 0.38706 9 200 0.98 0.00503 0.40744 10 210 1.07 0.00549 0.42781 11 220 1.24 0.00636 0.44818 12 230 1.49 0.00764 0.46855 13 240 1.88 0.00964 0.48892 14 250 2.39 0.01226 0.5093 15 255 3.95

FUNDAMENTAL CONCEPTS, METHODS, & MODES IN THE HUMANITIES Essay

FUNDAMENTAL CONCEPTS, METHODS, & MODES IN THE HUMANITIES - Essay Example The artistic works of Giotto, Masaccio, Alberti, Leonardo, Botticelli, Michelangelo and Raphael are among the most prominent ones in the Renaissance period. The principal characteristics of Renaissance art include development of a linear perspective, shadow and light, expressions and emotions, realism and naturalism, classicism, humanism and geometrical arrangement of figures. Renaissance artists particularly emphasized on the idea of linear perspective maximizing illusionist depth and space in their works to give it a more realistic and natural look. For instance, the famous painting Flagellation of Christ by Piero della Francesca has utilized linear of perspective beautifully. They studies classical concept in sculpture including human proportion and stance to express their work with weight and fluidity. Renaissance art depicts humanism addressing a number of human values and concerns. For instance, Raphael’s School of Athens shows humanistic interpretations. Moreover, the r enaissance artists mostly rejected the use of religious and supernatural themes. They preferred to paint liberal concepts in their works. The 14th century was a time of great crisis in Europe apparently unsuitable for any sort of innovation and creativity. The appearance of plague, continuing war, and turmoil in the Catholic Church were among the major catastrophic events faced by the Europeans following the decline of Roman Empire. In such a dark age Europeans sought a cultural movement for revival. Despite these discouraging factors, the culture in Italy was surrounded by the remnants of a once glorious Roman empire capable of supporting a rebirth. Renaissance artists took advantage of the emigrating Greek scholars bringing with them classical knowledge of the Greek civilization, high proportion of merchants patronizing artists, and greater political and religious liberty for translation of their ideas into practice. The Baroque Baroque meaning the pearl of an irregular shape mark s the style of art and architecture period during the 17th and early 18th century. Like Renaissance, baroque period started in Italy which later spread to the rest of Europe and America. Baroque art successfully flourished until the advent of Neo-classical art style in the 18th century. Early Baroque art was inspired by the works of other artist such as Correggio and Caravaggio and Barocci. However, later in the 18th century, it depicted less drama and color categorized as Late Baroque art period. The most notable of the Baroque period are the works of Rubens, Caravaggio, Carracci, Cortona, Bernini, Rembrandt and Flemish. The general characteristics of the Baroque art are depicted by movement, dramatic and emotional, tension and energy, theatrical, sensual, counter-reformation, exaggerated lighting, tenebrism, naturalism, spatial values and time. Baroque artists used circular or diagonal composition to depict motion for emotional effects. According to Wolfflin (1979), the Baroque wa s the age â€Å"where the oval replaced the circle as the center of composition, that centralization replaced balance, and that coloristic and ‘painterly’ effects began to become more prominent†. Baroque works of art usually imply irregularity, strangeness and extravagance. For instance, Bernini's Cornaro Chapel in Rome is regarded as a theatrical masterpiece depicting Baroque art. As new scientific concepts were being introduced by Galileo, Pascal and

Would you expect cancer to arise more often in types of cells that Essay

Would you expect cancer to arise more often in types of cells that divide frequently (such as skin cells) or in types of cells that divide rarely or not at all (such as nerve cells) Explain your reasoning - Essay Example Therefore, cancer is result of errors in reproduction or failure to separate genetic materials properly at the time of mitosis. Skin cancer is closely linked with cell mitosis because it is the process through which cells replicate, and without it, cancerous cells would not be able to form. Cancer begins with single regular cell shifting into a cancerous cell; this may be because of a transmutation within the cells genetic material that influences its development. Once a cell has altered in this manner, it is likely to reproduce at a much quicker pace than normal, â€Å"and the bad cancerous cells proliferate and pile up. They go through uncontrolled abnormal mitosis. These renegade cells escape the normal controls of mitotic cell division† (Picorino, 2012). Cancer cells as well have an abnormal form as well as behavior. This sort of cell is more likely to separate it from surrounding ones and shift to other parts of the

Importance of Historical Perspectives Essay Example for Free

