War And Peace Essays (1262 words) - French Invasion Of Russia

War And Peace War and Peace The renowned Russian creator Leo Tolstoy composed War and Peace in 1865. It is a tale about the lives of the Russian imperial family from 1805 to 1815. This book delineates things and occasions that occurred during the war. The epic portrays the war with Napoleon where numerous nations were included, for example, Russia, Austrian, Prussia, Spain, Sweden, and Britain. In any case, the novel chiefly centers around Russia. It mirrors the various perspectives and cooperation in the war of Russian privileged. Indicating the war, Tolstoy portrays Napoleon's assault on Russia, the clash of Borodino, the moderate recovery of the Russian armed force, the success of Moscow by Napoleon, the fire in Moscow, and the recovery of Napoleon's military during a lethal winter. Napoleon needed to withdraw from Russia under assaults by Russian laborers and horsemen on the individuals who fell behind. His military likewise experiences cold and yearning, since the Russians demolished all food supplies. The takeover of Moscow by Napoleon end up being futile, and over the long haul, obliterated an enormous piece of his military. Nearby with these recorded occasions, Tolstoy depicts the various classes of Russian culture in the provisions of their investment in the war and what sort of an effect war had on their lives. In the start of the novel, the Russian privileged class, which was in the ruler's circle, needed Russia to take an interest in the war. They needed a speedy triumph and pride for the Russian respectability. They didn't envision that the war would annihilate homes, horticulture, and take numerous Russian lives. There are the acceptable individuals, and obviously, the terrible. The great individuals being Natasha Rostov, a young lady who develops and develops all through the book and Pierre Bezuhov, the child of Kirill Vladmirovitch Bezuhov, who talks a significant part of the novel communicating his motivation on earth. Sovereign Andrei Bolkonsky, the pioneer of the Bolkonsky family and an extraordinary war legend. The terrible individuals are simply the heroes, as they torment themselves and Napoleon Bonaparte, (who, by a few, is accepted to be an impostor) the head and military pioneer of France, whom is bowed on global control. The Secondary characters are the groups of Bolkonsky and Kuragin, Anna Pavolvna, a well known St. Petersburg socialite and Kutuzof, the military chief of the Russian powers. This class is appeared in Anna Pavlova Sharer's salon, with its high society nobility, who talk just in French, seeing the Russian language as boorish and valuable just for workers. They received French culture and wear French style apparel, and simultaneously they need to battle Napoleon. In any case, most of this class wouldn't like to take an interest themselves in the war, however need to win the war with the hands of the laborers. These blue-bloods, regardless of their high training and force, will never really help win the war. They live like parasites on the body of Russia's general public. This is the means by which Tolstoy portrays this class when all is said in done, yet he likewise delineates two agents of this high society, Andrew Bolkonsky and Pierre Bisuhov, who were the more savvy ones, and whose lives and perspectives on war and life changed as the consequence of the war. Portraying the Rostov family, who were additionally well off aristocrats, however were not in the despot's circle and lived in provincial pieces of Russia, Tolstoy indicated a run of the mill Russian family who were committed to their nation and Russian conventions. The entirety of Tolstoy's compassion is their ally and he presents them in a positive manner. They sing Russian old stories, which the higher blue-bloods would not fantasy about doing. Portraying this class, Tolstoy depicts straightforward and unceasing issues, for example, birth, love, pardoning, and passing. The primary national qualities are in the Russian workers. Through these individuals, who loathe war, we are indicated that they are compelled to partake in the war in light of the fact that the have no other decision. They show genuine gallantry during war. Chief Tushin and a fighter, Timohin, give their lives to spare their military. Verifiable figures, for example, Napoleon and Kutuzov restrict the perspectives on the noble class in the ruler's circle. This class of individuals didn't care for Kutuzov, who turned into the general of the Russian armed force. They thought he was as well

Macbeth 2 Argumentative Essay Example For Students

Macbeth 2 Argumentative Essay Question: Are there current equals to Macbeth? Give instances of other people who have fallen prey to desire and avarice and offer guides to show how they fit the Macbeth shape. Macbeth was an exceptionally avaricious and miserable man who was truly powerless to pressure. Everybody in todays current world fits the Macbeth form in some sense. There is certainly not a living being that has never fallen prey to peer weight, avarice or desire. Macbeth had consistently wanted and longed for being King and controlling over the nation. His significant other needed Macbeth to be King, in this manner Macbeth needed to govern considerably more. Woman Macbeth additionally needed to be the Queen of Scotland. The weights that Lady Macbeth laid upon Macbeth were unmeasurable. Macbeth was continually impacted by his better half. Macbeth had numerous fantasies and wishes of administering over Scotland. He was an eager man. His wants and dreams of being King appeared to be conceivable and feasible. With the impacts of his significant other and the premonitions of the three witches, Macbeth understood that his fantasies could become reality. Childishly, not considering others, Macbeth submitted murder to become King. He slaughtered Duncan, the King of Scotland. Macbeth was an avaricious and negligent individual. As it were, Macbeth could be delegated envious. He was clearly somewhat desirous of Duncan since Duncan had everything, including bliss. Duncan was the King and Macbeth was definitely not. This could cause a ton of envy. Macbeth had wants and wishes yet they were out of reach with Duncan around. Toward the finish of the story everybody loses regard for Macbeth and understands that he was the person who slaughtered Duncan. Macbeth was murdered. This appears as though a significant expense to pay just to be King. Interestingly, Macbeth was loaded up with outrageous blame and bitterness. He was unable to try and make the most of his season of rulership. An exemplary current corresponding to Macbeth who fits the Macbeth shape is Tanya Harding. Tanya was an olympic skater who was not number one. Kim Campbell then again was a generally excellent skater who had potential and incredible abilities on the ice. When Kim was vieing for third spot and Tanya was beneath tenth, Tanya lost her good judgment and was loaded up with envy and covetousness. Every last bit of her expectations and desire appeared to vanish Tanya trusted Kim was all to fault. Tanya employed her protector to clobber and beat Kim in the knee with a polished ash. Kim was seriously harmed and couldn't contend. Tanya could have been pushed or impacted into this demonstration by her companions, family and even her mentor. She could have felt as if her loved ones were relying on her to progress admirably. Such huge numbers of individuals were viewing while she felt just as she was falling flat. Maybe Tanya felt that the main way she could make her fans glad was to win. Her lon e decision is dispose of a top contender. Tanya is as yet attempting to recapture respect from society and all her old fans however nobody will have the option to overlook the catastrophe and the error that Tanya resolved to accomplish a decoration in skating. She despite everything battles with the loss of companions and the loss of regard. Scar, from the Lion King additionally fits the Macbeth shape. Scar was desirous of his sibling Mufassa who was the King. Scar could just dream and wish of some time or another turning out to be leader over the Pride Lands. On the off chance that he could possibly do become King Scar realized that Mufassa and his child Simba would need to be good and gone. Scar had numerous plans and attempted ordinarily to murder Simba, however it never worked. He at long last thought of an arrangement that would execute both Mufassa and Simba. He arranged that both of them would be trapped in a shocking charge. Simba got away securely from the charge however Mufassa was caught. He figured out how to move up a precipice. Scar was at the highest point of the bluff. Mufassa connected his paw to his sibling for help. Rather than pulling his sibling up, Scar drove his nails into Mufassas paw. Mufassa fell and was killed.Simba rushed to his dad. Scar came up behind Simba and revealed to him that he was th e reason for his dads demise. Scar urged Simba to escape from the Pride Lands and stay away forever. Simba accepted his uncles exhortation and fled, trailed by three killers employed by Scar. Simba made it to security and lived in the wilderness. .u4efc79406e24e493478fce62a1ff587e , .u4efc79406e24e493478fce62a1ff587e .postImageUrl , .u4efc79406e24e493478fce62a1ff587e .focused content territory { min-stature: 80px; position: relative; } .u4efc79406e24e493478fce62a1ff587e , .u4efc79406e24e493478fce62a1ff587e:hover , .u4efc79406e24e493478fce62a1ff587e:visited , .u4efc79406e24e493478fce62a1ff587e:active { border:0!important; } .u4efc79406e24e493478fce62a1ff587e .clearfix:after { content: ; show: table; clear: both; } .u4efc79406e24e493478fce62a1ff587e { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; obscurity: 1; progress: darkness 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .u4efc79406e24e493478fce62a1ff587e:active , .u4efc79406e24e493478fce62a1ff587e:hover { haziness: 1; change: mistiness 250ms; webkit-progress: haziness 250ms; foundation shading: #2C3E50; } .u4efc79406e24e493478fce62a1ff587e .focused content region { width: 100%; position: relat ive; } .u4efc79406e24e493478fce62a1ff587e .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content improvement: underline; } .u4efc79406e24e493478fce62a1ff587e .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u4efc79406e24e493478fce62a1ff587e .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-tallness: 26px; moz-fringe range: 3px; content adjust: focus; content enhancement: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u4efc79406e24e493478fce62a1ff587e:hover .ctaButton { foundation shading: #34495E!important; } .u4efc79406e 24e493478fce62a1ff587e .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u4efc79406e24e493478fce62a1ff587e-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u4efc79406e24e493478fce62a1ff587e:after { content: ; show: square; clear: both; } READ: Social, Political And Economic Effects Of WWII EssayScar became King and delighted in the time that he controlled without a doubt, albeit none of different creatures had any regard for him. Toward the finish of the story Simba came back to find that Scar had slaughtered his dad. Scar was slaughtered. Despite the fact that Scar became ruler, he just administered for two or three years. The demise of his sibling carried bliss to his life. This demonstrates this character was exceptionally egotistical and voracious. No sentiments or sensations for others would impede Scar turning out to be King. Scar had continually longed for being King and effectively accomplish his objective, including killing his own fragile living creature and blood. The most mainstream individual in todays current world that fits the Macbeth shape is presumably O.J. Simpson. O.J. has been demonstrated liable of the wrongdoing of homicide. He has as far as anyone knows slaughtered his better half, Nicole Brown. For what reason did he do it? All things considered, there might be numerous reasons. O.J. what's more, Nicole were in a separation. In the event that the separation would have been finished, O.J. would need to pay Nicole divorce settlement. As O.J. is an exceptionally well off man, he most likely would have needed to pay an enormous whole of cash. In the event that this was the motivation behind why O.J. murdered his significant other, O.J. can be viewed as being exceptionally insatiable and narrow minded. O.J. likewise has two youngsters. The mother of the kids normally gets guardianship of the children in separate from settlements. Maybe O.J. cherished his youngsters so much that he was unable to stand to free them. O.J. executed for his own needs and wants. He may of had aspirations and objectives for his youngsters which were being detracted from him. The separation between O.J. what's more, Nicole was not settled. Nicole was dating another man (who was likewise killed). Since the separation was not satisfactory, this dating could be viewed as an undertaking. Maybe O.J. was envious of this man. Perhaps, out of childishness, voracity and desire O.J. went to far when he chose to kill his significant other. O.J. has lost a great deal of cash, companions and trust. Not just has he lost the majority of his trust with loved ones, he has additionally lost trust and regard from general society and his fans. Confidence and trust is significant throughout everyday life. O.J. fell prey to aspiration, avarice and envy, much the same as Macbeth. Everybody in todays current world fits the Macbeth shape in somehow. There is certainly not a solitary individual that can genuinely say that they have never been desirous, ravenous or loaded up with expectations and aspirations. It is right to dream now and again, as long as it remains in charge.

Abortion- both views essays

Premature birth the two perspectives articles Thou shalt not slaughter. This is one of the Ten Commandments. What's more, is likewise something strict individuals live by. Slaughtering is ethically off-base. A babys heart is creating at about fourteen days and Many researchers presently concur that human life begins at origination (Common 2). This demonstrates the hatchling is killed during the methodology of fetus removal. Numerous religions reproved the act of premature birth since it is ethically off-base. A hatchling is just 50% of its mom and half of its dad, but at the same time is a full being all alone. Science has made it feasible for an embryo to live without its mom right on time during the subsequent trimester (abortioninfonet 1) The book of scriptures has numerous versus about the mother and the newborn child in her belly. Could a lady overlook her newborn child, or be without delicacy for the youngster in her belly? Yea, they may overlook, yet won't overlook thee (Isaiah 49:15). Ladies who have premature births here and there re-think their activities. The youngster they murdered was a piece of them they will never get back. One religion says everything is dealt with, God is absolutely sympathetic and will consistently excuse you of anything on the off chance that you just accept there is a God (qtd in ministers forever 1). Having a premature birth violates no law. Adhering to the rules that everyone must follow is critical to strict individuals. A few researchers state life starts at origination, yet when the Roe v Wade case was managed, Justice Harry Blackmun composed: We need not resolve the troublesome of when life starts. When those prepared in the controls of medication, reasoning, and philosophy can't show up at any agreement, the legal executive, now in the improvement of keeps an eye on information isn't at the situation to speculate(qtd in individuals 3). The possibility of life as a baby and when it starts is just feeling. Opportunity of decision is a piece of the Constitution. Ladies ought to have the opportunity to pick what they ... <!

Essay Topics For Small Children

Essay Topics For Small ChildrenEssay topics for small children are almost limitless and require an adult who is able to think like a child. Kids can, of course, think for themselves, but that doesn't mean they know everything. They will be more interested in facts and information that the teachers can present to them and will not be able to understand why the teacher is presenting the information that they want.Adults should avoid criticizing kids on the points that they make in class. Sometimes, teenagers can be hard to control and must be dealt with. It's important to remember that a child has different needs from an adult and needs to be recognized for it. Often, the more attention that is paid to the child, the better the student will perform in the classroom.The first of the essay topics for small children should be the topic for their first assignment. They will most likely be curious about it and want to find out everything they can about it. The subject of their first paper s hould be the biggest concern of the student, and should be the focus of their writing. They can't concentrate on the material that they are given unless they are assured that their work will be effective.Another topic for a small child would be animals. Children love to learn about animals and this topic can be an effective one. It may even help the child to develop his/her affinity for them. There are animals for every child. Cats, dogs, fish, birds, butterflies, snakes, and bugs are all easy subjects for small children to research.But the topic for essays for small children should not be all about animals. It should also include stories. It may sound odd, but it's a fact. Teachers need to have some stories written up for the child. These stories should include facts and should illustrate how well the subject has been explained.Finally, a final topic that should be written up would be the person in question. This topic could involve the student's hobbies or favorite foods. It can a lso be something about the student's personal life.Essay topics for small children can go on. They should not be limited by what they are taught in class. One can easily generate new essays, just based on what he/she knows about the subject.

New Element Names Announced by the IUPAC

The International Union of Pure and Applied Chemistry (IUPAC) has announced the new names proposed for recently discovered elements 113, 115, 117, and 118. Heres the rundown of the element names, their symbols, and the origin of the names. Atomic Number Element Name Element Symbol Name Origin 113 nihonium Nh Japan 115 moscovium Mc Moscow 117 tennessine Ts Tennessee 118 oganesson Og Yuri Oganessian Discovery and Naming of Four New Elements In January of 2016, the IUPAC confirmed the discovery of elements 113, 115, 117, and 118. At this time, the discoverers of the elements were invited to submit suggestions for the new element names. According to the international criteria, the name must be for a scientist, mythological figure or idea, geological location, mineral, or element property. Kosuke Moritas group at RIKEN in Japan discovered element 113 by bombarding a bismuth target with zinc-70 nuclei. The initial discovery occurred in 2004 and was confirmed in 2012. The researchers have proposed the name nihonium (Nh) in honor of Japan (Nihon koku in Japanese). Elements 115 and 117 were first discovered in 2010 by the Joint Institute of Nuclear Research together with Oak Ridge National Laboratory and Lawrence Livermore National Laboratory. Russian and American researchers responsible for discovering elements 115 and 117 have proposed the names moscovium (Mc) and tennessine (Ts), both for geological locations. Moscovium is named for the city of Moscow, the location of the Joint Institute of Nuclear Research. Tennessine is a tribute to the superheavy element research at Oak Ridge National Laboratory in Oak Ridge, Tennessee. Collaborators from the Joint Institute for Nuclear Research and Lawrence Livermore National Lab proposed the name oganesson (Og) for element 118 in honor of the Russian physicist who led the team that first synthesized the element, Yuri Oganessian. The -ium Ending? If youre wondering about the -ine ending of tennesine and -on enging of oganesson as opposed to the usual -ium ending of most elements, this has to do with the periodic table group to which these elements belong. Tennessine is in the element group with the halogens (e.g., chlorine, bromine), while oganesson is a noble gas (e.g. argon, krypton). From Proposed Names to Official Names There is a five month consultation process during which scientists and the public will have the opportunity to review the proposed names and see if they present any issues in different languages. After this time, if there is no objection to the names, they will become official.

Human Resources Outsourcing Strategy, Questions and Answers

Q.1 Discover the role of Human Resource (HR) outsourcing strategy to encounter the requisite for a more nimble personnel. Answer: Human Resources (HR) outsourcing strategy impulses to modify the concept of how talent is manage by the contribution of firms. To produce more agile workforce, a leading HR outsourcing discourse the requirement of efficient skills in an effective business environment. It improves the brand of employer and determine how outside world perceived by the workforce of company’s management and give chance to new talent that lead to higher productivity. Today, HR outsourcing is moving forward to become an important part of companies’ strategies as well as encloses a broader field of zone and provides organizational flexibility. The company is ensure by outsourcing providers to rapidly adjust its personnel planning and procedures with their own expertise, significant skills and perception, all provided in one package. Nowadays, the recourse of outsource is intense and outspread, targeting many framework of task and workers category. By the help of efficient outsourcing partners , companies modify outsourcing to get a better solution and fulfill the needs of workforce. When nimble and cost effective become crucial, companies look forward for outsourcing providers who take control over major related processes and give better services. Moreover, firms also promote the hiring of full time employees through Recruitment Process Outsourcing (RPO). ThisShow MoreRelatedThe Effects of Human Resources Outsourcing on Leadership Performance and Employee Commitment1351 Words   |  5 PagesLeadership Performance Abstract The following pages focus on providing a theoretical framework and a research design intended to address the influence of human resources outsourcing on leadership performance and employee commitment. The Introduction discusses some of the issues that reflect the necessity of research in this field. The Theoretical Framework describes the variables used in this study. The paper continues with the Scientific Research Design section that presents the type of researchRead MoreAdvantages and Disadvantages of Outsourcing1460 Words   |  6 Pagesto their own personal growth, as well as the idea of career growth. Career is much more than an economic term, far more than earning money, and ties more to psychological factors than simply making a living. In other countries, the idea of human resources and labor are often at odds within a particular culture or socio-economic unit. For example, manual labor, or repetitive labor that requires only basic skills (e.g. assembling circuit boards or sewing) is usually viewed as only a means to an endRead More Outsourcing Essay1534 Words   |  7 PagesOutsourcing Thesis: How outsourcing jobs has affected IBM’s Human Resource Management Department I. What is outsourcing A. Factory work to outside contractors B. Management responsibilities C. Human Resource Management duties II. Why use outsourcing A. Reduction in labor force B. Saving’s factor C. Technological advantages D. Increase customer satisfaction III. Winners A. Stockholders B. CEO’s C. Clients D. Outside contractors IV. Losers A. LocalRead MoreHuman Resource Management At Paychex, New York, Paychex Inc.1572 Words   |  7 Pagespayroll, human resources, and benefits outsourcing solutions for small to medium sized businesses. In 1983, Paychex went public and began trading on the NASDAQ and has recorded steady growth ever since. As of 2014, it had more than 100 offices serving approximately 580,000 payroll clients. After graduating from University of Wisconsin – Madison in 2011 with a degree in sociology, Haley joined the workforce at Paychex working as a Human Resource consultant. Haley was first introduced to Human ResourcesRead MoreOutsourcing American Jobs Hurt U.s. Economy1560 Words   |  7 PagesOutsourcing American Jobs Hurt U.S. Economy Globalization is the integration of markets through the cooperation of internalization, federal, and state governments with corporate companies to provide low-cost products. Subsequently, outsourcing is an essential part of this globalization. However, what exactly is outsourcing? In its broadest sense, outsourcing is simply contracting out functions that had been done in-house—a longtime U.S. practice (â€Å"Globalization: Threat or Opportunity†). When a URead MoreHuman Resource Management1269 Words   |  5 Pagesprofessor to a full-time corporate executive, I was shocked to discover that many great HR principles we take for granted to not automatically take hold in the real world†¦ (Arthur Yeung, 2011). ONE: Describe the unique challenges of managing the human resources function for your specific organization. During economic hard times, when the U.S. has fallen into a recession as it did in 2007-2008, there are innovations that are needed in HR management, according to an article in the peer-reviewed GlobalRead MoreOutsourcing American Jobs Hurt U.s. Economy Essay1672 Words   |  7 PagesOutsourcing American Jobs Hurt U.S. Economy The dawn of the outsourcing era. Many large U.S. corporations cultivates outsourcing faster than we can imagine. The trend that began in the late 1970 and picked up speed in the 1900s with the opening trade with China, India, and Eastern Europe (â€Å"Outsourcing: What’s the true Impact†). In its broadest sense, outsourcing is simply contracting out functions that had been done in-house—a longtime U.S. practice (â€Å"Globalization: Threat or Opportunity†). SubsequentlyRead MoreImpact Of Offshoring On The American Economy1417 Words   |  6 Pagesemployees as little as 10% of the average earnings in America. Although this is happening in many professions, it is extremely noticeable in engineering with the managers of these large companies hoping to save a net cost of 70 percent (Ron Hira). This strategy, which is commonly known as offshoring, has been increasing in popularity exponentially and there have been many debates as to whether this method of pro duction is a benefit, or a burden. It is uncertain what the overall effect of offshoring willRead MoreIs535 Week 5 Hw998 Words   |  4 PagesGrades for essay questions, and comments from your instructor, are in the Details section below. | Date Taken: | 11/27/2011 | Time Spent: | 02 min , 43 secs | Points Received: | 20 / 20   (100%) | | Question Type: | # Of Questions: | # Correct: | Multiple Choice | 20 | 20 | | | Grade Details |   1. | Question : | Which type of infrastructure services provides voice and video connectivity to employees, customers, and suppliers? | |    | Student Answer: | |   NetworkingRead MoreDo It Yourself Outsourcing : Case Study 21689 Words   |  7 PagesDo It Yourself Outsourcing: Case Study 2 Background: XYZ Marketing Company strives to provide excellent services to their clients. These services include e-commerce and marketing solutions. With the services provided, XYZ Marketing Company can gain new clients, retain their current clients, and also help their clients with a new strategy for marketing services. XYZ Marketing Company handles hundreds of e-commerce websites for clients on a daily basis. By doing so, this helps implement client

The Main Themes In free essay sample

# 8220 ; Godhead Of The Flies # 8221 ; Essay, Research Paper * What do you believe are the chief subjects of the narrative? Identify and discourse them. In a promotion questionnaire, Golding described the subject of? Lord Of The Flies? as follows: ? The subject is an effort to follow the defects of society back to the defects of human nature # 8230 ; The whole book is symbolic in nature. # 8221 ; In other words Golding sees the chief subject of his book as the nature of adult male and the contemplation of the human personality on society. The book explores the interior struggles of adult male in which one discovers the human nature and personality that comes across in the book- good versus immorality, reason and logic versus unreason and 34342, civilisation versus primitive, peace and tolerance versus war and force. In each of these struggles pick is in adult male? s manus, and yet, as the book demonstrates in such a clear mode, it seems that adult male? s nature is to do the incorrect pick. We will write a custom essay sample on The Main Themes In or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At the beginning of book, despite the state of affairs, there seems to be no evil, but merely good- a Eden island with no grownups, the harmonic and about natural friendly relationship between Jack and Ralph, and the general temper in the group. The lone intimation of immorality is the badgering attitude of the group towards Piggy ( ? Shut up, Fatty? pg. 21 ) . However, as the narrative continues, and the male childs become more ungratified and less positive of being rescued, the one time warm relationship between Jack and Ralph becomes more tense and distant. One group, led officially by Ralph divides itself self-consciously into two minor groups and though officially under one leader, the two groups drift farther and farther apart. Finally, in a tantrum of fury, Jack leaves the group, followed loyally by his huntsmans, to organize a new folk. Here comes the split between all the interior struggles. While Jack represents the immorality, unreason and incorrect in adult male, Ralph an d his group seem to stand for the good, the civilisation, and the logic. The duty of civilisation is thrust upon the older male childs, nevertheless, they slowly abandon their duties, in order to function themselves and their 687698. The more they abandon their duties, they lose their civilisation, yet gain immorality and easy uncover their ain sadistic and barbarous inclinations. One representative of the struggle between good and evil is the much feared yet fanciful? Beast? . The promise of merriment, plentiful nutrient and chiefly security from the dreaded animal draws the littlen? s to Jack and his battalion of huntsmans. The moving of the minority from the good group to the bad group is the first illustrations of evil over-coming good. The impact of? The Beast? on their lives is so strong that the fright invariably surrounds them, an vitamin D therefore, so does evil. From this point on, most of the actions of Jack? s group are done in fright of the animal. The huntsmans, led by Jack, invariably terrorise the other group and frighten them with narratives about? The Beast? . They start to steal from the other group ( for illustration fire and the runing knife ) , and sacrifice the caput of a sow to? The Beast? ( which becomes the Lord of the Flies ) . Finally they start killing hogs and dancing around a fire in what seems as a spiritual rite in which they act an onslaught on the hog while shouting war calls towards? The Beast? : ? The dark sky was shattered by a bluish-white cicatrix. An instant later, the noise was on them, like the blow of a mammoth whip. The chant rose a tone in torment. ? Kill the animal! Cut his pharynx! Spill his blood! ? ? ( P. 152 ) . At this phase the immorality is so powerful, and the male childs are so profoundly caught in their enchantment around the animal that when Simon comes running towards them, with the truth about the animal, they mistake him for the Beast and viciously kill him. This phase is an antonym of the beginning where at that place seems to be no immorality but merely good. Now there is no good but merely evil. Once once more Piggy is the exclusion, for he does non take part in the manic slaying of Simon. This animal is expected to make as the male childs fear it will make, which is to harry them. What the male child and humanity do non see is that the animal is themselves, and they are the perpetrators. Yet this is non the terminal of the immorality. When the huntsmans steal Piggy? s spectacless because of their desire for fire the reader witnesses yet another act of evil, but most horrific of the huntsmans? actions is the slaying of Piggy. This combined with the decease of Simon showed that any good still left in the heads of the huntsmans, was now destroyed. But it is the symbol of the sow? s caput that represents the true immorality in Golding? s book. The? Lord of the Flies? is the Devil, Satan, who brings decay and demoralisation. Although there is non existent worship in any spiritual mode of Satan, it is this that drives the male childs to their lawlessness and immorality. When Ralph and Piggy go out to Castle Rock to plead with Jack and his group to be just and return Piggy? s spectacless, because without them, Piggy could non see, the response from the group- Roger? s dropping a bowlder onto Piggy? s caput, directing him winging 40 pess to his decease, is the concluding confrontation of good with evil, civilisation with the primitive, logic with unreason, and peace with war. In The Lord of the Flies, Golding suggests that world is a barbarian and barbarous species that even without the universe of the grownup, can non defy immorality, which in the oculus? s of Golding is the true nature and human personality of adult male.

James Joyce Araby; practice quiz Essay Example

James Joyce: Araby; practice quiz Paper Which type of irony is represented by the boys disillusionment at the bazaar? Ironic contrast between romance and reality Which statement best summarizes the story? Dreams often end in disillusionment. For the boy in the story, his epiphany brings him — the knowledge that his desires have been vain and foolish In this story the word Araby refers primarily to a — fair or bazaar The story is narrated by — the main character later in his life What does the boy in Araby feel when he hears his uncle talking to himself? anxiety Which detail in this passage from Araby is the strongest indicator of the boys inner feelings? I found myself in a big hall girdled at half its height by a gallery. Nearly all the stalls were closed and the greater part of the hall was in darkness. the halls darkness The boys experience at the stall of the young lady adds to the story because the incident — characterizes the bazaar as drab, seedy, and ordinary In literature, the term epiphany refers to __________. a moment of sudden insight After the narrator speaks to Mangans sister about the bazaar, he tells her that if he goes to Araby, he will bring a gift for her. How does the narrators behavior at home and in school show how this decision has affected him? Cite one or two examples from Araby to support your response. Sample answer: The narrator is distracted by his promise to the girl. He cannot concentrate on his schoolwork and is restless at home. The story takes place — in Dublin, Ireland about a hundred years ago At the end of Araby, the boy experiences anger and sadness because his epiphany reveals that he will never be able to satisfy his desires

The Lifespan Development and Personality of Diana, Princess of Wales

The Lifespan Development and Personality of Diana, Princess of Wales Free Online Research Papers This paper focuses on the life span development and personality of Diana, Princess of Wales. Diana Frances Spencer, the third daughter of four children born into British aristocracy by her parents, Frances Shand Kydd and John Spencer was born on July 1, 1961. Her parents separated in 1967 and the children remained living with their father. Upon the death of her paternal grandfather, Albert Spencer, 7th Earl Spencer in 1975, Dianas father became the 8th Earl Spencer. She became Lady Diana Spencer and the family moved to the familys sixteenth-century ancestral home of Althorp (Wikipedia Contributors, 2007). Six years after becoming Lady Diana Spencer, at age of 20, she married the heir to the British throne, Prince Charles who was 13 years her elder. The ceremony was one of the century’s grandest royal weddings and she became HRH The Princess of Wales. The following year she became mother of Prince William and two years later she became the mother to son Prince Harry. In December, 1992, Diana and Charles separated and divorced in 1996. In July, 1997 she was in a tragic fatal automobile accident. Impacts on Her Life Childhood Childhood is the development in one’s life between infancy and adolescence. Diana was born into a family of privilege and royal descent where money was not an issue. She was home schooled until the age of nine. She was a quiet and reserved child living a happy life until her parents divorced when she was eight. Shortly thereafter she became visibly depressed. Adolescence Adolescence is a period in one’s life in which major physiological, cognitive, and behavioral changes take place. The actual age may vary but generally occurs somewhere between the ages of 12 through 18. This is a critical stage where a child attempts to become independent, wants to establish their identity and there are noticeable changes in their behavior. Adolescence occurs when a child begins physical and psychological development from the onset of puberty to maturity. Several changes occurred in Diana’s life during these phase. Due to the death of her Grandfather, she gained the title of Lady. She also began attending boarding school of which was a bit difficult for her along with the fact that she academically struggled, became lonely and homesick. Adult Development Adult development was again a difficult stage in the life of Lady Diana. She became engaged and later married Prince Charles thus becoming known to the world as HRH The Princess of Wales. Out of the marriage were born two children. From the onset of the engagement, she became a target for the media and was considered the most photographed woman in history and was always in the public eye. Shortly after the marriage, her and her husband grew apart. She became extremely lonely, depressed and diagnosed with bulimia, a psychological eating disorder characterized by abnormal perception of body image, constant craving for food and binge eating, followed by self-induced vomiting or laxative usually affecting female adolescents or young female adults (Schimelpfening, 2007). Ultimately, the two divorced in August, 1996 and she became Diana, Princess of Wales until her untimely death one year later. Influences of Heredity and Environment on Psychological Development Being born into a family with noble ancestral heritage, certain influences significantly impacted the psychological development of Diana. Her moral development was greatly enhanced by the heredity and environment as a child. Upon entering adulthood, the moral development was further enhanced while expectations became greater nearing the title of the HRH The Princess of Wales; however, her emotional development was always a difficult process for her. From the time of her birth to around 8 years old, she maintained a relatively normal lifestyle. The divorce of her parents was of course, difficult and preparing to live a fairy tale life was difficult as well primarily when the fairy tale life was falling apart. The difficulties in her marriage seemed to make her stronger and more visible in terms of charity work and media. The support systems for her played a reverse role whereas she focused on helping others to make her the happiest. Theories of Personality Erickson’s theory is that development extends throughout the life-span and is divided into periods or stages. The amount of conflict in each stage determines whether the positive or negative pole is learned. Each stage is marked by a conflict, for which successful resolution will result in a favorable outcome. Stage five Adolescence: 12-18 years, where the conflict is identity versus confusion was difficult for Diana, resulting in loneliness and depression. Her title, identity and expectations changed a couple of times throughout this period in her life and the direction her life was taking in becoming the wife of Prince Charles was exhausting. Stage six Young Adulthood: 18-40 years, presents conflicts in intimacy versus isolation as part of her failed marriage. The media also rumored her as having several love relationships, yet failing at those as well. During this stage of her life, she became extremely lonely, depressed and was diagnosed with bulimia. Another personality theory which can be applied to Diana is humanistic psychology which is known to be difficult because there are no agreed-upon definitions of what constitutes a humanistic personality theory. The following four elements are central to the general viewpoint to which the humanistic label is applied: (1) an emphasis on personal responsibility, (2) an emphasis on the here and now, (3) a focus on the phenomenology of the individual, and (4) an emphasis on personal growth. In giving a brief description on each element listed, personal responsibility strictly means that one is ultimately responsible for what happens to them, the here and now perspective means an individual should focus on what is going on with his or her life at a specific point in relationship to time opposed to reminiscing about the past or daydreaming of a future event. The phenomenology of the individual basically means that individuals know themselves better than anyone else does and the personal gro wth element means that there is more to life than simply having immediate needs met and that people are not content when their immediate needs have been met. Rather they are motivated to continue their development in a positive manner. Diana excelled on the elements one, three and four primarily when it came to her ambassador role and helping in the over 100 charities. Best Theoretical Approach There is no best theoretical approach to Diana’s individual behaviors and achievements. Each stage of her life based on Erickson’s theory is clearly identified and marked with conflict which is basically textbook Erickson. The humanistic theory holds three of the key ingredients to Diana’s uniqueness; however, she does not in my opinion meet the criteria of element two. She gave her time and herself to raise millions of dollars for many causes. These causes primarily would benefit the sick, homeless and the poor. Many examples exist of her physically touching HIV/AIDS patients, sitting with children dying of cancer or personal visits to homeless shelters and leprosy wards or. â€Å"She was known to take her sons, Princes William and Harry, with her to poverty-stricken areas of South London to meet homeless people camped in cardboard shelters. She ministered to the children and adult victims of unrestrained landmines. To outsiders, her life began in a fairytale f ashion; yet she rose to demonstrate to the world that one can overcome adversity and leave a meaningful legacy. She restored a sense of mission and humanity in a stodgy institution, the monarchy of England† (Nieboer, 2007). Conclusion Diana will be remembered not for just one of her accomplishments, but for many from birthing the future King of England to showing kindness to the sick, to touring an Angolan minefield, to being identified as the â€Å"People’s Princess†. Her personality was caring and giving, but did not come without struggles from within herself. Amongst the sadness in her life, Diana developed into a highly respected woman and was noted for her sense of style, charisma, humor and high-profile charity work. She developed into not only notable leader, but an inspiration for many people throughout the world. Upon her death, the world was greatly saddened by the loss. The loss generated an intense outpouring of grief and widespread public mourning throughout not only Britain, but the world as well and created an unprecedented event of social psychology in terms of mass mourning and outpouring of emotions. References Nieboer, S. (2007). Diana, Princess of Wales. Learning to give. Retrieved May 12, 2007 from Website: learningtogive.org/papers/index.asp?bpid=88 Schimelpfening, N. (2007). Depression. Retrieved May 12, 2007 from Website: http://depression.about.com/mbiopage.htm Wikipedia Contributors (2007). Diana, Princess of Wales. Wikipedia, The Free Encyclopedia. Retrieved May 12, 2007, from Website: http://en.wikipedia.org/w/index.php?title=Diana%2C_Princess Life Span Development and Personality of Princess Diana Research Papers on The Lifespan Development and Personality of Diana, Princess of WalesPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenBook Review on The Autobiography of Malcolm XInfluences of Socio-Economic Status of Married MalesThe Masque of the Red Death Room meaningsThe Relationship Between Delinquency and Drug UseNever Been Kicked Out of a Place This NiceHip-Hop is Art19 Century Society: A Deeply Divided EraHarry Potter and the Deathly Hallows Essay

Business ethics of McDonald's Dissertation Example | Topics and Well Written Essays - 1500 words

Business ethics of McDonald's - Dissertation Example Ethical business practices and corporate social responsibility are continually becoming more important in society today; therefore, research has begun to explore whether ethics and corporate responsibility have an effect on consumer behaviour and what the effect(s) might be. This research will focus specifically on if the business ethics McDonald’s Corporation. The aims of this study are (1) measuring consumer knowledge of McDonald’s business ethics (if any); (2) determining if consumers cared about ethics when deciding to go to McDonald’s; and, (3) whether McDonald’s responded to the ethical views of consumers. Data will be collected from 5,000 survey questionnaires, and analyses will be done using SPSS. Key Words: business ethics, corporate social responsibility, consumer behavior, SA 8000, SPSS. Introduction and Background Business ethics holds the central position in my research. Obviously, business is to make money but it is required that companies be in charge of their activities. Some businesses avoid responsibility and continue trying to make profits even when it is a public wrong. Today, business ethics is a topical and well-defined problem. However, as we get in touch with the problem we can see that it is controversial and needs to be analyzed more deeply. According to Beauchamp (2001), corporate ethics started to gain attention in 1970s. The situation has changed gradually by developing new ethical practices and implementing the ideas into society. In the 1990s, the idea of corporate social responsibility (CSR) was introduced as a tool for self-regulation according to ethical norms and international standards. Also, ethics committees (often non-profit organisations) were established to keep an eye on improper practices used by companies. Despite all of these measures to decrease the number of cases of unethical behaviour, there are still plenty of companies which prefer money over values. The following are some examples: terrible working conditions (cheap labour costs), oil spill (low safety investments) or harmful but highly demanded products (high profits). The customer has a main position in business ethics and can play a passive or active role in the case. A passive customer feels that he has no power over the situation and is easily manipulated by companies. An active, socially conscious consumer realizes that he is more powerful simply because he makes final decision whether to buy or not a company’s product. Objectives and Research Questions Today ethical business is not a fashionable trend in the market. As a result, an overwhelming majority of consumers interact with unethical corporations. This research is designed to find out if awareness of business ethics affects customer behavior, or whether they set their consumer preferences according to knowledge of ethics. In other words, I will try to find out how important ethical issues are for customers, specifically with regard to McDon ald’s restaurants. I will try to answer to the following questions: ? Do customers have information about McDonald’s business ethics in general and in detail (policy, production)? ? Do customers care about ethical issue when they buy something at McDonald’s? ? Does McDonald’s respond to the ethical views of their customers? Justification of the Project Most countries in the world have its fast food industry. Media sources represent this â€Å"mainstream† food as unhealthy and calorie-excessive. Fast food is blamed for a variety of medical problems. But is it result of negative PR or the fact which has scientific basis? On the other hand there is ethic policy of a company (McDonald’s in our case). Assuming that there is part of those who know the actual effects of eating of fast food and the guided policy, do they correct their daily visits? In other words do they use their right to choose? Review of the Literature In the late years, because business ethics have become

Explain the advantages and disadvantages of starting a business from Essay - 1

Explain the advantages and disadvantages of starting a business from scratch, franchises, and existing businesses - Essay Example s include the freedom to implement one’s ideas to a large extent, aligning the investment and resource mobilization with market conditions rather than committing to rigid plans, and ease of entry and exit with minimum dependence on outsiders (Longenecker et al, 2011, pp.104-133). Disadvantages include high risk of venture failure due to lack of previous experience, making a wrong choice of product/service, and longer time needed to achieve physical and financial goals. Outright purchasing of an existing business denotes a medium risk and gives assured customer base and revenues from the start. This advantage is diluted if the unit has poor reputation for quality or ethical practices. While the experienced staff is an advantage, if there are unresolved industrial relations problems, the new owner has to solve them, which is not always easy. Also, it may not always be possible to identify hidden liabilities representing additional risks, which accrue to the new owner (ibid.). Taking out a franchise is a minimum risk option for new entrepreneurs since it provides the advantages of a new unit as well as a running business model. On the minus side, one has to depend on the parent company for all major decisions besides committing to pay initial fees and royalties. Profitability is reduced as a result of these limitations. One of IFA’s best features is the listing of several franchise options, complete with the preliminary information for analysis, negotiations and decision making. I have considered the option of Expedia ®CruiseShip Sales Center Franchise from IFA’s website for analysis (Franchise opportunities, IFA, 2012). This is an established company with a strong brand image and 150 franchises. With an initial investment of $9500 and total investment of up to $20,000, this business is within my reach (ExpediaFranchise, 2012). The business is related to travel and vacation for which the demand has always been good. Further, a franchisee can start operations

School Funding Essay Example for Free

School Funding Essay Youre a ninth grader at a school in Philadelphia. The neighborhood is poor, even if not all of the students are. Your school has very little money for things like computers or technology. You walk into second period one day, sit down, and discover that the floor next to your desk is damp. The teacher explains that there is a leak in the roof, and that the school cant afford to fix it. The school cant afford to fix the leak or buy computers because it is inadequately funded. So the government kindly lends your school the money to not only fix the leak, but buy computers. But does that necessarily motivate you to improve your grades? Do you suddenly decide to do your homework because the leak is fixed? Probably not. The government sees that your grades remained the same, and two years later, when our school needs to hire more teachers and make the classes smaller, the government denies the school that money. They say that since money didnt help your grades last time, why should it help you now? But the truth is that smaller classes and better teachers do improve student achievement. Members of our government claim that giving more money to schools will not make a difference, but the government funding for schools needs to be used effectively to see a change in student performance. (Connell) The reason that some schools cant do things like buy computers and maintain their buildings to begin with is because the school funding system is so ineffective. The US government pays only 7% of all school money, and the rest is up to the states and the tax payers. Whatever money the states wont pay is paid as school tax, part of your property taxes, which are higher or lower depending on how much your home is worth. But this means that schools in poor neighborhoods get little money while wealthy schools, like ours, get nearly all they need. You dont see any leaky roofs in our school. Even if the state pays a lot of money, that still doesnt mean that the schools are well funded. In Hawaii, there is only one school district, and the state pays for nearly all of that districts funding. Only 2% comes from property tax, and the rest comes out of income tax. But think about the industry in Hawaii- farming and tourism, two low income industries. 73% of Hawaiis schools report a need for expensive building repair that they cant afford on their own, and there is only one computer for every sixteen students. Even funded evenly by the state, Hawaiis schools are still under funded, and it has been predicted that by 2010, Hawaii will need 760 new classrooms. (National Education Association. ) Where will this money come from? It is up to the national government to make the difference in school funding. Take Pennsylvania for example. The Philadelphia school district is near bankruptcy. The debate goes on over whether to privatize the schools or not. If the schools are privatized, it means that a wealthy company will take over the district and fund it. The only problem with this is that the company now has the power to control everything in the district, including teacher salary, equipment, and even curriculum. Now if you were a business owner looking to make money, and not looking to educate children, you would most likely chose to change the curriculum to fit your own financial ambitions. It would be completely within the limits of the law for the company that owned these schools to dumb down the curriculum in order to save money, thus lowering the level of education received by students in Philadelphia. And what would be the first to go? