Fukushima Informative Speech

Purpose: To inform the audience about the heroic actions of the Fukushima Daiichi cleanup workers. Thesis: The Fukushima Daiichi cleanup workers are incredibly brave. Introduction: The Fukushima Daiichi nuclear disaster was the largest nuclear disaster since Chernobyl. It measured 7 on the Nuclear Event Scale, which is the highest rating. The Fukushima Daiichi nuclear disaster was initiated by a magnitude 9 earthquake. This earthquake caused a tsunami with waves reaching up to 133 feet to crash on the Fukushima Daiichi nuclear plant. This caused major damage to the nuclear plant. Workers were needed to keep this already terrible incident from escalading. The Fukushima Daiichi cleanup workers are incredibly brave. Today, I would like to tell you about the bravery of the Fukushima 50, the Skilled Veterans Corps, and the Fukushima Firefighters. Body: 1)The Fukushima 50 are a group of 50 workers who remained to clean up the Fukushima Daiichi nuclear power plant a. The name â€Å"Fukushima 50† was created by the media honoring these workers i. It was an endearing name given to these brave men who stayed behind to defuse the nuclear meltdown. II. These men knew the dangers, but they stayed in order to protect the public from this nuclear disaster. iii. One unnamed man said, â€Å"We felt like members of the Tokkotai. † (BBC) b. The Fukushima 50 inspired bravery in other people as well i. Days after these brave workers volunteered, nearby companies sent in more volunteers to help the Fukushima 50. ii. Companies such as Toshiba, Hitachi, Yokohama, Kawasaki, and many others sent in teams of volunteers to help out 1. These workers did jobs such as spraying water to cool the reactor cores, decontamination, installing water pumps and many other crucial jobs. ii. The combined effort of all these workers helped the situation from getting worse and protected the public from the radiation Transition 1: The efforts of the Fukushima 50 inspired a group of Japanese’s seniors dubbed the suicide corps to volunteer. 2)The group of Japanese seniors called the Skilled Veterans Corps decided to volunteer in an effort to replac e some of the younger workers a. The Skilled Veterans Corps is a group of 250 people over the age of 60 who are willing to volunteer. i. Their idea simple, since they are old, they will not live to see the harmful long-term effects of the radiation. They want to work instead of the younger generation to prevent them from being exposed to these high levels of radiation. b. The media starting calling these men the suicide corps but they reject this nickname and prefer to go by The Skilled Veteran Corps. i. The name â€Å"Suicide Corps† is a play on the Kamikazes from World War II however, they say it is not suicide since they will not live to see the effects of the radiation. ii. Yasuteru Yamada, a member of the Skilled Veterans Corps, said to CNN, â€Å"We have to work instead of them; Elders have less sensitivity to radiation. (CNN) iii. These members of the Skilled Veterans Corps are brave and selfless. Transition 2: The Skilled Veterans Corps were brave and selfless and the Fukushima firefighters shared these attributes. 3)The Fukushima Firefighters are the brave men who helped defuse the Fukushima Daiichi nuclear disaster. a. Fresh water was a key necessity to cool down the nuclear reactor cores. i. Without fresh water, the core would overheat and explode causing more damage and spread the radiation further. ii. Tokyo fire departments elite Hyper Rescue Squad was specially trained for situations like this. 1. These firefighters braved the radiation in order to help cool down the cores b. The members of the Hyper Rescue Squad had to leave there family’s behind in order to combat the nuclear disaster. i. Yasuhiro Ishii’s, a member of the Hyper Rescue Squad, wife asked him if he really had to go to Fukushima and begged him not too. ii. However Ishii said, â€Å"†Normally, a mission involves saving a limited number of people, but this was something much bigger. It involved not only the helping the entire nation but also future generations. I had to go. † (Telegraph UK) Conclusion: Today I have spoken to you all about bravery of the Fukushima 50, the Skilled Veterans Corps, and the Fukushima Firefighters. These Brave men have risked it all in order to clean up and decontaminate the Fukushima Daiichi Nuclear Disaster. They did this so that the public would be saved from the radiation and so that future generations would not have to bear he harmful effects of radiations. These men deserve our respect and graditude

Vampire Academy Chapter 16

SIXTEEN THE NEXT DAY, IT FULLY hit me how much things had changed since the Jesse-and-Ralf rumors first started. For some people, I remained a nonstop source of whispers and laughter. From Lissa's converts, I received friendliness and occasional defense. Overall, I realized, our classmates actually gave me very little of their attention anymore. This became especially true when something new distracted everyone. Lissa and Aaron. Apparently, Mia had found about the party and had blown up when she learned that Aaron had been there without her. She'd bitched at him and told him that if he wanted to be with her, he couldn't run around and hang out with Lissa. So Aaron had decided he didn't want to be with her. He'd broken up with her that morning†¦and moved on. Now he and Lissa were all over each other. They stood around in the hall and at lunch, arms wrapped around one another, laughing and talking. Lissa's bond feelings showed only mild interest, despite her gazing at him as though he was the most fascinating thing on the planet. Most of this was for show, unbeknownst to him. He looked as though he could have built a shrine at her feet at any moment. And me? I felt ill. My feelings were nothing, however, compared to Mia's. At lunch, she sat on the far side of the room from us, eyes fixed pointedly ahead, ignoring the consolations of the friends near her. She had blotchy pink patches on her pale, round cheeks, and her eyes were red-rimmed. She said nothing mean when I walked past. No smug jokes. No mocking glares. Lissa had destroyed her, just as Mia had vowed to do us. The only person more miserable than Mia was Christian. Unlike her, he had no qualms about studying the happy couple while wearing an open look of hatred on his face. As usual, no one except me even noticed. After watching Lissa and Aaron make out for the tenth time, I left lunch early and went to see Ms. Carmack, the teacher who taught elemental basics. I'd been wanting to ask her something for a while. â€Å"Rose, right?† She seemed surprised to see me but not angry or annoyed like half the other teachers did lately. â€Å"Yeah. I have a question about, um, magic.† She raised an eyebrow. Novices didn't take magic classes. â€Å"Sure. What do you want to know?† â€Å"I was listening to the priest talk about St. Vladimir the other day†¦Do you know what element he specialized in? Vladimir, I mean. Not the priest.† She frowned. â€Å"Odd. As famous as he is around here, I'm surprised it never comes up. I'm no expert, but in all the stories I've heard, he never did anything that I'd say connects to any one of the elements. Either that or no one ever recorded it.† â€Å"What about his healings?† I pushed further. â€Å"Is there an element that lets you perform those?† â€Å"No, not that I know of.† Her lips quirked into a small smile. â€Å"People of faith would say he healed through the power of God, not any sort of elemental magic. After all, one thing the stories are certain about is that he was ? ®full of spirit.' â€Å" â€Å"Is it possible he didn't specialize?† Her smile faded. â€Å"Rose, is this really about St. Vladimir? Or is it about Lissa?† â€Å"Not exactly†¦Ã¢â‚¬  I stammered. â€Å"I know it's hard on her – especially in front of all her classmates – but she has to be patient,† she explained gently. â€Å"It will happen. It always happens.† â€Å"But sometimes it doesn't.† â€Å"Rarely. But I don't think she'll be one of those. She's got a higher-than-average aptitude in all four, even if she hasn't hit specialized levels. One of them will shoot up any day now.† That gave me an idea. â€Å"Is it possible to specialize in more than one element?† She laughed and shook her head. â€Å"No. Too much power. No one could handle all that magic, not without losing her mind.† Oh. Great. â€Å"Okay. Thanks.† I started to leave, then thought of something else. â€Å"Hey, do you remember Ms. Karp? What did she specialize in?† Ms. Carmack got that uncomfortable look other teachers did whenever anyone mentioned Ms. Karp. â€Å"Actually – â€Å" â€Å"What?† â€Å"I almost forgot. I think she really was one of the rare ones who never specialized. She just always kept a very low control over all four.† I spent the rest of my afternoon classes thinking about Ms. Carmack's words, trying to work them into my unified Lissa-Karp-Vladimir theory. I also watched Lissa. So many people wanted to talk to her now that she barely noticed my silence. Every so often, though, I'd see her glance at me and smile, a tired look in her eyes. Laughing and gossiping all day with people she only sort of liked was taking its toll on her. â€Å"The mission's accomplished,† I told her after school. â€Å"We can stop Project Brainwash.† We sat on benches in the courtyard, and she swung her legs back and forth. â€Å"What do you mean?† â€Å"You've done it. You stopped people from making my life horrible. You destroyed Mia. You stole Aaron. Play with him for another couple weeks, then drop him and the other royals. You'll be happier.† â€Å"You don't think I'm happy now?† â€Å"I know you aren't. Some of the parties are fun, but you hate pretending to be friends with people you don't like – and you don't like most of them. I know how much Xander pissed you off the other night.† â€Å"He's a jerk, but I can deal with that. If I stop hanging out with them, everything'll go back to the way it was. Mia will just start up again. This way, she can't bother us.† â€Å"It's not worth it if everything else is bothering you.† â€Å"Nothing's bothering me.† She sounded a little defensive. â€Å"Yeah?† I asked meanly. â€Å"Because you're so in love with Aaron? Because you can't wait to have sex with him again?† She glared at me. â€Å"Have I mentioned you can be a huge bitch sometimes?† I ignored that. â€Å"I'm just saying you've got enough shit to worry about without all this. You're burning yourself out with all the compulsion you're using.† â€Å"Rose!† She glanced anxiously around. â€Å"Be quiet!† â€Å"But it's true. Using it all the time is going to screw with your head. For real.† â€Å"Don't you think you're getting carried away?† â€Å"What about Ms. Karp?† Lissa's expression went very still. â€Å"What about her?† â€Å"You. You're just like her.† â€Å"No, I'm not!† Outrage flashed in those green eyes. â€Å"She healed too.† Hearing me talk about this shocked her. This topic had weighed us down for so long, but we'd almost never spoken about it. â€Å"That doesn't mean anything.† â€Å"You don't think it does? Do you know anyone else who can do that? Or can use compulsion on dhampirs and Moroi?† â€Å"She never used compulsion like that,† she argued. â€Å"She did. She tried to use it on me the night she left. It started to work, but then they took her away before she finished.† Or had they? After all, it was only a month later that Lissa and I had run away from the Academy. I'd always thought that was my own idea, but maybe Ms. Karp's suggestion had been the true force behind it. Lissa crossed her arms. Her face looked defiant, but her emotions felt uneasy. â€Å"Fine. So what? So she's a freak like me. That doesn't mean anything. She went crazy because†¦well, that was just the way she was. That's got nothing to do with anything else.† â€Å"But it's not just her,† I said slowly. â€Å"There's someone else like you guys, too. Someone I found.† I hesitated. â€Å"You know St. Vladimir†¦Ã¢â‚¬  And that's when I finally let it all out. I told her everything. I told her about how she, Ms. Karp, and St. Vladimir could all heal and use super-compulsion. Although it made her squirm, I told her how they too grew easily upset and had tried to hurt themselves. â€Å"He tried to kill himself,† I said, not meeting her eyes. â€Å"And I used to notice marks on Ms. Karp's skin – like she'd claw at her own face. She tried to hide it with her hair, but I could see the old scratches and tell when she made new ones.† â€Å"It doesn't mean anything,† insisted Lissa. â€Å"It – it's all a coincidence.† She sounded like she wanted to believe that, and inside, some part of her really did. But there was another part of her, a desperate part of her that had wanted for so long to know that she wasn't a freak, that she wasn't alone. Even if the news was bad, at least now she knew there were others like her. â€Å"Is it a coincidence that neither of them seems to have specialized?† I recounted my conversation with Ms. Carmack and explained my theory about specializing in all four elements. I also repeated Ms. Carmack's comment about how that would burn someone out. Lissa rubbed her eyes when I finished, smudging a little of her makeup. She gave me a weak smile. â€Å"I don't know what's crazier: what you're actually telling me or the fact that you actually read something to find all this out.† I grinned, relieved that she'd actually mustered a joke. â€Å"Hey, I know how to read too.† â€Å"I know you do. I also know it took you a year to read The Da Vinci Code.† She laughed. â€Å"That wasn't my fault! And don't try to change the subject.† â€Å"I'm not.† She smiled, then sighed. â€Å"I just don't know what to think about all this.† â€Å"There's nothing to think about. Just don't do stuff that'll upset you. Remember coasting through the middle? Go back to that. It's a lot easier on you.† She shook her head. â€Å"I can't do that. Not yet.† â€Å"Why not? I already told you – † I stopped, wondering why I hadn't caught on before. â€Å"It's not just Mia. You're doing all this because you feel like you're supposed to. You're still trying to be Andre.† â€Å"My parents would have wanted me to – â€Å" â€Å"Your parents would have wanted you to be happy.† â€Å"It's not that easy, Rose. I can't ignore these people forever. I'm royal too.† â€Å"Most of them suck.† â€Å"And a lot of them are going to help rule the Moroi. Andre knew that. He wasn't like the others, but he did what he had to do because he knew how important they were.† I leaned back against the bench. â€Å"Well, maybe that's the problem. We're deciding who's ? ®important' based on family alone, so we end up with these screwed-up people making decisions. That's why Moroi numbers are dropping and bitches like Tatiana are queen. Maybe there needs to be a new royal system.† â€Å"Come on, Rose. This is the way it is; that's the way it's been for centuries. We have to live with that.† I glared. â€Å"Okay, how about this?† she continued. â€Å"You're worried about me becoming like them – like Ms. Karp and St. Vladimir – right? Well, she said I shouldn't use the powers, that it would make things get worse if I did. What if I just stop? Compulsion, healing, everything.† I narrowed my eyes. â€Å"You could do that?† The convenient compulsion aside, that was what I'd wanted her to do the whole time. Her depression had started at the same time the powers emerged, just after the accident. I had to believe they were connected, particularly in light of the evidence and Ms. Karp's warnings. â€Å"Yes.† Her face was perfectly composed, her expression serious and steady. With her pale hair woven into a neat French braid and a suede blazer over her dress, she looked like she could have taken her family's place on the council right now. â€Å"You'd have to give up everything,† I warned. â€Å"No healing, no matter how cute and cuddly the animal. And no more compulsion to dazzle the royals.† She nodded seriously. â€Å"I can do it. Will that make you feel better?† â€Å"Yeah, but I'd feel even better if you stopped magic and went back to hanging out with Natalie.† â€Å"I know, I know. But I can't stop, not now at least.† I couldn't get her to budge on that – yet – but knowing that she would avoid using her powers relieved me. â€Å"All right,† I said, picking up my backpack. I was late for practice. Again. â€Å"You can keep playing with the brat pack, so long as you keep the ? ®other stuff' in check.† I hesitated. â€Å"And you know, you really have made your point with Aaron and Mia. You don't have to keep him around to keep hanging out with the royals.† â€Å"Why do I keep getting the feeling you don't like him anymore?† â€Å"I like him okay – which is about as much as you like him. And I don't think you should get hot and sweaty with people you only like ? ®okay' â€Å" Lissa widened her eyes in pretend astonishment. â€Å"Is this Rose Hathaway talking? Have you reformed? Or do you have someone you like ? ®more than okay'?† â€Å"Hey,† I said uncomfortably, â€Å"I'm just looking out for you. That, and I never noticed how boring Aaron is before.† She scoffed. â€Å"You think everyone's boring.† â€Å"Christian isn't.† It slipped out before I could stop it. She quit smiling. â€Å"He's a jerk. He just stopped talking to me for no reason one day.† She crossed her arms. â€Å"And don't you hate him anyway?† â€Å"I can still hate him and think he's interesting.† But I was also starting to think that I might have made a big mistake about Christian. He was creepy and dark and liked to set people on fire, true. On the other hand, he was smart and funny – in a twisted way – and somehow had a calming effect on Lissa. But I'd messed it all up. I'd let my anger and jealousy get the best of me and ended up separating them. If I'd let him go to her in the garden that night, maybe she wouldn't have gotten upset and cut herself. Maybe they'd be together now, away from all the school politics. Fate must have been thinking the same thing, because five minutes after I left Lissa, I passed Christian walking across the quad. Our eyes locked for a moment before we passed each other. I nearly kept walking. Nearly. Taking a deep breath, I came to a stop. â€Å"Wait†¦Christian.† I called out to him. Damn, I was so late for training. Dimitri was going to kill me. Christian spun around to face me, hands stuffed in the pockets of his long black coat, his posture slumped and uncaring. â€Å"Yeah?† â€Å"Thanks for the books.† He didn't say anything. â€Å"The ones you gave to Mason.† â€Å"Oh, I thought you meant the other books.† Smartass. â€Å"Aren't you going to ask what they were for?† â€Å"Your business. Just figured you were bored being suspended.† â€Å"I'd have to be pretty bored for that.† He didn't laugh at my joke. â€Å"What do you want, Rose? I've got places to be.† I knew he was lying, but my sarcasm no longer seemed as funny as usual. â€Å"I want you to, uh, hang out with Lissa again.† â€Å"Are you serious?† He studied me closely, suspicion all over him. â€Å"After what you said to me?† â€Å"Yeah, well†¦Didn't Mason tell you?†¦Ã¢â‚¬  Christian's lips turned up into a sneer. â€Å"He told me something.† â€Å"And?† â€Å"And I don't want to hear it from Mason.† His sneer cranked up when I glared. â€Å"You sent him to apologize for you. Step up and do it yourself.† â€Å"You're a jerk,† I informed him. â€Å"Yeah. And you're a liar. I want to see you eat your pride.† â€Å"I've been eating my pride for two weeks,† I growled. Shrugging, he turned around and started to walk away. â€Å"Wait!† I called, putting my hand on his shoulder. He stopped and looked back at me. â€Å"All right, all right. I lied about how she felt. She never said any of that stuff about you, okay? She likes you. I made it up because I don't like you.† â€Å"And yet you want me to talk to her.† When the next words left my lips, I could barely believe it. â€Å"I think†¦you might be†¦good for her.† We stared at each other for several heavy moments. His smirk dried up a little. Not much surprised him. This did. â€Å"I'm sorry. I didn't hear you. Can you repeat that?† he finally asked. I almost punched him in the face. â€Å"Will you stop it already? I want you to hang out with her again.† â€Å"No.† â€Å"Look, I told you, I lied – â€Å" â€Å"It's not that. It's her. You think I can talk to her now? She's Princess Lissa again.† Venom dripped off his words. â€Å"I can't go near her, not when she's surrounded by all those royals.† â€Å"You're royal too,† I said, more to myself than him. I kept forgetting the Ozeras were one of the twelve families. â€Å"Doesn't mean much in a family full of Strigoi, huh?† â€Å"But you're not – wait. That's why she connects to you,† I realized with a start. â€Å"Because I'm going to become a Strigoi?† he asked snidely. â€Å"No†¦because you lost your parents too. Both of you saw them die.† â€Å"She saw hers die. I saw mine murdered.† I flinched. â€Å"I know. I'm sorry, it must have been†¦well, I don't have any idea what it was like.† Those crystal-blue eyes went unfocused. â€Å"It was like seeing an army of Death invade my house.† â€Å"You mean†¦your parents?† He shook his head. â€Å"The guardians who came to kill them. I mean, my parents were scary, yeah, but they still looked like my parents – a little paler, I guess. Some red in their eyes. But they walked and talked the same way. I didn't know anything was wrong with them, but my aunt did. She was watching me when they came for me.† â€Å"Were they going to convert you?† I'd forgotten my original mission here, too caught up in the story. â€Å"You were really little.† â€Å"I think they were going to keep me until I was older, then turn me. Aunt Tasha wouldn't let them take me. They tried to reason with her, convert her too, but when she wouldn't listen, they tried to take her by force. She fought them – got really messed up – and then the guardians showed up.† His eyes drifted back to me. He smiled, but there was no happiness in it. â€Å"Like I said, an army of Death. I think you're crazy, Rose, but if you turn out like the rest of them, you're going to be able to do some serious damage one day. Even I won't mess with you.† I felt horrible. He'd had a miserable life, and I'd taken away one of the few good things in it. â€Å"Christian, I'm sorry for screwing things up between you and Lissa. It was stupid. She wanted to be with you. I think she still does now. If you could just – â€Å" â€Å"I told you, I can't.† â€Å"I'm worried about her. She's into all this royal stuff because she thinks it's going to get back at Mia – she's doing it for me.† â€Å"And you aren't grateful?† The sarcasm returned. â€Å"I'm worried. She can't handle playing all these catty political games. It isn't good for her, but she won't listen to me. I could†¦I could use help.† â€Å"She could use help. Hey, don't look so surprised – I know there's something funny going on with her. And I'm not even talking about the wrist thing.† I jumped. â€Å"Did she tell you?†¦Ã¢â‚¬  Why not? She'd told him everything else. â€Å"She didn't need to,† he said. â€Å"I've got eyes.† I must have looked pathetic, because he sighed and ran a hand through his hair. â€Å"Look, if I catch Lissa alone†¦I'll try to talk to her. But honestly†¦if you really want to help her†¦well, I know I'm supposed to be all anti-establishment, but you might get the best help talking to somebody else. Kirova. Your guardian guy. I don't know. Someone who knows something. Someone you trust.† â€Å"Lissa wouldn't like that.† I considered. â€Å"Neither would I.† â€Å"Yeah, well, we all have to do things we don't like. That's life.† My snarky switch flipped on. â€Å"What are you, an after-school special?† A ghostly smile flickered across his face. â€Å"If you weren't so psychotic, you'd be fun to hang around.† â€Å"Funny, I feel that way about you too.† He didn't say anything else, but the smile grew, and he walked away.

Screening Report - Osama Essay Example | Topics and Well Written Essays - 750 words

Screening Report - Osama - Essay Example In days when the Taliban seized control of Afghanistan, Barmak, who headed the country’s ministry of film, was forced to flee Afghanistan, to Pakistan, where he lived until the Americans post 9/11 arrival and ousting of the terrorist regime.1 It is the director’s own personal history that is perhaps featured in the opening documentary-type moments of the film when a documentary filmmaker’s equipment is confiscated and the filmmaker is later executed.2 This particular scene serves as Barmak’s statement on creative censorship. Barmak knows what it is to be an exile from his country, to have fled in fear for his life, and to have witnessed the refugee camps where countless women and children, displaced from Afghanistan’s long history of war and turmoil, spend endless days and even years in the most horrific conditions of human existence.3 In fact, the Taliban, the terrorists who terrorize women and children in Barmak’s film, are themselves for the most part the product of Afghanistan’s war torn history and history of refugee camps. The members of the Taliban are largely the children of refugee camps during the past 20 years of war in that country.4 It is, then, no wonder that these men, having grown up in the horrors of the refugee camps, so aptly depicted in Barmak’s film, turned into monsters who turned to fundamentalism, just as their own lives had been extremes, and inflicted upon the people around them such pain and misery. This is an emotionally and politically charged film with themes that converge on a single issue of human rights versus the theocratic Islamic state. Very early in the film the theme of gender is introduced to the audience. Gender, male and female, is a dominant theme of the picture, as are family, the philosophy of faith and war, and especially the psychological impact of faith and war on the individual. Each of these themes are so important to the film that

The Political Role of Veterans Healthcare Term Paper

The Political Role of Veterans Healthcare - Term Paper Example From this research it is clear that the Health Care Industry of the United States of America is generally composed of different legal entities. The facilities that make up the said industry are largely owned and operate by the members of the private sector whereas health care insurance have always been provided by the government. The efficiency of the American health care system, however, has always been doubted. Various calls for health care reforms have been made in view of the allegations that the health care industry is nothing but a money making scam where large insurance firms and health institutions participate in. The following problems are usually apparent with respect to the health care industry of the United States: (1) medical bankruptcy, (2) premature deaths among those who are un- and under-insured, and lastly, (3) the wasteful flows of funds that maximize the profits of insurance companies. Longman, the author of the book entitled â€Å"Best care anywhere: why VA heal th care is better than yours† cited the reforms taken in the Veterans Health Care Industry. Longman argues that the reforms in the entire American Health Care Industry must emulate the model in the Veterans Health Care Administration in view of the capacity of the latter to significantly improve and properly cater to the medical needs of the veterans. Aside from Longman, there are other scholars who have also focused on the comparison between Veterans Health Administration and other systems of care in the country. In sum, all of these studies have pointed out that the Veterans Health Administration delivers health care more efficiently as compared with the other health care systems in the United States of America (Kerr, et al., 2003; Petersen, et al., 2003; Rosenthal, et al., 2003). In this sense, these authors have highlighted the need for the health care policy makers in the United States of America to reform the other systems of health care in the country by focusing on the improvements to the Veterans Health Administration as a Model. On the other hand, however, this study focuses on the current issues that affect the Veterans Health Care Industry. Arguably, the policies concerning the Veterans Health Administration have likewise been significantly affected by the political processes concerning them. In this sense, this paper focuses on the following issues: (1) the role of political process on health care delivery, (2) the role of the demanders and suppliers of health policies, (3) how the political process affect cost of health care, human resources and various health care facilities, (4) the involvement of various levels of government in the political process and its effects on health care delivery, (5) involvement of interests groups and organizations in addressing the issues to sway modifications to policy/formation of policy, (6) strategies and recommendations and lastly, (7) the future of initiatives in health care delivery. The Role of the Po litical Process on Health Care Delivery Before going through the analysis of the different issues that currently affect the Veterans Health Administration, this section first focuses on the role of the different political processes on health care delivery. As a general rule, it was claimed that investments in health care are often employed for various political reasons rather than focusing on its benefits for the citizens. Evidently, health reform in various parts of the world, whether in developed or developing countries, is a highly political process (Benoit, 2003). In fact, other researchers even highlight the tendency for politicians to put healthcare reform at the center of their campaigns during electoral seasons. Apparently, health care reforms, as essential part of the political processes most especially with respect to campaigns focus on the following (1) the efforts as regards building better health care facil

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Change Managment - Essay Example As the discussion declares  managers today face constant change and they are often exposed to various challenges. Against this background, this paper has been designed to critically analyse the extent to which the concepts of management and leadership impact on the change process in a given organization.  This paper highlights that  change is either unplanned or planned alteration in the mode of carrying out activities or the status quo. Change is about making things differently and in case of planned change, it can be seen that the change activities are goal oriented and they are intentional. Both internal and external factors can necessitate change in a particular organization. The internal factors that can influence change in an organization include human resources issues while external factors include economic, social, political as well as technological issues.   It is important for organizations to conceptualise change as the gap that exists between the current status qu o and the desired objective. In order to achieve this feat, change has to be properly planned and there are many issues that are involved in carrying out this initiative. Drawing from the case given in patch1 attached, it can be observed that managing change is a process that requires concerted efforts especially by the leaders responsible for the change process.  There are quite a number of activities that are involved in change management such as initiating change, planning, action plan as well as stabilising the change results.

Financial Securtiy for College Students Essay Example | Topics and Well Written Essays - 1250 words

Financial Securtiy for College Students - Essay Example Hi-fi lifestyle becomes harder to be abandoned once donned. A survey result is that 40 percent of the students would get a pair of jeans that they really want to have even if they cannot afford it. This is where the credit cards take the stage. This sort of lifestyle does not end with a simple pair of jeans. As for everything that goes, fashion too has many accessories. The need to adopt this lifestyle may be due to various reasons like the sense of belonging to a group, friends etc. What was enough for high school is not so when it comes to college. Financial problems cause distress to mind and the students are not exceptions. This definitely affects their performance. This happens not only for college students, as we all know. This becomes a problem because they are the future employees and it is essential that they are financially competent. For another class of students, the parents would have saved money for college education but there are situations where that is not enough. Henceforth comes the search for student financial aid. This in itself will cause distress if it has been kept as the last resort. Thus, if financial aid is required, the process of searching for one should be started as early as while in high school. Due to all the above stated issues, financial competence for a student becomes important. He/She should be able to strike the balance between being frivolous and being sober, both being the two extremes possible, in the monetary matters. One should be wise enough about choosing and using credit cards, if at all one is needed. The capability of foreseeing the pitfalls is required in a little amount, if not vast. In short, a college student, in matters of finance, should be 'a small adult', wherein comes the problem of striking the balance between being an adolescent and an adult. How can such balances be achieved becomes a question. The answers are many. Student Employment Opportunities are available online as well as through other sources. One can try doing part-time jobs like data-entry and the like. These are no big deal for anyone who has the minimal knowledge of handling computers. If the schedule does not leave the student with enough time and resources to commune to a work place, therein comes the genie of all human beings - Internet jobs. Ample opportunities are available online and as in everything good, there are also some potholes here. In spite of them, there are still genuine opportunities available if only we have the time and patience to look at the right place. There are also some educational institutions that outsource credible student jobs. Students can find them out with the help of faculty. Positions even exist without any financial aid eligibility criteria. The centers are made available both on-campus and off-campus. There are numerous advantages of student employment got through one's educational institution. The money earned may be used to manage the college costs like tuition fees. The paycheck also attributes to a sense of financial security and independence that shows itself in the academic performance. That feeling of guiltiness that one is burdening his/her family goes away and that helps a lot. Students are able to

In the Name of God Assignment Example | Topics and Well Written Essays - 750 words - 10

In the Name of God - Assignment Example According to the findings, it can, therefore, be said that religions generally promote concepts of love, acceptance, and forgiveness. Yes, there are also instances of horrific acts justified by most all ancient religious texts but, still, the main theme is generally of tolerance. The motivations for, along with the act itself of genocide doesn't seem to make sense until one peeks just under the surface.  As the former Eastern European nation, Yugoslavia broke apart in the early 1990s into what are today Slovenia, Croatia, Montenegro, Macedonia and Serbia, Bosnia Herzegovina had not yet been able to secure recognition from the European Union. The delay was due to a lack of racial purity in that emerging country, unlike the circumstances in its neighbor nations. Three ethnic groups were prominent, Bosnian Serbs (Orthodox Catholic), Bosnian Croats (Roman Catholic ), and Bosniaks (Muslim). Former Yugoslavian Serbian leader Slobodan Milosevic, in an effort to unite the Serbs, absorbed t he small nation of Kosovo under his control by gaining a huge public following. He accomplished this by using his political influence to fill media positions with his political supporters. Kosovo was a prime location to begin his vision. Passions already ran high among Christian Serbs who were being oppressed by the majority Muslim population. Franjo Tudjman, a Serbian and Croatian leader, wished to expand Croatian territory. After fighting between themselves, Tudjman and Milosevic decided to join forces to conquer than to divide Bosnia Herzegovina. The problem was the Muslim population in that country made for a very difficult takeover. Ethnic cleansing was publicly made state policy by both leaders.

The Churches Mission in the World Research Paper

The Churches Mission in the World - Research Paper Example This paper will look at 2 of the most reliable and popular sources in the world of Christian literature regarding information on the church’s mission. These 2 sources are â€Å"Ancient-Future Faith: Rethinking Evangelicalism for a Postmodern World† by Robert E. Webber and â€Å"Mere Discipleship: Radical Christianity in a Rebellious World† by Lee C. Camp. The chapters that are most appropriate for this paper’s questions will be taken studied and assessed. There will be feedback given on these sources and then the paper will provide its own reflection regarding the church’s mission. It will also explain weather or not it agrees with the information from the sources. It will take on these subtopics as such: Discussion on â€Å"Ancient-Future Faith: Rethinking Evangelicalism for a Postmodern World† by Robert E. Webber Discussion on â€Å"Mere Discipleship: Radical Christianity in a Rebellious World† by Lee C. Camp. Reflection on both sour ces and personal feedback Discussion on â€Å"Ancient-Future Faith: Rethinking Evangelicalism for A Postmodern World† by Robert E. Webber This paper took information from chapters 17, 18 and 19 from this book by Robert E. Webber as the portions of the book that most relate to the question this research is trying to answer. In this book, Webber’s approach on explaining the church’s role is mainly associated with evangelism or sharing the word of God. His approach in telling us about the church’s role starts with explaining some historical information about how the church’s evangelism began then moved to telling of evangelism’s progression and how this idea changed or evolved thru time. The book also provides information regarding the church’s shift in how it viewed baptism. According to the book, ancient churches treated baptism as the first step toward conversion, while the early church viewed baptism as â€Å"the culmination of a pr ocess of personal salvation†. (Webber 141-42) According to the book, this is also why the medieval church used force as a tool for evangelism. The book also tells us about the church’s role or its purpose. It tells us that there came a time where reform was needed in the church’s ideas and methods, but despite these reforms, the role of the church was still understood and still remained the same. In essence, the church’s role is to â€Å"Christianize† the world, all while emphasizing the importance of faith, rather than works. The reform movements worked toward letting people know that God initiates salvation. Many movements also worked thru evangelism in their own ways and making sure to introduce God and his teachings into society. The book tells us of â€Å"The great commission† which is the church’s ultimate goal, to convert people to Christ. (Webber 143) The book also tells us about â€Å"problems inherited from the enlightenment †. This tells us about the movement’s association with individualism as being the major problem in the situation. It tells us that this approach focuses too much on â€Å"You† and loses the ultimate message of the gospel. This section of the book also provides deeper differentiation between evangelical and Baptist movements. It provides us both the positive and negative sides of these movements as well as tells us about evangelism’s apparent separation from the church. Along with this information is the

Automating computer usual processes Essay Example for Free

Automating computer usual processes Essay Nowadays, almost all kinds of establishments are relying on computers for automating their usual processes. Most of the manual systems in offices are replaced by the automated systems which use computer technology. Moreover, computers have also diminished the total manual works and the effectiveness of employees has also increased because of the dependence of establishments on computer technology. It helps also to perform the routine business tasks much quicker compared to the manual way of doing things. Computer nowadays is no longer considered a luxury but rather a necessity with the emergence of information technology 1 â€Å"We are in the so-called information age, and every transaction at every phase of the establishments depends on modern computing. † As observed, there are already many manual systems that are being replaced by the computerized ones. Some of these are the payroll, sales and monitoring, point of sale, enrollment, grading, library, and other related systems.. Integration with the people in the society is in demand for progress. The relation field of Information Technology concerns the use of computer-based information system to convert, process, protect, share, store, transmits and retrieve information. Technologies have brought us more advances on personal computer, to build new industries and change the lifestyle of each individual. These advances became more powerful and more productive for simultaneous growth in society and industries. Using Internet is one of the medium of today’s communication, people easily connect in the current events in their community and even outside their places and acquire necessary information in just a short period of time. 2As the saying goes, â€Å"Nothing is permanent than change† so as with Information Technology. This field will continue to prosper and continue to help change lives by improving it. Although most people, especially in the Philippines still prefer the old ways or manual transactions, the future Filipino generations will eventually embrace ch ange and not only that, but also be the one to provide change through the future students and graduates that will courageously take this field. Every bit of information is now considered as a powerful tool hence it should be used and managed with the utmost caution. This mere reason prompts many establishments to produce their own system  that will protect information. The Bicol Consortium for Health Research and Development (BCHRD) was established to address the existing health condition in the Bicol region. It is a coordinating system involving various institutions in the region with interest in health research. The BCHRD was created upon the partnership with Philippine National Health Research System (PNHRS), Regional Development Council (RDC) with the member institutions of : Department of Health (DOH) ,Bicol Regional and Training And Teaching Hospital(BRTTH), Commision on Higher Education (CHED) , Bicol University (BU), Catanduanes State University (CSU), University of Saint Anthony, Ago Medical and Educational Center (AMEC), Atedeo de Naga, University of Nueva Caseres, Camarines Sur Polytechnic Colleges, Aquinas Univ ersity of Legazpi (AUl), Department of Science and Technology (DOST), Bicol Medical Center, Partido State University (PSU) . Universidad de Santa Isabel. The existing health condition in the region necessities the establishment of a strong health research and development (RD) coordinating system involving various institution in the region with interest in health research. Putting them together to work on consortium arrangement will promote complementation, thereby increase the synergy despite limited resources for RD undertakings. The Bicol Consortium for Health Research and Development (BCHRD) was therefore established to address the afore mentioned concerns. The primarily goal and objective of BCHRD is to institute/strengthen the system collaboration in Bicol to develop and enhance the capacity of research institution within the region which have interest and engage in health related researches, as a strategy to improve the health condition of Bicolanos Specifically the consortium aims to : (a) Undertake and/or spearhead health related Research and Development (RD) activities; (b) Establish a collaborative system for effective shari ng and utilization of physical, financial and manpower resources among member-institution as well encourage the active involvement of non-members that will fave the way for expanding the membership of consortium; (c) Promote an effective collaboration and harmonious working relationship between among member-institutions in the conduct of researches in health, nutrition related fields; (d) Encourage, generate and provide funds for health –related researches in accordance with the health and nutrition priority  areas/sectors indicated in the plans of the Regional Development Council (RDC) and the Philippine National Health Research System (PNHRS); (e) Develop the capability in manpower, facilities and other infrastructure for health and nutrition and other related researches; (f) Effectively promote the proper utilization of health research findings; (g) Serve as clearing house for all health related researches; (h) Establish linkages/network within and outside the region ; and (i) Institute a mechanism and implement strategies for a sustained visibility of the consortium and ensure a long-term viability of the consortium. Monitoring system is not just used in the field of industry; it has also a very significant role in improving the quality of education in the country (Philippines). Once this technological approach is implemented a full assurance that the aimed quality of educational system will be able to reach its peak of being more organized and well improved system In terms of paper works, these two types of management system can easily manage the projects through having an Proposal monitoring system. Archiving system refers to the process of moving data through an automated storage device that helps the people to access the data easily. Before, an archival record was identified with manuscripts or with written records. Years passed by, archival record refers to recorded information, specifically in paper-based transforming it to automated form method. Implementing an archiving system of records can do task of organizing, monitoring and easy generation of reports. On the other hand, all the Research proposal that are pending, denied or approve must be monitored in order to ease the different operations and functions of organizations. In this study, monitoring system for the research proposal of the institution is the most needed to work to. This system updates the current status of the research project. In addition, monitoring system has a significant role in improving the quality of the implemented projects to be able to reach its goal. Because of its function, they are having problems in a certain field. They seem to have problems in the management of projects from time to time. In addition, the increasing burden of creating and maintaining the archive of projects. Their file storage is full of projects making it a burden when finding a needed project. This study aimed to create a system for the Bicol Consortium for  Health Research and Development. It covered the storing and updating of projects that are processed in the department and al so uploading projects in the system that can be retrieved easily. Statement of objective General Objectives This study aims to develop a research proposal and monitoring management system for the Bicol Consortium for Health Research and Development. Specific Objectives 1.) To create a system that will facilitate research proposal and monitor status for approval. 2.) To develop a monitoring system for all ongoing researches. 3.) To record all pending, approved and rejected proposals, and ongoing and completed research of the health proponent/researcher. 4.) To create a secure system for monitoring of research proposals and projects. 5.) To generate reports on the status of research projects and proposals. Scope of the System Check the requirements for filing a proposal Keep track of the status of the proposal Keep track of the research’s accomplishments and budgets Monitor progress of ongoing research Scope and Delimitation This study is about Bicol Consortium for Health Research and Development. This will cover the checking of requirements the tracking and monitoring of the proposal. It has the overall planning, coordination, and control of a project from beginning to completion. The system records the detailed planning, proposed, on-going and finished projects in the department. Old  files were also scanned and be saved as pdf. The secretary, regional administrator, institution head and all the member of the health research were given privileged to view the system. The employees may ask the administrator of each section if they need files that were in the system. The head administrator provides admin accounts for each section head. The proposal monitoring management system has different sections for the storage of projects (proposed, on-going and finished projects) and it provided easy access to the projects’ status and tracks the finished projects that are archived. Old and new files are archived in this system. The date could only be searched, retrieved and printed. The archive could be searched by date, name etc. As for the proposal monitoring management system, it provided an automated monitoring and checking the status of ongoing research development. It has additional features, like the user is notified for the reminders of the agency; and the system is secured by providing administrator restrictions. On the other hand, the proposed system would not include other health researcher that are not member of the institutions that are part of BCHRD. The study only focused on the automation of storage of all projects that would be made and were done, monitoring its status among various sections of PDMO and provide an automated maintenance plan in monitoring, checking and repairing of items. Significance of the Study The result of the study will benefit the following: Bicol University. College of Science One of the four-fold functions of a university or any academic institution is research. This study will be another contribution to the research achievements of the university. BCHRD (Bicol Consortium for Health Research and Development).This lessened the manual labor of the agency through the use of the system which operates the research projects and monitoring plans for BCHRD. Employee. The system helped the employee to do their job efficiently, properly and effectively. Students This study will serve as an educational  and reference material for their future studies and undertakings. This may also give an idea on making their own versions of the existing software, thus presenting their own modifications. Researchers. This study which is connected to the Research Proposal Monitoring and Management System will improved the researchers’ knowledge in programming skills and their sense of responsibility. Future Researchers. Students who will undertake future research projects can use this study as reference material. This will provide the future researches sufficient information with regards to system development. Definition of Terms For better understanding of the study, the following terms were defined operationally or concepltually: Research Proposal an study that request time and fund from instition Monitoring Management System the process of checking the updates and status of ongoing health research Proponent in this study the proponent is the person who is requsting or conducting health researh Storage. , this term refers to the method of storing finished and proposed projects for future use. Secure System in this study this term refers to a system that cannot be easily tamper the information that is stored. EDIT OR E-REVISE NIO Notes 1 The Grolier Encyclopedia of Knowledge, USA: Grolier Incorporated, 1995 (accessed on May 19, 2014 9:05am) 2http://my.safaribooksonline.com/book/information-technology-and-software-development/9788131760291/information-technology-basics/ch008006 (Accessed on: May 20, 2014 2:18PM) â€Å"What is Information Technology?†.

Conflicting Perspectives Essay Example for Free

Conflicting Perspectives Essay Composers are able to evoke in the audience certain reactions to characters or events in their texts by presenting conflicting perspectives on different issues through the manipulation of the language forms and features of their medium, often communicating their own ideas about issues in question, which results in the creation of meaning within their texts. (?). David Guterson in his 1995 novel Snow Falling on Cedars (Snow) and Henry Bean in his 2001 film The Believer (Believer) demonstrate conscious choices made regarding structure and techniques in the construction of their texts in order to represent conflicting perspectives exploring ideas on racial prejudice and hatred and cultural contrasts and thus engage the audience. Composers can examine racial/religious prejudice brought on by war by using form specific techniques to present conflicting perspectives on the same event, designed to incite certain audience responses. Guterson, in Snow, purposely presents conflicting perspectives between Arthur Chambers and Hatsue and other members of the white community on San Piedro, particularly Etta Heine, in order to draw sympathy for the treatment of the Japanese after Pearl Harbour is bombed. Arthur is empathetic towards them, saying in his local paper the San Piedro Review, â€Å"†¦ those of Japanese descent on this island are not responsible for the tragedy at Pearl Harbour. Make no mistake about it.† The high modality language and short, direct sentences used by Guterson highlights Arthur’s deeply-held opinion of the innocence of the Japanese on the island. In support of Arthur’s argument, Hatsue, through the narrative’s non-linear structure, recalls her pain and confusion at the treatment of her people, saying, â€Å"It just isn’t fair – it’s not fair. How could they do this to us, just like that?† The emotive appeal in addition to Arthur’s article triggers audience support of the Japanese community. Guterson, however, also presents the contrasting racial hatred of the white islanders towards the Japanese. Etta Heine justifies the deportation of the Japanese with blunt, monosyllabic sentences – â€Å"They’re Japs†¦ We’re in a war with them. We can’t have spies around.† The use of the derogative term â€Å"Japs† and the distinct differentiation between â€Å"them†, the Japanese, and â€Å"we†, the white people, illustrates her bigoted hatred of the Japanese. Through the conflicting perspectives of Etta against Arthur and Hatsue, Guterson sways the audience to feel for the ill treatment of the Japanese, and shows them his own opinion on the negative effect of racism in wartime on the perceptions and conduct towards certain groups. Conflicting perspectives are established by Bean in Believer between Daniel, a neo-Nazi who is paradoxically a Jew himself, and a number of Holocaust survivors pertaining to the strength of their actions during WWII which aims to convey a pro-Jewish sentiment to audiences. At a sensitivity training session, Danny is enraged at a Jewish man’s lack of action while watching his son being murdered by a Nazi during the Holocaust. Rapidly cutting over-the-shoulder shots between Danny and the Jews indicate their opposing views. A close-up of Danny when he is asked by the Jews what he would have done in the situation shows his contempt and incredulous disbelief of the Jews’ weakness as he replies â€Å"Not what he did. Just stand there and watch?† Bean immediately employs a close-up reaction shot of the female Jew who rebuts with, â€Å"How do you know? You’ve never been tested like he has. Here in his rich, safe, stupid country it is so easy to imagine oneself a hero.† The personal address through 2nd person and the accumulation of adjectives to build a negative image of America strongly opposes Danny’s prejudiced conviction that Jews are pathetic, and also appeals to audiences the idea that religious prejudice towards Jews is unjustified. As Guterson does in Snow, conflicting perspectives are represented by Bean in order to sway his audience to respond negatively to unfounded sentiments of prejudice. Conflicting perspectives between characters can be used by composers to control the way in which an audience perceives them by exploring the cultural clashes that exist in the text as a reflection of societal (or social?) behaviour. In Snow, Guterson presents conflicting perspectives between Kabuo and the jury during his murder trial. In the opening chapter, a vivid description of Kabuo’s posture and expression is given from the jury’s perspective; he is shown as â€Å"proudly upright†¦ rigid†¦ detached.† This initial portrait portrait of Kabuo makes him suspicious not only to the jury but also to the audience, as Hatsue tells Kabuo using a simile that he â€Å"looks like one of Tojo’s soldiers.† However, Guterson, through the novel’s non-linear structure, refutes this perspective by explaining Kabuo’s behaviour to the audience via a flashback. Through his father’s teachings that â€Å"the greater the composure, the more revealed one was†, the audience learns the reason behind Kabuo’s unemotional stance. Third person omniscient allows the audience to sympathise with Kabuo’s emotive explanation that â€Å"he sat upright in the hope that his desperate composure might reflect the shape of his soul.† Guterson, through conflicting perspectives, influences his audience to understand Kabuo and the impact of contrasting cultural values on the perception of an individual. In Believer, Bean likewise shows contrasting opinions between Danny, who cannot fully repress his secret Jewish identity, and his anti-Semitic ‘skinhead’ friends to create audience sympathy for Danny’s inner struggles with the opposing aspects of his identity. When Danny and his friends break into a synagogue, Daniel shows a surprising respect for his religion which clashes with those of the other neo-Nazis. This directly conflicts with Danny’s character established at the film’s opening, when he violently beats up a Jew for no apparent reason. Wearing a brown shirt symbolising the Nazi SA (brown-shirts), Danny’s dark costuming contrasts with the light coloured one of his Jewish victim, highlighting the evil in his nature. Bean, however, challenges the audience’s view of Danny in order to allow them to understand his conflicting identities. In one frame, Danny is in the foreground walking down an aisle, which is juxtaposed with the othe r Nazis vandalising the synagogue. Their loud, raucous whooping contrasts to that of Danny’s respectful silence, highlighting their different treatments of the Jewish culture. When one of the Nazis tears up a Torah, a sacred Jewish text, after much opposition from Danny, a reaction shot of him shows sadness and pain accompanied by melancholy music, underlining Danny’s unspoken deference for Judaism. Bean’s portrayal of conflicting perspectives on Jewish culture incites the audience to respond more sympathetically towards Danny, and to understand that his veneer is a product of cultural differences in his society. The composers in Snow and Believer have effectively utilised techniques within their medium to represent conflicting perspectives about racial or religious prejudice and cultural differences in order to provoke certain audience responses to the characters, events or situations in their story. This includes reactions of sympathy for a certain perspective or disbelief and even dislike of opposing perspectives. In this way, the composers connect to the audience and generate meaning within their texts. In Snow, Hatsue is confined by the traditions of her culture, as shown when her mother Fujiko says to her â€Å"don’t allow living among the hakujin to become living intertwined with them. Your soul will decay†¦ rot and go sour.† The change in language to refer to the Americans as hakujin and the emotive metaphor of Hatsue’s breakdown of purity highlights Fujiko’s dislike of American culture. This

Report On The Management Theory And Motivation Business Essay

Report On The Management Theory And Motivation Business Essay The process of motivation is defined as that it is initiates and giving guidance to maintained desired goal oriented behavior. Motivation is an act causes to reach our needs and desires. In all the most important factors that lead ones goals is that drive, the drive is called as motivation. It is not a single factor; it is a combination of factors that helpful to peoples to accomplish their goals. Motivation starts through well-built management and leadership guidance. It is an essential faith in terms of worth of the human being. The organization management must have an understandable view of the visualization of the business. The accepting key factors of the business that show a significant impact of the business of the organization and helpful to motivate the individuals to achieve their desired objectives in the organizations. In order to achieve the goals motivation plays a significant role. In fact motivation is one of the best driving factors in organizations; the staff motivation played a central role in organizational achievements. In every organization, effective leadership can only motivate the employees towards achieving the organizational goals. Motivation creates a positive environment to the employees at the work place and make felt them comfortable in their job and encourage them to do the job as best as they were do. Motivation is simply the reason for action and it gives purpose and direction to the behaviors. (By Matthew Russell, 2005) Motivation in organizations: It is not a matter the size of the company, for every organization hard working employees are crucial to the success of any business. When people are getting motivated by the management of the organization, people work hard and give good results to the company. If people loss their motivation, however its show impact on the performance of the job and as well profit of the organization. For every organization employees are big asset to the company. If only employee get motivated in the organizations by satisfying all his needs then only he can do his job effectively. When people felt comfortable at the work place, then only they do their jobs well. Every employee must be satisfied with his job in the current organization. Every organization wants to be success, but for success the company needs skilled employees in their organization. When an enter in to the organization with full of hopes and desires, if organization failed to provide such facilities and not recognizing individually the employee does not comfortable with work place and he is not perform well his job in the organization. Due to this reason the organizations conduct different motivational programs to motivate the people individually and giving direction and take the responsibility to attend all the employees. Motivation in organizational perspective: Every organization must understand that people are with in the organization and they are their valuable asset than any other. Organizations have begun to recognize that employees are the key players in any business. The success or failure of any business depends on the employees involvement of the organizations. So organizations concentrated to satisfy the employees who they working in their organization. According to the Robert .H. Chapman, who is CEO and chairman of Barry -Wehmiller Group, the effective employee motivation is depend on the leadership of the organization. At every level of organizational employee motivation is depends on the leadership of the organization. Leadership must be inspiring people at every level in the organization and direct them towards vision. According to him motivation is key to empower for every organization. Smart companies find that employees are the only true source of competitive advantage in todays dynamic business environment. If companies finds that employees are the most valuable assts for the business, then they must be recognize that employee motivation is the most critical factor for success of the business. So the awareness of different organizations has turned to develop employee motivation and effective leadership in their organizations. The organizational success is measured by achievements and milestones as well as touching people lives. Employee satisfaction is important for every organization, and where an employee motivated by individual recognition then he satisfied with his organization as well his job. (Robert .H. Chapman, CEO Chairman of Barry-Wehmiller Group) Motivation is key element in organization: In every successful organization employee motivation is key factor among all factors. Why organizations considered that employee motivation played a central role in organizational success. If an employee get motivated and satisfied with all his desires at the work place then only he able to perform well his job in the organization. Motivation is beneficial to both employee and organizational management. Organizations recognize that flexibility in job designing and providing good compensation and extra benefits for his good performance has resulted in increasing the productivity of the organization. So many of the organizations turned to increase the employee motivation in their organizations. They find the benefits of the employee motivation. Direct towards organizational goals: The motivation helps to direct the employee towards achieving the organizational goals. Always looks better ways to perform well: If an employee gets motivated in the organization, he always looks better ways to perform well his job and wants to get recognized by the management. Increase productivity: employee motivation is helps to increase the productivity of the organization. Increase creativity and innovation: All the employees are not come forward to express their views and ideas due to fear and lack of recognition, by this motivational programs is helpful increase the creativity and innovation of the employees. Enlarge employee responsibility towards his job: The employee motivation in the organization is helpful to increase the responsibility towards his job. The following above are the benefit of employee motivation tells that motivation played a central role in the organizational success. So organizations considered that employee motivation is a key element in organizational success. Introduction to Maslow theory of motivation: According to Abraham Maslow theory of motivation human beings are motivated by their unsatisfied needs. According to him people do things for certain things. He found that with his theory of motivation, different forms and stages of motives which they will motivate the people at different stages of their lives. According to Maslow when peoples lower level needs are satisfied the higher level needs would be activated. The theory of motivation presents a relationship between these human needs. Maslow described in his theory of motivation the general needs of human being. Psychological needs Safety needs Belonging/social needs Esteem needs Self actualization needs According to Maslow theory of Motivation with the following general needs human beings are getting motivated. The Maslow hierarchy motivation as shown in fig 1. fig 1, Maslow hierarchy motivation Psychological needs: according to Maslow psychological needs are the fundamental needs of every human being these are the mandatory needs for every individual. Those are Air Water Food Sleep According to his theory the above primary needs are not satisfied then one surely will not motivate them. Safety needs: after satisfying the fundamental needs the people turns their attention to safety and security side in order to avoid the threats of physical and emotional harm. The required safety needs might be fulfilled. Those are Safety living area Health insurance Job security Financial reserve According to his theory if a individual felt threatened , he did not went further until that need has been satisfied. Social needs/belonging needs: these are first level of higher level needs. If an individual has met lower level/fundamental needs, the higher level needs are awaken. Social needs are related to interaction with other individuals. That include Friendship Belonging to a group Giving and receiving love According to Maslow human beings wants affection with other individuals. Esteem needs: After individuals felt that they are belonging to some one, the degrees of importance emerges.these esteem needs are categorized as internal and external motivators. The following are the examples of esteem needs. Recognition Attention Social status Accomplishments Self-respect Maslow developed his model by adding a layer between self actualization and esteem needs. They are need for aesthetics and knowledge. Self actualization: This is the search of reaching after ones satisfied probability as person. Self actualization people be liable to have motivators which include Truth Justice Wisdom Meaning According to Maslow only a few peoples can reach the level of self actualization. These are the different type of needs for human beings. According to Maslow, when their needs satisfied at different levels then only people get motivated. (Maslow, 1943, Theory of Motivation) Criticism of Maslow theory: According to James Caan the staff motivation is not expensive all the time. A business guru has claimed that many of the organizations are using low cost methods to motivate the employees of the organization according to James Caan employee motivation can be bolstered by just offer a free flexible time to the employees and give opportunity to them to work from home. He also suggests that by giving day offs for good performance and reward for management successful team is beneficial morale to the employees. Mr. Caan said that people want not only reward but also recognition in the current working organization. The Hendrick Health System talent director told to report.com those reward and recognition schemes are good way to motivate the employees in the organization. When compare to the above James Cann theory with Maslow Motivational theory, as Maslow never mentioned the cost of the individual needs, its depend on their environment and way of living. According to James Caan is just providing for and flexible time can gets employee motivated, it is in the manner of Maslow theory the free and flexible time is coming under self actualization needs. Employees want wisdom at work place. As James suggested that recognition and reward are the good motivational techniques to motivate the employee at the work place, this is in terms of Maslow theory the recognition and rewards are the esteem needs of the individual. After analyzing both the theories James Cann did not mentioned some motivational aspects as Maslow described from basic motives. (James Caan Maslow motivational theories) Introduction to Henry Ford: Henry Ford who was world known famous automobile manufacturer was born on 30 July 1863 in near Dearborn, Michigan. Since he was at the age of sixteen he enjoyed tinkering with machines. Later he worked for part time employee in Westinghouse Engine Company. He started the work for learning opportunities at the Michigan Car Company. In the year Henry Ford established the Ford Motor Company, proclaiming that I will built a car with great multitude rather than a magnificence item for the prosperous. He would achieve his targets by reducing the price and increasing the production in large quantities. Henry Ford was the only person to bring the revolution in worlds auto mobile industries. (By Marry Bellies) Mass production: Mass production is creating many products in a short period of time by using time reducing methods and techniques. It needs a manufacturer to producing mare work per hour and to bring down cost of the labor at the end of the product. This will help to sold the product at lower cost. Earlier the extensive approvals of mass production methods that an  individual called craftsmen was  build a product from begin to finish. This means that he has to know all aspects of the assembly of the product, as well as the design of the individual parts. Cabinetry craftsmen, for example, will have to be capable to cut and terminate the individual pieces, piece them jointly, attach the hardware and design suchlike attractive effects such as  marquetry  or inlaid work the finished piece might require. Mass production started during the period of Industrial Revolution, but it took a long time to move forward with the improvement of the  assembly line, a conveyor that moved the product from one workman to another, with each individual adding their specialty part to the growing whole. Fig 2, the process of mass production The above fig 2, diagram represents the process of mass production in the organizations. Benefits of mass production: Mass production is helpful to flow of economy in several sources. The large number of production is helps to decrease the cost of the product as well labor cost. The following are some of the benefits of mass production. Decrease customer cost and product cost Higher product out put Scale benefits These are two major benefits with mass production in the organizations. Disadvantages of mass production: The following are the disadvantages of large scale production. Over worked management Individual tastes ignored Personal element Possibility of depression Lack of adaptability So the organizations found that large scale production is very difficult to swich on from one business to another. Mass production in relevance of todays business: The concept of mass production developed by Henry Ford, at the beginning the auto mobiles are built by craftsmen, who they are assembled the finished vehicle parts themselves. To make any necessasary adjustments to these finished parts as they went down. While producing large numbers of production many improvements are made that optimized with skilled labor only. Now the technology has been changed as well production techniques and methods were changed. The current production system in the organization is completely changed when compare to the past years. Earlier production cost is too low, so organizations produced large quantity of products and sold them at reasonable price. Now the production cost is too high because no craftsmen are there to produce large number of production, everything made from technology. So its difficult to produce large number of production while using technology is organizations produce more number of products, they have to be sold at higher rates. People were not able to bye at high price; its caused for loss to the manufacturer. (Henry Ford case files.com) Introduction to Enterprise Resource Planning (ERP): Information Technology has changed in many ways according to our way of lives and the way we do the business operations. For the past ten years the IT made as a extreme change in our lives. When compared to the past years the computer was used for just as a type writer. During this computational business environment every one should have listen the word Enterprise Resource Planning (ERP). ERP is one of the most widely used business soft ware systems in different type of industries and organizations. It is the short form of Enterprise Resource Planning. ERP is not just a soft ware it refers to ERP soft ware as well business strategies used for implement in ERP systems. The role of ERP in an Enterprise: Enterprise Resource Planning (ERP) is modern high end software for organizations. The information system technology has leaded the business globally. The ERP software solution seeks to integrate the processes and organizational operations and information flow in the organization. To interact with the resources of the enterprises called men, material, money and machine. Simply the ERP software systems interact with all the data of the organizations into a combined system. At the primary level the ERP software implemented in the manufacturing environment only. Now the system typically cover all the functions of the business like manufacturing, customer relationship management (CRM), supply chain management, financials, decision support system, human resource and ware house management of the organizations. There are different types of ERP flavors serving with different types of procedures. (Ashwin Raj, www.fiber2fashion.com) Fig 3, organizational involvement of ERP ERP involvement in every aspect of the organization as shown in fig 3. Importance of ERP in an organization: ERP software systems are developed for organizations that helpful to work in different type of modules. Information technology interacts with the number of factors in one single unit. The following are the most important tools of ERP which are available in todays business. Manufacturing Human resource Finance The manufacturing, human resource and financial controlling and managing are the critical tools in business operations. This ERP system can helpful to make such operations successfully in the organizations. The use of ERP in organizations: The implementation of ERP system in the organizations will give many benefits to the enterprise. The following are the ERP utilizes in different organizations for different modules. Management control Operational control and Resource planning For the above benefits and importance of the ERP describes that ERP software systems plays a major role in the modern business. (Premal Vala, project Leader, Semaphore InfoTech pvt ltd).

Techno †Cihuatl: The Birth of a Modern Mexican Female. :: Culture Cultural Mexico Papers

Techno – Cihuatl: The Birth of a Modern Mexican Female I learned about computers and technology a little at a time, from simple games, to web building and heavy use of applications. Some of the knowledge came form a school setting; most of it I acquired from trial and error and by a friend’s teachings I overcame the limitations of growing up in a Third-World country (Mexico) with little access to technology and tried to keep up with its changes as time went by. My country has had a love-hate relationship with the US for a long time. Within the huge Mexican middle class there are different opinions regarding the US way of life. While some people crave to have every single item of "gringo-wealth" such as electronics, clothing and even food, some others are deeply concerned about the "loss of identity" "deculturalization" and hegemony that US-like culture has brought to Mexico. This phenomenon is particularly clear among the generation born in the seventies, especially women. Young Mexicanas that are now in their middle twenties are torn apart between two worlds: First, the technology – driven college education and work that are the symbols of US - imported woman liberation. Second, the motherhood – housewife roles traditionally imposed on them by the Mexican culture along with their religious, mystical, and cultural implications. Instead of marrying both ideas into a nice middle term, Mexican society (which is still a male dominated environment) tends to relegate them apart: either you become a housewife, or a professional. I consider that these extremes are always detrimental. I was the first-born of a young couple fresh out of college. My parents belonged to the first generation of Mexicans that lost their political innocence (and correctness) with the student’s riots of ‘68; they were rebels by nature. My mother was a biochemical engineer in a society where women were supposed to be teachers or housewives. My father was the only one out of five sibling who finished college, and he worked in a transnational firm, which was very odd at the time. Unlike most of our relations, we were no strangers of technology, mainly because we "imported" many appliances from California, where my uncles lived. We had a black and white TV; my father listened music using certain tapes that looked like Nintendo cartridges and he also had acetate discs, we had no telephone, but we were the first family in our block to get a microwave.

Sanity: Boundaries of the Mind Essay -- essays research papers fc

Sanity: Boundaries of the Mind   Ã‚  Ã‚  Ã‚  Ã‚  The mind is a beautiful thing. The boundaries that someone can extend their rationality is different in each and every person. In Shakespeare’s Hamlet, the balance of sanity and madness is tested. Hamlet’s way of thinking is changed, but in a way that his personality is only a front. By looking at the different events that Hamlet overcame, we can observe the passion for acting that many readers do not come across; knowing the importance of acting is imperative when questioning Hamlet’s sanity, since he is only acting insane, and is rational and in control of himself throughout the play.   Ã‚  Ã‚  Ã‚  Ã‚  For those who do not recall the story of Hamlet, this play is one of revenge, scandal, and lies. Hamlet, the prince of Denmark, is living a life that one would not want to live. His father, the King, was murdered by his brother, who is now married to Hamlet’s mother. Hamlet beings his brilliant acting and conniving when he learns that he must avenge his father’s murder. Not only does Hamlet fool his family when acting insane, but the genius of his work has fooled critics all along.   Ã‚  Ã‚  Ã‚  Ã‚  As the play begins, the ever popular question â€Å"Who’s there?† â€Å"Betrays the insecurity of Hamlet’s world† (Salkeld and Shakespeare). Starting the play with a question was pure genius on Shakespeare’s part; the symbolism of the questionable state of Denmark which is â€Å"in a state of shock and confusion,† along with the people in it, leads the readers right into the questionably unstable life of Hamlet (Salkeld, Strachey). In act I, scene V of the play, the audience learns of the â€Å"antic disposition† that Hamlet will be putting on (Shakespeare). In this scene, he tells the audience that he plans to act insane in order to get away with killing Claudius. He believes that by acting insane no one will suspect him of doing anything such as that. To many critics the â€Å"whole conduct of Hamlet’s madness is too ludicrous† and in fact he has really gone mad ( Stubbers). For Hamlet to come out and say that he is planning to act insane is, on the other hand, â€Å"purely and adequately a man of genius† (Strachey). Hamlet’s ability to imitate someone who is insane is astonishing. His ability to do so is what has confused readers and critics. Not only can his sanity be seen, but throughout different scene... ...g into the performance to fool all. Being able to fool even his mother is what gave Hamlet the ability to complete his plans of murdering Claudius. Hamlet eventually avenged his father’s death and accomplished that by keeping his thoughts and emotions in order. The mind is a beautiful thing, which wasn’t wasted. Works Cited â€Å"Overview of Hamlet.† Gale 2003 Gale Research. Student Resource Center. Blinn College Library, Bryan TX. 28 Nov. 2004 < http://galenet.galegroup.com/servlet/SRC >. Salkeld, Duncan. â€Å"Madness in Shakespearean Tragedy.† Shakespearean Criticism vol.35. Shakespeare, William. Hamlet. Roberts, Edgar V., Henry E. Jacobs, Eds. Literature: An Introduction to Reading and Writing, Seventh Edition, Upper River, Pearson, 2004. 1306-1406. Strachey, Edward. â€Å"Essay on Madness (Hamlet).† Gale 2003. Gale Research. Student Resouce Center. BlinnCollege Library, Bryan, TX 28 Nov. 2004 < http://galenet.galegroup.com/servlet/SRC >. Stubbers, George/ Thomas Hanmer. â€Å"Critical Heritage.† Shakespearean Criticism vol. 1. 1975. vol. 71 Zeffirelli, Franco, Dir. Hamlet. Perf. Mel Gibson, Helena Bonham Carter, Alan Bates, and Glenn Close, Warner Bros, 1991.

Marc Antony Speech Essay

Antony’s skillful ways To be a good public speaker, a person needs a very specific set of skills to deliver a powerful speech. In the play, The Tragedy of Julius Caesar, by William Shakespeare, a group of men conspire to assassinate Julius Caesar. Throughout the play, they succeed in killing Caesar by stabbing him multiple times. The conspirators have to convince the people of Rome that Caesar is a bad man and he had to be killed for the sake of Rome. Another man by the name of Marc Antony, who was a loyal friend of Caesar, comes and turns the tide over to his favor. He does this by delivering a powerful speech to the people of Rome at Caesar’s funeral. Marc Antony is a skilled orator because he excels at using rhetorical devices such as:ethos, pathos, and logos. One of the many ways that Mark Antony is an excellent speaker is how he uses the rhetorical device ethos. He persuades the crowd by giving them compliments such as, â€Å"Friends, Romans, countrymen, lend me your ears. † This shows that Mark Antony is getting into the crowd’s heart with his status as a trustworthy man. Furthermore, Antony is familiar with the crowd, and he knows how to get into their heads. He also persuades them using an ethical argument by saying, â€Å"Come I to speak in Caesar’s funeral. He was my friend, faithful and just to me. † Mark Antony is telling the plebeians that he was close to Caesar and that he knew him very well – that they should believe his word. Mark Antony’s speech was success at persuading the crowd because he used his own characteristics to his advantage (III, ii, 73-86). Mark Antony was also able to announce an admirable speech because he exposed his apathy towards Caesar using the rhetorical device pathos. He touched the plebeians hearts by saying, â€Å"O judgment, thou art fled to brutish beasts, And men have lost their reason! Bear with me; My heart is in the coffin there with Caesar, And I must pause till it come back to me. † At this point in his speech, Antony is showing his anger towards the conspirators making the crowd filled with rage. He also shows his sorrow by pausing in the middle of his speech,showing the crowd that he is mournful towards his noble friend Caesar. He also moved the crowd by speaking about Caesar, â€Å" When that the poor have cried, Caesar hath wept. † By stating this he is letting the Romans know that Caesar understood their pain and compassion. Anthony’s remarkable speech was successful because of the way he delivered his emotions (III, ii,92-108). Using logic, Antony was able to affect the crowd over to his side. For example, in his speech , he tells the Romans, â€Å" You all did see that on the Lupercal I thrice presented him a kingly crown, which he did thrice refuse. Was this ambition? † By using his debate skills, he is maneuvering the audience into believing that Caesar was not ambitious by stating that he did not want to take the crown every time he presented it to him. Another way to prove that Antony’s arguments were reasonable was when he questions the crowd, â€Å"You all did love him once, not without cause;What cause withholds you then to mourn for him ? † This reminds the crowd of how their lives were before Caesar was killed, making them realize how the conspirators manipulated them. Antony was able to successfully persuade the crowd by using the rhetorical device logos. Anthony’s speech was magnificent because it contained rhetorical devices. By using ethos he was able to make the crowd consider him truthful. He also conveyed the crowd to rebel and feel sympathy by using pathos. Finally, he was able to completely turn the crowd over by reasoning with them. In the end, Mark Antony was able to convince a large group of people because he contained debate skills like no other.

Pay for Performance Essay

Traditionally, all incentive plans are â€Å"pay-for-performance† plans. They pay all employees based on the employee’s performance (Dessler). Compensation is a primary motivator for employees. People look for jobs that not only suit their creativity and talents, but compensate them both in terms of salary and other benefits accordingly. Compensation is also one of the fastest changing fields in Human Resources, as companies continue to investigate various ways of rewarding employees for performance. It is very important for organizations to make sure that the incentive plans are well structured to need the needs of the employee and in return make the organization profitable. Giving incentive pay to employees that has not earned them destroys the motivation and moral of employees which leads to less productivity. Thanks to public outcry, shareholder outrage, and increased government scrutiny, companies are making some adjustments to their executive incentive programs. At the very least, it gives the appearance of linking pay to performance. Most managers get short-term bonuses and long-term incentives in addition to salary.50 For firms offering short-term incentive plans, virtually all 96% provide those incentives in cash. For those offering long-term incentive plans, about 48% offer stock options. These aim to motivate and reward management for long-term corporate growth in shareholder value. The size of the bonus (in terms of percentage of salary) is usually greater for top-level executives (Dessler). Often times top level management incentives are just a bit too much. They are given large stock options, cash bonuses, and other high price incentives and often times they take advantage of the situation. Enron executives are a great example of taking advantage of a good thing. This is just one down fall of the incentive program, another issue would be employee moral decrease because they often times feels like management should not receive such large rewards when they the employee feels like they are going all the work. Enron officials manipulated information to protect their interests and to deceive the public, although the extent of their deception is still to be determined. Both executives and board members claim that they weren’t aware of the company’s off-the-books partnerships and shaky financial standing. However, both Skilling and Lay were warned that the firm’s accounting tactics were suspect, and the Senate Permanent Subcommittee on Investigations concluded, â€Å"Much that was wrong with Enron was known to the board.† Enron’s leaders acted irresponsibly by failing to take needed action, failing to exercise proper oversight, and failing to shoulder responsibility for the ethical miscues of their organization. Enron officials put loyalty to themselves above loyalty to everyone else with a stake in the company’s fate-stockholders, business partners, ratepayers, local communities, and foreign governments. They also abused the trust of those who worked for them. Employees felt betrayed, in addition to losing their jobs and retirement savings. America has an ethical issue because knowledge and techniques has been used to manipulate people unethically as well as to help them develop their potential. People who lack respect for the basic dignity of the human being could learn organizational behavior ideas and use them for selfish ends. Merit pay is a plan that most state agencies use. As times have changed and budgets are tight state government has cut back on merit play. The state merit programs were used to compensate employees for exceeding their work expectations. It has been over eight years since the state has given out merit pay. Employee’s moral is very low because top level management has found ways to get their friends pay raises. Another misuse of the merit system is when an employee has performed above the call of duty and is over looked and an increase is given to a person that has been less productive but is good friends with the boss. When times are tough economically, it is more important than ever for companies to clearly communicate their commitment to employees,† said Rich Sperling, a senior consultant with Hay Group. â€Å"Employers can leverage a variety of financial and nonfinancial rewards to engage employees through tough times when budgets are tight, but communicating and reinforcing those messages through a variety of channels is critical.†(HR Focus). How do you keep an employee motivated when there is nothing extra to give them for doing a job well done? Often times just a simple recognition of a job well done will keep an employee motivated. In my office we use to have a program called â€Å"Shout Outs†. Being that funding was tight and there were no pay raises being given out due to budget cuts our Deputy Director came up with this program. Giving employee’s recognition for going above and beyond to get a job done. It was amazing how the employees reacted to this program because so many people were never given credit for a job well done. What I found out through this program was that when people are given credit for going a great job they are willing to go that extra mile above and beyond to make sure they job is done and it is quality work that is produced. Often time managers would take the credit for a job they did not perform and were given incentives and they ones that had really done the job was left in the cold. Organizations have to make sure that when incentives are given out that they people receiving the incentives are the ones that deserve them. When an employee feels appreciated they are more willing to go without the incentive pay and get the job done it’s when they feel like the organization does not value them is when they start to look for employment with a company that appreciate them and make them feel like they are valuable to the organization. In conclusion incentives are environmental factors that are established for the purpose of motivating a person. Individual incentive programs give performance-based pay to individual employees. Team-based incentives of course aim to incentivize work teams. Variable pay refers to group pay plans that tie payments to productivity or to some other measure of the firm’s profitability. Incentives play an important part in motivating employees to do a good job. When an employee feels like the organizations appreciate them rather it is with bonus pay, paid time off, recognition, family leave, or good health benefits that are more willing to go that extra mile to make sure quality service is provided. Benefits and incentives pay also helps to motivate employees they call in sick less are healthier happier people all because they feel more appreciated!!

Childcare: Child Development

Unit 1 – Understanding and promoting children and young people’s development Learners Declaration: I certify that the work submitted in this assignment is my own. Student Number.. eb1257620 Full Name †¦Mrs Debbie England Address†¦.. 1,Woodlands Residential Park Quakers Yard, Treharris CF46 5AR L/601/1693 Unit 1 NCFE LEVEL 3 EARLY LEARNING AND CHILDCARE Debbie England EB1257620 Q1a, Explain the sequence and rate of each aspect of development from birth – 19 years? 1a.All areas of development are important as each other, but children do not always develop at the same rate, but as soon as your bundle of joy is born they are their own little person. Areas of development from birth – 19 are : PHYSICAL DEVELOPMENT including movement skills gross motor skills, fine motor skills and hand-eye coordination, from 0-6 months a child will turn head towards sounds and movement ,try to put everything in mouth, hold and reach out for things and reach to hold th eir feet whilst on back and when they are being fed they watch you and smile at a familiar face. Accompanying material: Explain the Reasons Why Children and Young People’s Development May Not Follow the Expected PatternBy the age of one a child has the ability to sit alone unaided. They are also getting inquisitive by looking for things that have been hidden, behind you or in your hand. Children also want to be picked up, so they lift arms up, they also want to stand up so they pull or push against adults or furniture, and not all children can crawl by this time but they might get around by shuffling on bottom or rolling around. Children also know their name by now and turn towards you when they are called, they like to play by passing objects from hand to hand and examine them by poking or prodding.By the age of two, a child has many talents, such as walking with or without toys, bending to pick up things from floor. Children have started to do a lot more with their hands such as Waving, pointing to what they want, building towers out of bricks, banging objects together and also feed themselves. And the ability to say no by shaking their head. You will also start to notice that they have a preference to which hand they want to use.By three years of age children are able to kick or throw a ball, kneel down to play with things and can build larger towers. Children also like water, so playing pouring with different shaped things is enjoyable for them . Between the ages of three and seven, children are more adept, they have mastered climbing stairs and gained more confidence to climb, walk on tiptoes and jump , also gained control of eating with cutlery which in turn should help with holding a crayon or pencil to draw.Throwing and kicking a ball with aim, using safety scissors and copying shapes and letters. As children get closer to seven they are climbing, jumping catching, skipping and riding a bicycle and are able to write. Between seven and twelve years of age children are experiencing the art of taking part in team games such as football, athleti cs etc. From twelve onwards we reach puberty. Not all girls and boys reach puberty at the same time, some are slower than others.Puberty can cause a lot of upset and anguish. For boys, at this age,, start getting taller, muscles start to grow, along with facial hair, their voice may break, they may experience acne due to oilier skin and it does not get any better because some boys experience slow pubertal growth so they feel different from the rest of their friends and causes upset and worry, so as a parent you need to be there to reassure them that their rate of development is not related to the final physical potential.For girls,, by the age of thirteen periods would have started, their breasts have developed and their bodies are fuller and rounder and by 15 it is likely that she has grown to her full height, some girls develop as early as eight, but some do not show changes until late teens. Sometimes it is hard for teenagers, they become totally preoccupied with their developmen t. They feel awkward and sometimes feel embarrassed. SOCIAL AND EMOTIONAL DEVELOPMENT: includes forming relationships , learning social skills, self reliance, making decisions, caring for others and developing self-confidence and dealing with emotions. -3months, children of this age concentrate on an adults face when being fed and smiles, they respond to adults especially mothers face and voice and also very dependant on adults for comfort and reassurance when cuddled. Six -nine months children show affection to people they are used to ,but shy with strangers, they also like to play games like peek-a-boo. One to two years, children like to please people and like to be centre stage and perform, play along with other children, they can be cooperating but then can be istracted by unwanted behaviour and may become distressed if separated from a known adult, so they may need use a comfort object, e. g toy or blanket. Between two and three, a child will develop sense of own identity and s tart to be independent, act impulsively ,prone to bursts of emotional tantrums and demanding things, wanting things NOW, and craving attention. Three to four years, at this stage children become more caring to others, they like to share and they become more cooperative and want to help with everything. They also become more independent and more secure in unfamiliar places.Four to seven years, This age group need structure and routine to feel safe, when behaviour is bad they need limits to be set , they enjoy helping others. Often make friends but need a hand in resolving situations. They will learn a lot about the world and how it works , about people and relationships and develop understanding of rules. Seven to twelve years of age, Children start to form special relationships at about eight, they usually like to mix with children of same sex, because they become aware of own gender, they become less reliant on adults for support unless they need an adult to help sort out an argume nt.They enjoy being in groups of their own age but are strongly influenced by peers and want to fit into their rules. Children can be either arrogant, bossy or shy but they do develop an understanding that certain behaviour is not acceptable and why. Teenagers, teenagers become self-conscious as they notice changes to their body, they need reassurance more than anything else. Their body is going through emotional turmoil , they are tossed back and for between childish needs and adult desires, they are also being prepared for independence from their parents and closer to friends and relationships.Teenagers also get embarrassed and feel awkward and worry about making mistakes. INTELLECTUAL DEVELOPMENT. Between 0 and three years of age, realise others are separate from themselves, they imitate and try different ways of behaving in play and they become more confident but still need reassurance. Three to four year olds are able to sort objects by size, shape , colour and type, e. g anima ls . They can also understand two or three things to do at once e. g ` fetch that beaker of water, give it to your brother and take empty beaker back to kitchen. Five to seven year olds .At this age children begin to understand differences can exist side by side, and about sameness and difference in various aspects of life and are able to see that the same amount of porridge can look different in another container. Seven to twelve year olds, are able to do things for themselves, read, and take interest in certain things. Twelve to sixteen, At this age, children turn to their friends, they are less concerned about adult approval, they want to follow their peers, dress the same, have the same games, behave the same way even wear the same clothes.LANGUAGE DEVELOPMENT. Between 0 and three months , babies start to make happy sounds, they watch peoples faces and try to copy, and enjoys music and other sounds. Babbling sounds begin between six and twelve months, they will laugh or chuckle and feel pleasure by making squealing noises, they turn their head towards sounds. At one children start to put words together and understand key words. By two they start to understand the art of speech and start to copy and by two they can use thirty to one hundred and fifty words.Between two and three, children are able to put words into a sentence, they can join in with songs or nursery rhymes, scribble on paper and by the time they are three can be using several hundred words and like all children they start to ask what? , when? And why? Three to four year olds start to use pitch and tone, their vocabulary can be up to fifteen hundred words by now and including past tense, also their scribble becomes more controlled. Four to five year olds can steadily copy shapes and some letters, recognise their own name and words that are used regularly.They are also more able to use language to communicate ideas and grammar is more accurate. By using picture books children are able to follow , understand and enjoy the story. Questions that they ask becomes more complex. Five to seven years of age are fluent and able to make up stories, they handle books well, recognise more and more letters linking them to sounds and understand that text carries meaning. Seven to twelve years of age usually need help with spelling, adults introducing new words will help their vocabulary.Children can also read out loud and know the different tense and grammar and speak fluently explaining complicated happenings. Twelve to sixteen year olds can be quite irritating by using sarcasm and trying to be witty, but they are just testing their new sophisticated mental abilities. Their logical thinking is maturing and may enjoy a debate, it helps to practise verbal skills. Q1b, Explain how theorie s of development and frameworks to support development influence current practice? 1B.Theories related to child development, such as social and emotional skills can be divided into three schools of thou ght. 1. Biological – Genetic make up 2, L earning – Result of contact with others 3. Psychoanalytic – Combination of both biological and learning Each of the above has many theories supporting them. PIAGET.Jean piaget was a psychologist and philosopher and spent his professional life listening and watching children, his research found that children don’t think like adults and he suspected tha behind illogical statements were thought processes that had their own kind of order and logic. His background of biology and philosophy influenced his theories and research of child development. Piagets theory is based on the idea that children develop cognitive structures( mental maps ) for understanding and responding and their cognitive structure increase as they get older.He identified development stages. 1. Sensorimotor 2. Pre-operational 3. Concrete operations and 4. Formal operations. BRUNER Jerome Bruner is one of the best known psychologists and developed t he theory of cognitive growth, he looked at environmental and experimental factors that affect intellectual growth . He believed that children need to move more freely and be involved in their own learning, his ideas were based on catergorisation and believed that adults could support their children in their learning experiences.Bruner had a profound effect on education, his work is still influential to scientific studies today. He indicated four key themes in the process of education (1960). 1. Readiness for learning 2. Motives for learning 3. Intuitive and analytical thinking 4. The role of structure in learning. VYGOTSKY. Says that a child is brought up by culture which has two contributions to a child`s intellectual development 1st their knowledge , 2nd what to think.Cognitive development – children learn by problem solving. Language is a learning process and interacting contribute to a childs development. HOWARD GARDNER, stated that there at least seven intelligences whi ch link our individuality they are. 1. Verbal – linguistic 2. Musical. 3. Logical. 4. Spatial 5.Bodily kinaesthetic 6. Interpersonal. 7. Intrapersonal. MONTESSORI. Dr Maria Montessori, a scientist had a unique opportunity to study the thinking and learning skills in children and developed specific learning apparatus to help and including children who learn differently. She stated that the secret of good teaching is to regard the childs intelligence as a fertile field in which seeds may be sewn to grow under the heat of flaming imagination.Her theories and ways of educating children are used today e. g using music, language, hands on educational materials, games and muscle movements etc. Current child development theories, are that the first three years of life are critical to laying down the foundations for future learning. Babies need to be sung to, cuddled, touched, talk to and kept warm. There are three styles of learning Visual, Kinaesthetic and Auditory. In the early ye ars of life most children experience rapid and physical, emotional, intellectual and social growth.There are systems in place to intervene and identify signals that may cause future concerns. Practitioners work with parents and primary carers to listen to views so as to build on children`s experiences, knowledge and understanding and provide opportunities to develop in all areas. Q1c, Explain how to monitor children and young people`s development using different methods? 1C. To monitor a child`s development starts with, 1. Observation 2. Assessment 3. Planning 4. Implementation and 5. Evaluation.Observation, – observing children is an important role for a childcare practitioner to practise it is essential that they are able to assess progress and plan for the childs future. Observation can help identify any issues with the child, identify strengths and weaknessess, monitor development and how to respond in situations, and to add any improvement where needed, also share with p arents, collegues and specialists. By conducting observations you can learn more about a child, some characteristics on display maybe: 1.Skills and accomplishment 2. Personality and temperament 3. Interests and preferences 4. Level of cognitive and social development 5. Strategies for creating desired effects. Always obtain permission before using observation.Different methods are; Time sampling – at pre-planned times . Event sampling – Behaviour forms of Structured – create a particular activity. Naturalistic – usual routines Participative – be engaged in activity together Longitudinal – detailed observations Target child – use in groups to find out if they are getting worthwhile experiences.The skills are to be able to obtain information about the child Look – Know what you are looking for Listen – Take notice how conversations are with others Record – make accurate notes.Think – consider what you se e and what assessment would you make . Assessment,- is the process of analysing and reviewing what you currently know about the childs development. When you assess, you are making a judgement or decision on the childs progress. To make a valid assessment you must collect all relevant information needed, this should include the childs development, learning, health, behaviour, academic progress and the need for special services.Once information has been collected any assessment should be carried out by a childcare worker and based on Thorough knowledge of child development , Parents observations of their childs development and other practitioners observations who has worked with the child and analysis of observations of milestones and expectations. The results of the assessment can then be used for planning the individual care. Planning,- For the next steps in a childs development should be done on the information you obtained from the assessment.Any concerns should be discussed with the parents and collegues to identify any intervention that maybe required. Planned activities are experiences and opportunities that are thought about and planned in advance. Unplanned activities are some of the most important and effective learning opportunity arise spontaneously. In these instances you have to make the most of the opportunities. All childcare settings have a curriculum, even if they don’t use that word to describe the activities they provide for children. Child-centred planning is important because it focuses on the needs of the child.Allows children to take lead in learning based on own interests and helps to practice and develop old and new skills. Enables parents and staff to take time out to think and be in agreement what development needs individual children want. Plans are always based on the knowledge of the stage of development reached by the child concerned. Appropriate goals are set for the next stage of the childs development. Implementation, â €“ A long term developing plan should be put in place to lay out aims for learning over a year.It should represent the purpose behind the childcare worker`s practice and contain brief summary of what they want children to achieve. Short term plans are put in place to help practitioners plan activities weekly , it helps children to have a choice, either to have or try a new experience or activity that will encourage them in developing, and the plan should be adaptable for children at different stages of learning. When writing a short term plan it should outline; something to progress the developmental and learning needs of all children.Something of interest and supply enjoyment for all children. All the areas of learning in the early years foundation stage are covered. Do not discriminate against any child. And that setting has or can access the required resources. By creating a plan a childcare worker will be able to organise the environment List equipment and materials needed Identify the activities they want children to participate in.Set out their own participation in activities and set timing ( when and how long ) When creating an individual plan both child and parents can be involved, a child can contribrute can say what they like and what they don’t, and parents can contribute by given information about their childrens interests, experiences and activities at home .When creating plan the careworker must include the seven stages, which are : Assessing current stage in learning and development. Identify needs for further learning and development. Setting clear targets for achievement. Identify strategies for achievement. Intergrating plan into other plans of the setting. Implementing plan. Review plan.Individual plans should include ; Childs name Key workers name Date of plan Aims of plan Targets Strategies to help child achieve targets Date of next review Date and comments when aims and targets are reached. Evaluation – All plans n eed evaluating, reviewing or even re-planning. Everyone involved with the children play a part and staff should get together regularly to discuss plan in question and if anything needs re-thinking. 1. Do plans enable everyone working in setting to know what they are doing and how to do it? 2. Are plans enabling setting to be effective in progressing the childrens achievement in learning and development. If planning is not enabling one or both of these things to happen, it will have to use evidence collected to decide on appropriate changes to its plans , format or content.An important part of the evaluation plan is to inform parents how things are and for parents to explain their findings . Feedback creates good practice. Q1d,Explain the reasons why children and young people`s development may not follow the expected patterns? 1d,Children do not develop at the same rate as each other. Many children have growth spurts followed by a lull, their development may also not progress evenly across all areas. All children are individuals. Girls and boys going through puberty experience different things. Girls – If going through puberty early, her social development may not be keeping up with her physical growth, some girls can look grown up but still a child underneath. yet some girls are reaching full physical maturity and some are only beginning. Boys – some boys move into mid- puberty while others worry about their development. Their emotional state is constantly all over the place, their bodies are experiencing drastic changes which can cause emotional turmoil, all teenagers going through this could potentially cause disruption to development pattern. Some factors that can influence younger childrens development pattern are: Environmental and economic which consist of poor housing, lack of play facilities, low income families, lack of resourses and frequent changes in environment.Social – poor parenting, difficult family circumstances, few oppor tunities for one-to-one and few good role models. Emotional – conflict with family or peer group, family break up, moving house, death of a pet or family member, changes of childminder or a new arrival of a baby brother or sister. Medical – Long stays in hospital, illness of family member, ADHD, disability or frequent illnessess. Or in General – personality, immaturity, poor speech, temperament or becoming more independent. Most children experience rapid physical, emotional, intellectual and social growth, but for some children have major issues, and it is important to put systems in place where we can help children.Practitioners should work closely with parents and carers to listen to their views and to build on previous experiences, knowledge, understanding and skills and to provide opportunities to develop. Monitoring children is essential, when a child show signs of slow development, it is necessary to present different opportunities to use alternative appro aches to learning. Ongoing difficulties may indicate that they need extra help and support above what is normally offered. Early education settings are perfect for observing any changes in children`s development pattern because everything is recorded. Sometimes concerns are not noticed fully until later when a child is in formal education.Settings will determine what issues there are and able to set up programmes of support which the child may benefit from . Practitioners need to assess and assist the child in developing further in any area of their development. Disability can disrupt the development pattern also. A disabled child who cannot think or react or talk for themselves have to be assessed for specific needs and if they don`t get what they need interfere with their development pattern. Help childrens developing pattern by giving them what they need, that is by : Providing space, equipment, materials and activities for physical development .Giving praise, guidance , support, listening , supervision, provide opportunities to share in decisions and to take responsibility, be warm and affectionate and attentive and let them express themselves, for social and emotional development. And for intellectuall development, talk to them play I spy and dressing up , look and touch things, provide art and craft activities and include them in things like question and answers and laying the table etc. Language development includes asking questions, talking, discussing books, objects and ask them about themselves. Without these things the development wont follow the expected pattern. Q1e, Explain how disability may affect development?The early support programme is for families who have a disabled child under five, it is there to support families who leave hospital with a child with medical and physical needs and significant factors that could affect development. Long stays in hospital and long illnessess can also affect development. So can the lack of facilities. Carer s should obtain as much background information as possible to help to understand what the child needs. Disability may affect development if you do not provide the environments and resourses that they need, these include; Brightly coloured and textured toys . Toy`s and equipment with lights and moving parts. Large play and safety equipment. Painting with bright colours. Large print books and large print letters on computer keyboards. Mirrors and magnifying glasses and sensory activities. , for visual impairment.The other considerations are: Have good lighting. Encourage orderly movement around the school. Supervision in activities such as P. E , cooking and craft. Children with hearing impairment should be provided with : Music, movement, drama and dance activities. Craft and art. Story tapes and headphones. Reading, one to one stories and specialist computer programmes. Other considerations are: Look at the child when talking to them. Speak clearly and repeat yourself if they hav e not heard. Use visual aids, avoid distractions and use body language.Children with behavioural difficulties should be provide with: Quiet story times. One to one individual attention. Toys and activities that promote concentration. Large outdoor play area with lots of equipment. Sand and water for relaxing and dough for releasing aggression. Other considerations are: Give rewards. Minimise distractions. Make eye to eye contact. Speak clearly and give direct instructions. Avoid clutter. And distract children with an alternative activity ot toy. Ativities such as : Construction toys. Jigsaws. Sand and water play. Songs and rhymes. Music and instuments.Specialist computer programmes. Reading and looking at books. Painting will help with self-expression for children with autism, other considerations are: Be patient. Have a structured daily routine, children with autism cannot adjust to changes easily. Do not expect to keep eye contact but try to encourage it. Keep verbal instruction s brief. And provide activities for children to play individually. Children with physical disabilities, should be provided with: Stories. Role play. Sand, water, painting and dough all stimulate physical motor skills.Floor toys such as, cars, farm and large construction toys. Table-top activities such as crayons and paper. Painting. Sensory activities. And interactive play encourages other children to accept differences in other children. Other considerations are: Consider classroom layout. Install ramps, lifs and special toilets. Ensure chairs, tables and equipment are at a suitable height. And specialist equipment may be purchased such as special bicycles, scissors and triangle shaped pencils. Children with dyslexia should be given any activity or toy that does not need to use memory or organisation skills.Children with dysphasia should avoid music or movement activities. They may have low levels of concentration and may have difficulty doing jigsaws, sorting games and holding a pencil. Without all these things a disabled childs developed may be affected. Q1f,Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern? Early intervention is important because some children experience problems in the developmental process, and it is also important that there are systems in place to intervene and identify signals that may cause concern. Graduated response.Monitoring of a child`s progress is essential, if a child shows signs of slow development it may be necessary to present different opportunities or use different methods to learning, and or the child needs more support above what is normally available for children of same age. Early education settings are perfect to observe patterns of development, the settings determine what the issues are and set up programmes of support from which the child benefit. The early support programme – was developed by car ers practitioners and parents and it is used for families with disabled children and gives families and people working with children support, guidance and resourses . It promotes multi-agency working and the consistency of approach to the care and well-being of the child .Common assessment framework – is a key part of the governments aim of delivering frontline services that are focused on and around the needs of children and young people. It helps to identify needs and promotes coordinated service provision. Children with additional needs often require support from more than one agency or more than one local authority and they pull together the information they gather to identify aspects of the childs learning and development. Observation, – observing children is important for a childcare practitioner to practise because it is an essential element of being able to assess a childs development. It can be used to strengthen virtually every aspect of an early childhood pr ogramme.Methods of observation are: Time sampling Event sampling Participative observation Longitudinal â€Å" Taget child â€Å" Naturalistic â€Å" Structured â€Å" In order to make the most of any observation the observer should record what they have witnessed, and every child should have their own file, and only be used in ways to maintain confidentiality. Observation is how you find out the specific needs of individual children and you can then plan the next steps in the childs development and learning. Assessment – is the process of analysing and reviewing what you know about the childs current level of development and learning.When you assess you are judging what the next step will be for the child to improve. There are two types of assessing, formative and summative. Profiling – is a system of recording a childs personal achievements in all areas of development. There are now computer systems available that record childrens profiles and analyse many more options. After making observations and assessments you must use the results to identify learning priorities and plan relevant and motivating learning experiences for each child. Any concerns about a childs progress should always be discussed with parents and colleagues to identify wheather intervention may be required.Planning includes : Planned activities Unplanned activities Child-centred planning Long term development plan Short term development plan Individual development plan Whaever the plan is, they all need evaluating, reviewing and maybe re-planning. The childcare setting should monitor the progress of each childs learning and development, it is important because it will enable the childcare worker to establish how far the child has moved the settings long term objectives for the child. Whether the learning and development of the child is moving towards achievement . Whether the settings planning and implementation of the EYFS is being effective in progressing the chil drens development.Apart from all of the above we have to provide the right environment so children can learn and develop , children thrive best in an environment that supports their active and learning development. Debbie England EB1257620 R/601/1694 Q2a, Explain the factors that need to be taken into account when assessing development? Observing a child at work or play will help you assess and provide evidence of the range of the childs work, progress and attainment over time. It will also enable you to find out about the specific care and learning needs of each child and subsequently plan the next steps in the childs development and learning.To make an assessment you should gather together all relevant information about the child. This information should contain observations over a period of time. Development Learning Health Behaviour Academic progress and need for special services Any assessment carried out should be based on: Thorough knowledge of child development. Parents obse rvations of their childs development during the time.Observations of other practitioners who have worked with the child. Analysis of observations of the child against milestones and approximate expectations. The result of the assessment can be used to develop or amend plans for a childs individual care, learning and development and gude any curriculum decisions. This may include any of the following actions: Plan for the childs next steps for learning in an individual learning plan. Set goals for individual children that are realistic and within their capabilities. Provide appropriate play activities to stimulate the next stage of development.Set realistic expectations for the childs behaviour. Identify any developmental delay and, in conjunction with the parents, consider the need to seek help from specialists. Provide individual help in a specific aspect of development where it has been observed as necessary. Suggest introducing a behaviour modification programme. Leave the curren t plans for a child unchanged because the setting is satisfied with the childs progress or development. The assessment should always be discussed with the parents and that the parents share the same views about their childs stage of development. Q2b. Explain the selection of the assessment methods used to assess children?Formative assessment – is based on observations, which inform or guide everyday planning. When performing a formative assessment you need to ask yourself. What do your observations and any other evidence of learning you have collected tell you about the childs learning and development? ( examples of art work, information from parents or a photo you took. ) What was new- was there something yoy had not observed before? When you do this regularly, you will gain evidence of the childs progress over time and you will gain insights into his/her learning, development and their future needs.It is important that a childs parents are included in the assessment proces s, so they can share their views and observations about the childs development and being involved in planning what opportunities and experiences should be offered to the child. Assessments might be required in different formats :eg Filling in a checklist Answering a series of questions or writing a free and unstructured description. You must know what format you are to record achievements, difficulties, behaviour, physical performance and comment on whether the child has reached the agreed targets. And make sure theres confidentiality. Summative assessment – Is a summary of all formative assessments carried out over a long period of time.The EYPS profile is the summative assessment completed by practitioners, it summarises childrens progress towards the early learning goals. Within the final term of the EYPS providers must provide the parent of each child with:- A copy of EYPS profile if requested by parent. A written summary reporting childs progress against the early learni ng goals and the assessment scales. Details of the arrangements under which the EYFS profile and its results may be discussed with the parent. Planning for the next step in a childs development should be done on the information you have collected from your own observations , assessments and information from parents.Debbie England EB1257620 L/600/8782 Q3aExplain each of the areas of learning and development and how these are interdependent? Learners use all their sense to receive information. One or more styles is normally dominant. This dominant style defines the way a person learns new information. The learner may prefer one style of learning for one task, and a combination for another task. Carers should present information using all three styles of learning, it allows a learner to be presented with the other two methods as well, they all help children learn faster by reinforcing the material.Auditory learners often talk to themselves, they also move their lips and read aloud, th ey may have difficulties with reading and writing tasks. Many people assume reading is a visual action, although we see words, most of us process information by hearing ourselves say the words. Auditory learners fall into two categories. 1. The less understood auditory learners need to hear their own voice to process the information, they are those who need to talk it out. In a class setting when the instructor is not asking questions, auditory-verbal processors tend to mutter to themselves. 2. Some auditory learners prefer to listen both to themselves and others. Listeners are more likely to do well in school.Visual learners – linguistic and spacial, Visual learners prefer to see what they are learning, pictures and images help them understand ideas and information better than explanations, they may create a mental picture of what is being described. They may watch a speaker talk as well as listen. Visual – linguistic learners like to learn through reading and writin g tasks, they remember what has been written down. They also like to write down directions and pay better attention to lecturers if they watch them. Learners who are visual-spatial have difficulty with written language but do better with charts, videos, demonstrations and other visual materials. Kinaesthetic or tactile learners do best when touching or moving. Tactile learners want to touch.Kinaesthetic learners want to sense the position and movement of what they are working on. Even if they don`t get much from discussions or written materials , they may catch up by working through scenarios. Most classrooms don`t offer enough opportunities to move or touch. Sometimes we can sense the way they process information by what they say. A visual learner may say â€Å"I see your point† An auditory learner may say â€Å"I hear what your saying†. A kinaesthetic learner may say â€Å" I feel we are moving in the right direction†. All areaof development are important and all impact on one another.Physical development includes all movement skills and can be supported by providing Space Materials Equipment and Activity Social development include learning social skills, emotions, caring for others, self reliance, decision making, developing self confidence and forming relationships and can be supported by providing Praise Guidance Giving children chance to spend time with others Activities Encouragement Opportunities Listen to children Supervision Emotional development can be supported by Being warm and affectionate Opportunities to express how they feel Making them feel safe , secure and valued Giving them time and attention Intellectual development includes attention span Reasoning Developing memory Logic thinking and questioning Understanding information and can be supported by providing Games like I spy Getting children to help you Asking and answering questions Activities Playing make-believe Looking at plants, animals etc Talk about what they have seen Look at computers with them.Language development includes understanding and aquiring language, vocabulary and body language and can be supported by Asking questions Discussions about books, pictures etc Ask children to give information about themselves Ask children to recall something from the past. By using all these learning and developing methods , which work interdependently, help the child learn by experience, contact with others and environment.Adults who support this learning and developing process play a crucial part in ensuring that children gain maximum benefits. Children learn by doing, imagining what they have been doing and then turning what they know into symbols such as speech, drawing and writing. Q3b. Describe the documented outcomes for children that form part of the relevant early years framework? Documented outcomes should consist of a short discription of how the child demonstrates the three characteristics of effective learning. Playing an d exploring Active learning Creating and thinking critically.These discriptions must reflect on going observations of the child within formative assessment processes and should take account of all relevant records held by the setting and include information from the child, their parents and other relevant adults. Playing and exploring – engagement . Finding out and exploring is concerned with the childs open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. Using what they know in their play describes how children use to play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives and symbolic thinking.Being willing to have a go refers to the child finding an interest, in itiating activities, seeking challenge, having a `can do ` orientation, being willing to take a risk in new experiences, and developing the view of failures as opportinities to learn. Active learning – motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting one`s own goals,building on the intristic motivation which supports long-term success, rather than relying on the approval of others.Creating and thinking critically – thinking Having their own ideas covers the critical area of creativity – generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies. The following etails listed below are the ares of learning of the early years foundation stage 1. Listening and attention 2. Understanding 3. Speaking 4. Moving and handling 5. Health and self-care 6. Self-confidence and self awareness 7.Managing feelings and behaviour 8. Making relationships 9. Reading 10. Writing 11. Numbers 12. Shape,space and measures 13. People and communities 14. The world 15.Technology 16. Exploring and using media and mate rials 17. Being imaginative. During final year of the early years framework practitioners must undertake ongoing (formative) assessment to support each childs learning and development. There is no requirement that this is recorded in any specific manner or at specified points in time, practitioners should be mindful of their professional responsibilities for the learning and development of every child in their care and plan the provision needed to enable children to take the next steps in their learning .In the final term of the EYFS practitioners must make a judgement for each child using information from all sources to make a judgement for each ELG. Practitioners must make a judgement for each ELG as to whether the childs learning and development is best described by:- The description of the level of development expected at the end of EYFS (expected) Not yet at the level of development expected bt the end of the EYFS(emerging) and Beyond the level of development expected by the end of the EYFS (exceeding). Q3c. Explain how the documented outcomes are assessed and recorded? PLEASE UPLOAD YOUR ASSIGNMENT ONTO THE VLC IN THE UNIT 1 SUBMISSION AREA Learning OutcomesAssignment question 1 L/601/1693 1-3 a. Explain the sequence and rate of each aspect of development from birth – 19 years. b. Explain how theories of development and frameworks to support development influence current practice. c. Explain how to monitor children and young people’s development using different methods. d. Explain the reasons why children and young people’s development may not follow the expected patterns. e. Explain how disability may affect development. f. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. 2 R/601/1694 1-2 a.Explain the factors that need to be taken into account when assessing development. b. Explain the selection of the assessment metho ds used to assess children. 3 L/600/8782 1,3,5 a. Explain each of the areas of learning and development and how these are interdependent. b. Describe the documented outcomes for children that form part of the relevant early years framework. c. Explain how the documented outcomes are assessed and recorded. d. Explain how practitioners promote children’s learning within the relevant early years framework. e. Explain the importance of engaging with a child to support sustained shared thinking. f. Reflect on own practice in supporting learning and development of children in their early years.