Importance of Historical Perspectives Essay The organised use of labour or Management as we now call it, is as old as time. However it was only in the 19th century that management and the idea of management thought emerged as an important element of political, economic and social development. I believe that historical perspectives have been critically important to the development of management thought through the centuries. Management ideas have been developed out of social and cultural circumstances, over time the social and cultural circumstances have radically changed and developed but the principle of management and management thought has been slow in keeping up with these developments. From my reading, I would argue that there have been three main phases that have fundamentally shaped management thought since ancient times. These phases are; the early autocratic management approach, the change in management thought following the reformation and thirdly, the new work practices required to support the industrial revolution. From my research, it is evident that major historical events have also had an important role to play in the development of different management styles and structures. In ancient times, management of people was purely autocratic. Many of the work force in these times were slaves. This early practise of management seen in ancient Egypt, continued through to feudal times. It was very effective in supporting some of the great construction projects which ancient Egypt is famous for, such as the building of the pyramids, the irrigation of the Nile and the building of the tombs in the Valley of the Kings. Similarly in ancient China, the building of the Great Wall of China. These great works provide us with evidence of a very organised and autocratic approach to the use of labour and also project management skills . This early autocratic period of management was heavily dominated by cultural values such as; fear of punishment, fear of god, where people had no sense of individual achievement and they could only look forward to a better life after death. This form of management continued through the middle ages and in these non-industrialised circumstances there was no â€Å"no need to develop a formal body of management thought†(Wren Bedeian, 2011: 37) As long as society was dominated by fear and oppression this form of management was sustained. As long as Christianity and the divine right of kings maintained their hold on society, management thought could not evolve and develop. However, these feudal times where religion was invincible and demanded total subservience ere coming to an end. The crusades were a major catalyst for change in these times and by weakening the strength of the catholic church they were the beginning of a cultural rebirth which led to the protestant reformation. With the reformation came the protestant work ethic which I would argue has transcended the history of management and has fundamentally changed work practises opening the door to completely different and new management styles and structures. Prior to this commerce was viewed as an evil that corrupted peoples’ minds and the idea of trade could undermine the obedience demanded by the catholic church. Max Weber in â€Å"the protestant ethic and spirit of capitalism† urges strongly that the spirit of capitalism grew out of Protestantism and the protestant work ethic. (Wren Bedeian, 2011: 26) It is clear that the transformation in attitudes in society due to the reformation brought with it the need for new management structures which would support creativity and competitiveness. These changes did not happen quickly, but they were pivotal in the fundamental shift to the organisation of labour being managed by many people and many different types of people rather than the autocratic few. These new managers began to think about personal gain and had to consider the best ways to achieve these gains. The shift to personal gain was accompanied by the strengthening of national economies in Europe and further afield as new countries and colonies were being discovered and established. The scene was being set for the industrial revolution. Historical perspectives were changing and along with them, new principles in management thought were emerging. Adam Smith was one of the evangelists of management thought during the early stages of the industrial revolution. One of Smith’s new thoughts on management was that the market economy would be se self regulating, that is to say that the market would be ruled by the â€Å"invisible hand†(Wren Bedeian, 2011: 34). His other contribution were his thoughts on the division of labour culminating in the substantial productivity that the use of technology brought to replace human man power. Smith’s principles are fundamental to modern management thought. The industrial revolution brought with it the move from agrarian life to urban living. Production became large scale and the increasing number of factories coming into production demanded more managers who would have to be capable of successfully organising and managing all aspects of these new work places. There is no doubt that historical perspectives have been mportant in bringing about great changes for the better in management thought as evidenced by the evolution of the three phased covered herein. However I would conclude, that despite the advantages of having historical perspectives, society and the management of society does not really learn from these perspectives. I think this is well summarised in Will Durant’s quote in â⠂¬Å"the story of civilization part 1† where he states that â€Å" a nation is born stoic and dies epicurean†(Durant, 1935: 259). There is no clearer example of this than in Ireland today. We have spent centuries struggling against the autocratic management of Irish society both by the catholic church and by British rule. The adversity of these times was eventually replaced by the development of new management structures bringing with them creativity and competiveness. However, as with many developing societies and civilisations, with this development came affluence and opportunism which in turn undermined the integrity of these management structures. Like the Epicureans, poor thought was given to how this would impact tomorrow. So as in Greece and Rome, the lack of long term prudent management and the lack of learning from the historical perspectives on management thought have meant that we have not escaped the Epicurean death blow that has been rendered to Ireland.

Early childhood education Essay Example for Free

Early childhood education Essay In a childcare setting the practitioners has an important role in supporting children. In a childcare setting the practitioner needs to help the children learn and achieve their full potential in their development stages; they must understand where the children are at in their development and know what they should be trying to achieve next, the practitioner can do this by spending time with the child and learning what the child can do and what they are struggling with so then they can plan activities to help the child with what they are struggling with and help them achieve their next stage of development. As a practitioner youve got to think about if the child is ready to be achieving the next stage of development because if they are not ready then it will be harder for them to do it; when a child achieves something new that they have not done before it is the practitioners job to praise them so they will feel like they did something good and will feel like doing it again as they like being praised for it and having that attention. Practitioners must make sure that all children in the setting are safe and secure; at all times children must be supervised, at least 1 of the staff members must be qualified in each room and their must be at least 2 members of staff in the room so if you need anything you can go and get it without the children being left on their own. To keep the children safe you must make sure that all dangerous objects and equipment are kept out of sight of children and make sure if it is equipment outside such as climbing frames or slides etc. that they do not go on them, you must make sure before the children go outside to play that you check whether all the playing equipment is safe so their wont be any accidents or injuries and if it is dangerous weather such as raining or snowing you must not allow the children on the equipment that they could injure themselves on. at my previous placement in the playground their was some monkey bars but in certain conditions when it was raining or snowing this piece of apparatus where not in use and all the children were told they could not use it; they did this so that none of the children would go on it and slip and injure themselves. When children first start the setting the practitioner has to make the child feel safe and secure because if you welcome them and you are warm and comforting they will feel more comfortable in the setting and wont mind leaving their mum and dads and will want to stay their and play with their friends. it is important that you work in partnership with parents because the parents know their child better than anyone, this allows you to find out what the childs likes and dislikes are and if you have good communication with the parents you will know what to expect the child to be like in the day whether they are upset or happy or they might need a sleep as they didn’t have much the night before, when you work with their parents you can find so much about the child which will help you later on and you can talk about the child about how they could help them develop if they are struggling or if they need advice on how to potty train them. (see appendix 1) E2 Many families have to deal with change in their lives and they usually have the support of their families to support them through these changes. Many families face daily issues that affect their family life and often need help to sort them out. These issues could be financial difficulties; all families have a lot of things to pay out for such as housing bills, care provision for their child and food etc. if the families cannot pay for this then it can be very hard on them if they dont have the correct support of their families and organisations as they could not have enough money to keep their house or to buy food and clothes for their child, families could support them with this situation by helping them out with buying stuff for the child for example a few extra clothes, food etc. , but also if the family also cannot afford this there is organisations you can go to within your community that helps in these situations such as food banks. Another issue is employment; if a member of the family loses their job then it can be difficult as you will not be getting enough income as you usually would and will be harder to provide for the child or if the mother wants to go to work and earn some extra money and not just be at home then it could be difficult if both the parents/carers work as you have to find provision for the child and can be difficult if you cannot afford to put the child in the nursery, families can support you with this as you can ask them if they can have the child for a bit some days whilst you are at work or you can try and get government funding at a nursery so you can take them in maybe in the morning depending on when you work and get another member of your family to pick them up if you are unable to. Many families go through divorce and separation and it can affect the family in so many ways; if the two parents separate then their will not be as much income so they will struggle in paying on everything and also may not have somewhere to go straight away so they might have to go and live with some of their families and will be cramped. There are certain organisations that can help you with these situations, you can go on the council list and they will try and find you a place as soon as possible as you will be classed as homeless and you can get housing benefits or benefits as a single parent. There are different types of family structures and it depends what structure you are in with how much support you will be getting not just with family but organisations within you society as well. Parents whose families are married will not need as much support as they will be getting more income and can get support of each other but they will get some support if they need it. when the child is being brought up by a lone parent then they will get support by all their family as they might need help to look after the child when they have something to do or has to work; when a parent is bring up the child on their own then they might be struggling financially as they will only be getting their income and no one elses, if you are a single parent then you can claim money for being a single parent to help you out a bit more. In reconstituted where only one adult is the biological parent to the child and where there may be children who may have different biological parents; in this family they will have the support of both families and will still get benefits to help them out with money. All families need support at some point in their life and there are many organisations and self help groups that can provide this support and there are many different settings where you can take your child and they will be cared for such as respite care, holiday play schemes, parent and toddler groups, schools, workplace nurseries, child minders, pre-school, after school clubs, residential care, day nurseries and creches. There are four different types of sectors that provide care and education for children which are: statutory sector voluntary sector private sector independent sector A statutory sector has to be there by law and is funded by the government. Local schools is an example of a statutory sector, they have to be there by law and gets funding by the government so they can afford all the equipment and everything they need to run the school. Schools look after children from the age of 5-11 years old; they follow a set routine. Foundation stage covers EYFS and year 1 to year 6 covers the national curriculum. Schools are open from 9-3:30 from Monday to Friday. Schools are closed in the holidays such as Christmas, Easter, summer and half terms. Schools are located all over in areas easy to access so it is easy for the parents to drop and collect the children off at their school. In all schools there is always enough space for an outside area for example the playground and an indoor area where they can do P. E activities. Local schools can be adapted when needed for example building ramps for people with disabilities so they find it easy to access the school. Schools also provides snacks for the children which are healthy such as fruit and vegetables to provide them with some of their five a day. they should also have toileting times such as before they go out for break or before dinner. Statutory schools are free apart from paying for school dinners, school trips and some snacks. The aim of a statutory sector school is to provide opportunities of education for every child and to support their learning and to help them in areas where they are struggling. They also aim to provide a safe and secure environment to keep the children from harm. Another aim is to provide social opportunities for the child for example learning to make new friends, learning to socialise with people, learning the difference between adults and children and learning to respect others. It may also provide opportunities for the family as they will be meeting other parents and socialise with them and get support from them if they need it and also they can find different services through schools to help support them. A voluntary sector are provided by organisations such as charities. Volunteers and paid staff provide services in the same way as in the statutory sector. mostly all their fundings come from donations from others. Mother and toddler groups, brownies and pre-school groups are apart of this. Mother and toddler groups are usually for children aged 2-4 years. Mother and toddler groups are usually open between 9-11:30 in the mornings or 1:30-3 in the afternoons. These kinds of organisations are usually placed in a church or community hall. The staff at these groups are usually parents themselves but the person that runs the group has to have a level 3 qualification in childcare. The group may ask for a small donation each week to cover the cost of booking the hall and also for lighting and water bills. The area where the group is located in may not have an outdoor play area for the children to play in. The group should also follow the EYFS Curriculum where children will learn through play and the space may also be Ofsted inspected . The main aim of a mother and toddler group is to provide short term care so the parent or carer gets a little time to themselves in case they need to get anything done and it also gives children the chance to develop their social skills and to make new friends. Another main aim is to get children ready for nursery. Also it provides opportunities for parents or carers to meet new people whilst helping out with the organisation or just dropping the child off at the group; this gives the parents someone to talk to about their child and if they need advice they can talk to someone. A private sector is where you have to pay extra to try and get their best out of their childs education. When you use a private day nursery you are charged for using them, you are approximately charged ?150 a week to use these services, but at some nurseries they offer free government funding for parents who cant afford to keep taking their child there. Nurseries are normally open from 8am-6pm all year except from bank holidays. At nurseries they look after children aged 6 weeks-5 years. They provide all meals including breakfast, snacks, dinner and tea. They also have sleep facilities, indoor and outdoor play areas for children to play in. The building may not of been purposely built to be used for a nursery but can be adapted for the children to provide their size abilities. All the members of staff will be fully qualified, managers and room leaders must be level 3 qualified. Ofsted will come and inspect the building and the staff to make sure it is safe and also to check whether they are following the EYFS curriculum. The aim of a private day nursery is to provide safe and secure environments for children to keep them from harm and to make them feel comfortable in the setting without the parents being there with them. it also gives the children the opportunity to build their social skills and make new friends. Another aim is to provide a stimulating environment with bonding sessions between the child and their key worker. Whilst the children are at nursery it gives the parents the chance to get a job and earn some extra money. E4+C The childrens act 2004 goes on about the rights of the children. This act is concerned with families and the care of children, local authority support for children and their families, fostering, childminding and day care provision. The children act is really important because it says the importance of putting the child first. This act states what is best for the child must always be the first consideration; when caring for children you must always think about what is best for the child because in all situations the child must always come first and you have got to think about how the child is going to react about situations they don’t like, youve especially got to think about the child when it comes to activities because you have to think about where the child is at and got to adapt the activity to suit their needs. It also states that unless the child is at risk or harm, a child should not be taken away from their family without the families agreement; children should never be taken away from their family because families the most important people in their life, the only reason you should take them away is if you have concerns about the child that they are not safe then you would have to contact other services such as social services and get the situated observed. Courts must put the children first when making decisions; when making decisions in court such as who gets to look after the child the mother or father you have to think about who the child would be best looked after with. There are five outcomes for children that the childrens act 2004 talks about. (see appendix 3) In Health and Safety at Work act employers must make the workplace as safe as possible; when working with children you have to make sure all the workplace is safe and none of the children can injure themselves or get hurt. Before the children goes outside to play a member of staff must go out and check whether all the equipment is safe and not broke so the children cant hurt themselves on them. All dangerous equipment or substances must be kept out of all childrens reach so they can not harm themselves on them and all plug sockets must have plug guards in to stop the children from putting their finger in them and all plug sockets must be turned of at all times when not being used. you must decide how to manage health and safety in the setting for example doing a written policy on how to make sure none of the children get hurt and how to keep them safe and healthy. All employees must work safely; if you are given guidance about how to use equipment you must use it that way and no put anyone in danger. E5 E6 When working with other professionals it is important to respect and value the knowledge of other professionals because everyone has better knowledge in certain areas and if you have concerns about something and you are not sure what to do then you could go to other professionals and ask for their opinions such as if you are having concerns about children if their acting a bit strange and you think they are in danger such as at home they are being hurt as they have got some strange markings or bruises appearing then you can take it to other professionals and see what they think and they can take it into their hands and look into it; they can observe the child closely to see what they actually think and the two professionals can work together and keep a close eye on the child and keep exchanging information so it works out best for the child in the end and to put them out of danger. You have got to have good communication skills whilst working with different professionals as you are working with different professionals all day and you have to communicate with them and share information with them for example teachers and teaching assistants work together all day, they share the class such as when doing phoenix or numbers they have half the class each depending on where the children are one of them will have the lower group and the other one will have a higher group and they’ve got to communicate with each other so they know how all the children in the group are doing and if they are improving; when you have shared this information you still have to communicate about what they could do to improve the child’s learning. It helps improve outcomes so if you think something is happening with a child and is bothering them then if you are working with different professionals that expertise in different things then it will benefit children in the end. If you have more professionals working together on a situation then they will pick up on signs quicker and it will benefit the child a lot because the sooner they know what’s going on than the less hurt the child gets and they won’t be as traumatized. If you are working with different professionals then you are learning from each other; each professional knows different things and knows how to handle different situations so if you come across a situation like that then you’ll know what to do. It helps us look at everything as a whole for example if you are looking at the child’s h health. Every professional works on different aspects of the child’s development so if you work together then you can go to them for advice. By working in a multi professional approach it maintains a focus on the child; by putting them at the centre of everything they do and by involving them, this ensures that everyone communicates about the child. It improves communication and strong partnerships between all other professionals which is important as they will have to work together at some point in your career. D1 If you have good knowledge about childcare then it can help you to recognise the care needs of all children in the setting. If you take reliable and valid assessments of the children then you will see exactly where the child is at and what they need help in; they might be really clever in certain areas but might need a bit of a push in others, if you do observations and assessments on the children then you will be able to plan activities where it can help them to know how to plan activities to make them develop their learning. You should always use development norms when thinking about what the children’s needs are because each child has different needs and depending on the age of the child they will have different needs as well so you have to look up where they are supposed to be and where they actually are and see what their needs will be, this will help you plan activities as well as you know where the children are at and whether they are above or below their developmental norms. Prediction of next stages; if you can predict what the next stages are of the children are it will help you to plan activities for them to help them to help them achieve their next stage and push them in that direction. You’ve got to understand that all children are different and have different needs so you’ve got to find out what all the children’s needs. D2 To improve my own practice I could look back at what I’ve done and discuss my strengths and weaknesses. You need to think about how you currently work and looking at what you need to do in order to improve. You should stand back, take a look and recognise what works well, but also you need to be able to recognise what could be changed. To be a reflective practitioner you need to be self-aware and look at how you work with children, colleagues and parents as honest as you can. Evaluating your own practice helps to put you in control of the changed that should be made, enables you to identify your professional development needs and will make you more confident. Being a reflective practitioner involves asking people you work with what they think you do well at and where you could improve. Everyone has their own ways of working and doing things differently, if you ask other people what they think you could improve at then they could tell you what they thinks going well and maybe give you examples of different ways of doing certain things, then you could test them out and see which way works best for you. Other people can look at what you are doing and discuss your strengths and weaknesses accurately, but when you might be looking at what you do well and what needs improving you may not look at every single thing as you can only look back at what you have done and other people can look at It as you are doing the activity. C B A Appendix 1 Nursery Nurse and Nursery assistant job description Nursery nurses provide care for children up to the age of 5 years. they work primarily with young patients, although some are employed in nurseries looking after children of NHS staff. Nursery assistants will work alongside and usually under the supervision of qualified nursery nurses The work of nursery nurses typically includes the following: provide physical, emotional and spiritual care to children coordinating play for children in a range of settings supporting carers in the parenting of their children  developing play as a means of communicating information to children, to distract them during unpleasant procedures and to maintain their stage of development during illness or stress maintaining the environment in a child-friendly manner maintaining toys and play equipment finding ways to stimulate children particularly those with special and sensory needs attending meetings working with members of multidisciplinary agencies within and outside of the NHS organisation they are working for maintaining records nursery assistants will assist nursery nurses in most aspects of their work, ensuring that the children in their care remain safe, happy and stimulated. Additional responsibilities for nursery nurses after further training or experience include: supporting children who have been abused playing a key role in supporting public health assisting in the education of learners/students who are training to work as a nursery nurse or assistant Nursery nurses and nursery assistants work in a variety of settings both in the hospitals and in the community. In hospitals this will include in childrens wards, nurseries and outpatient departments in community settings this could include working in nurseries in a health centre, or in a community centre, GP surgery or childrens centre. Appendix 2 Westdale lane all about us. Westdale infant school is a local authority/community school established over 40 years ago in its new building to educate. The school is placed on a pleasant site in the area of Mapperly area in Nottingham, falling within Gedling Borough although only 3 miles outside the centre of nottingham. The schools capacity is 180 children. 60 per year. The families come from mainly the catchment area or close by. However, there are a number of children who live further away. The school is adjacent to Westdale Juniors where most children move to for year 3 in their education. There is no doubt that teachers, the staff team and governing body pride themselves on the achievements of the school and all work in order to maintain very high standards. Please see our latest Ofsted report (available through this website) to see evidence of our performance. The report shows that out school performs above the national average for overall education attainment and is well lead by senior staff. The school excells in providing a stimulating learning environment for our children and there are many enrichment based activities such as trips outside the school and visits by musicians, story tellers, and theatre groups. Much pride is taken in providing a sense of community particulary involving parents and seeking their views. we have a very successful record on fund raising based on out of school events for all members of the family. The school takes seriously its role in embracing all elements of equalityand diversity to reflect our ever changing communities. we accomadate children with special needs and learning difficutlies and the school makes every effort to support children from different backgrounds and cultures. Appendix 3 Five outcomes for children stay safe- from: maltreatment, neglect, violence, and sexual exploitation; accidential injury and death, bullying and discrimination, crime and anti-social behaviour in and out of school; insecurity and instability. Be healthy- physically healthy, mentally and emotionally healthy, sexually healthy, healthy lifestyles, choose not to take illegal drugs. enjoy and achieve- ready for school, attend and enjoy school, achieve strethcing national educational standards at primary school; achieve personal and social development and enjoy recreation, achieve stretching national educational standards at secondary school. Achieving economic wellbeing- enagage in decision making and support for the community and environment; engage in law abiding and positive behaviour in and out of school, develop positive relationships and choose not to bully or discriminate, develop self-confidence and successfully deal with significant life changes and challenges, develop enterprising behaviour. make a positive contribution- engage in further education, employment or training on leaving school; ready for employment, live in descent homes and sustainable communities, access to transport and material goods, live in households free from low incomes.

Looking At Personal And Professional Development Social Work Essay

Looking At Personal And Professional Development Social Work Essay The purpose of this essay is to offer the reader examples of my understanding in personal and professional development. The discussions of two ethical dilemmas, offered by comments on ways of dealing with them are included. It will further conclude with an evaluation of my support and supervision during the practice placement setting. My self-awareness resulted through childhood difficulties. In the gradual process of maturing I have become more conscious of my inner feelings, attitudes and thoughts, and through relating more to myself I have become a well-informed person. Individuals entering Social Work choose this career because similarities exist with other people, service users. However, to practice I should not dwell on personal experiences (Lishman, Adams, Dominelli Payne, 2009), and should move into brushing up my skills. Having natural ability is good, but in an ever changing world and reform of Social Services growing new awarenesss and understandings is good. The process of professionally developing derived from learning my own internalisation, absorption and the way in which I accepted a certain situation. For example, I observed another worker meet a mother and during the gathering of information she delivered her questions and explanations clearly. This was acceptable to the mum; she appeared relaxed and had no need to ask for further confirmation. My approaches seemed complicated and unsatisfactory at that point. I wanted change and felt motivated to try this workers method. In a different meeting conducted only by me I adopted the approach and incorporated it within my interaction. This was a better way to conduct an interview. I relayed my experience to the manager and through speaking to him I finally realised the connection between personal and professional development. In realising that I gained professional development through observing another I found myself wondering where else I could develop. Without trying I went into another colleagues office to pass a message onto her and by chance I noticed an aspect of her office organisation to be a better than mine. In an unconscious and instant comparison I realised my office organisation was not as well set out. My rearrangement of office resulted out of an unplanned observation. I was not only able find inspiration in others, but to find it when not expecting too surprised me. In adopting this better way I was able prioritise my workload by viewing what was in front of me, plus by pinning my notes on a desktop board I could write my notes without wading through paperwork. Enhancing my professionality through conscious and unconscious internalisation processes it has allowed me to replace the once known displaced professional work related knowledge and skills to a newer and even more superior professional work related knowledge and skills. By growing I have learnt to reducate myself and by updating my beliefs and values I can be proactive, overcome faults, weaknesses and insecurities. Part 2 Social Workers work relentlessly toward enhancing all peoples wellbeing, offering a large focus on meeting needs and empowering the vulnerable, oppressed and those suffering from poverty. Modern day professionals must observe environmental forces as they can make, and add to pressures already endured by clients. To end discrimination, oppression, poverty and social injustices Social Workers implement a Code of Ethics throughout all working practices. The embracing of core values, ethical principles and ethical standards assists Social Workers to make decisions and behave accordingly when faced with ethical dilemmas. During the practice placement a child required support. He was experiencing behavioural problems resulting from sexual abuse. To provide support for this child I was required to meet with the mother and do a screening report. During contact I presented an information sharing form, an explanation of the service, its purpose and usefulness. This was to inform the mother of her rights and allow for an insight into the charity, and its services. The child was asked to be absent as I wanted to get the mums perspective on things. In gathering background information Mum disclosed that her son was partially blind and required specialist Braille books. On return to the service and disclosure of my findings to the Children Service Manager I was told we had no reading materials suitable for this type of disability, therefore the provision of services could not be offered. It was felt that we could not meet his needs and a more specialised service should be found. This did not sit well with me. The child was being discriminated against because we did not have specialised materials. To reduce any possible conflict I let the conversation die down before approaching the subject again. Meanwhile, I thought of ways in which the child could be included within the service. In another meeting with the CSM I recommended that we ask to borrow a selection of materials from the mother. The CSM agreed. In a phonecall the mother agreed. She was elated. The child went on to have non-directive play and I was later informed that through use of the books brought from his home he had felt comfortable enough to disclose some of his bad memories. The service believed this to be a worthwhile cause and later purchased materials, staffs have signed up for new training. Another instance, Social Workers may often be oppressed within an organisation. I found myself within such a scenario. My placement began with an allocated Practice Teacher/Link Supervisor and our relationship begun to develop positively. Sadly a staff member died and shock hit the team. I briefly knew the woman, but for others they worked closely with her for years. I distanced myself and waited on the grieving process beginning, but it never appeared. Healing from a loss involves coming to terms with the loss and the meaning of the loss in your life (Family Doctor.org, 2009). The effects of losing the valuable team member and friend caused my Practice Teacher/Link Supervisor to withdraw from the group, she became quiet and non-engaging! I had to learn, but with no experience in working with children I too found myself lost in the process and did not know which way to turn. The Practice Teacher/Link Supervisor was my first port of call and whilst empathising with her situation I had approach her. She acted coldly, therefore any further approaches made me feel awkward and stressed. This continued for a fortnight and something had to give. In understanding the relationship between and among people change is sometimes required. I met with the CSM and aired my concerns. I believed I was not being treated fairly, nor respected. The CSM emailed all staff with the Five Step Programme Personal Life Changes. I put my head down and got on with my work, but still the atmosphere did not change. If anything the once friendly attitudes from everyone changed. Being in this situation I fully understand how one person can influence others and how group dynamics can change. The conflict was not resolved and for workers to forget their roots in practice says a lot. This example has taught me to remember the Code of Ethics when working with clients, but also to incorporate them into my work when working with colleagues. Part 3 Planned informal and formal supervision did not occur during the infancy stages of my learning. It can be argued that poor management was to blame. Once structures were in place it was time to explore my practice, my time to learn, a time to facilitate my growth. During preparation for supervision a requirement to select experiences for discussion scared the hell out of me, and in not having supervision previously what would I take? Armed with a planned agenda I entered what seemed to be the war zone (1st formal supervision). Encouraged to discuss my experiences I slowly began, during explanations there appeared to be an unsettling period. My own experiences were surfacing which resulted in an awkward fidgetiness. When quizzed I denied the reason. I did not want to appear incapable of my job. I breathed deeply and moved on. Confidence returned and I finalised my explanations. Achieving what could have been disastrously resulted in my first attempt to separate personal from professional experiences. Standing as a professional in other supervisions I reflected on experiences. It was like looking in a mirror, strengths and weakness became visible. Strengths were praised, but weakness required work, one weakness meant the return to literature. Applying knowledge to practice is one thing, but to understand what that knowledge is can be another thing. To apply my understanding I put my evidence into written pieces of work. During the review of my work it led to judgement. I was told work situations can be complex at times, but only if you allow them to be. Keep things clear and simple. My recognition of this phrase meant that I was being coached to identify thought processes and move from being ignorant to understanding. Feedback like this was good because not only was I learning to reflect, but I was also motivated to alter my future thinking. The contribution of support and supervision proved to be valuable, despite it being offered half through the placement. I recognise that self-awareness is part of the reflective process. To have my values and beliefs heard allowed me to become a happier worker; it also allowed change in the way I practised. With the willingness to accept positive and negative feedback I was able to adapt the way in which I thought. Nearer the end of placement it benefitted my practice and reduced the amount of support that I once required. To progress in a professional manner I will take forward all feedback and my skills developed during supervision. The important thing to capture is the experience and to learn from it. I will look at the bigger picture and through evaluation I can break down my strengths and weakness, and in recognising my weakness I can self as a better Practioner. This process has helped me to achieve a rewarding experience, and one I am keen to continue with into practice. It can benefit not only to me, but clients and colleagues also.

The Negative Effects of Knowledge in Becketts Waiting for Godot and Vonneguts Slaughterhouse-Five :: comparison compare contrast essays

The Negative Effects of Knowledge in Beckett's Waiting for Godot and Vonnegut's Slaughterhouse-Five The whole of our existence seems to often be that of scientific advancement. Technology and the cold, hard facts are often placed above human values. A country's, or an individual's, power is marked by its technology, its "smarts." So everyone constantly strives to outsmart one another. Of course, with technology comes great power. The power to build and create and the power to destroy. Oftentimes the one leads to the other. Take for instance the creation of the atomic bomb, a huge leap in technology and knowledge that, once created, destroyed the lives of millions. Knowledge can be used for or against us, depending on who is holding the strings. Of course we want to be the ones holding those strings, standing behind the defenses of our war weapons, but what if the tables were turned and our "smarts" and technology could not save us? Is there something else that can be taken from this world besides this scientific advancement? What is it that civilization needs besides more and bette r machines and more insight into the basic nature of the universe? Samuel Beckett's play Waiting for Godot asks that same question. Is there more to life than simply knowing things? The two main characters, Vladimir and Estragon, seem not to know anything at all, even the reason why they come to the same tree to wait everyday for someone named Godot. They constantly have to remind one another why they are there and waiting. Is there really any purpose to their lives? Beckett seems to think that the answer, not only for Vladimir and Estragon, is no. There is no meaning to the monotonous existence that we put ourselves through day after day after day. If indeed Beckett is symbolizing God as the man Godot who the naà ¯ve fools constantly wait for, he is also insinuating that they are wasting their lives because Godot, or God, is never going to come. Either He does not really exist or He does not care enough about these poor, gullible fools to come. Beckett is trying to show that civilization needs to rid itself of its "misconceptions" about the existe nce of God; that these people who have "got religion" are wasting their time waiting around for a being that either does not exist or does not care. Either way, Beckett thinks they are wasting their time.

The Great Depression Essay -- Economics Economy American History

The Great Depression Many times throughout history, the United States has undergone economic depression. The most recognized period of economic depression is called the Great Depression. The Great Depression is well known because of the seriousness of the stock market crash. The results of the crash were more serious than any other crash throughout American History. The Great Depression caused a change in the nature of the American family, an increase in poverty, and President Herbert Hoover's proposal for immediate action by the government, balanced his belief in "rugged individualism" with the economic necessities. While most Americans are familiar with the Great Depression as a time of economic disaster, it also had an impact on the American Family life. There were obvious differences in the classes because of the Great Depression. The lower and the middle classes changed considerably, but the upper class lifestyle did not vary a great deal. The father's role as head of the household became more challenging because there were fewer jobs. The expectation was for fathers to work and support their families. The reality of the lower class was that few men brought home paychecks. Some fathers suffered anxiety and a feeling of worthlessness for failing to provide for their families. Many resorted to stealing food and money just to survive. Women were offered greater opportunities in the work force, however they tended to take the position of stay-at-home mothers. Men resented employed women for they felt that they were occupying jobs that could be given to unemployed men. Children in the lower class were expected to get an education so that they could improve their situation. In addition, they were needed at home to help with household chores. Unfortunately, many poor children dropped out of school because of their obligations at home. Children in the middle class were better than those in the lower class. They had the opportunity to stay in school and were treated to more luxuries. The children of the upper class families received an excellent education and were also treated to many luxuries. Along with a change in the American family life, there was also an increase in poverty.   Ã‚  Ã‚  Ã‚  Ã‚  The Great Depression was an intense time of poverty. The downfall of American ... ...s and prevent foreclosures. Hoover also wanted the reform of bankruptcy laws to help in the reconstruction of businesses. He supported a loan of $300 million to states for direct relief, expansion of public works, and cutbacks in the federal government. By proposing this act President Hoover was not giving up his belief in "rugged individualism. He was not supporting the Democrats' calls for increased welfare. Instead, he was providing better access to loans and financing so that Americans could help themselves. Although his actions did stop increased destruction from occurring, he did not get the credit he deserved.   Ã‚  Ã‚  Ã‚  Ã‚  The Great Depression had an enormous effect on American life. It effected family life by altering the status of the family members. Poverty increased as seen through the number of collapsed American businesses, closed banks, and lowered employment rates. President Hoover balanced the economic needs of the country with his personal belief in "rugged individualism." He proposed a series of acts to address these economic needs including the Reconstruction Act, The Steal gal Act, and the Federal Home Loan Bank Act.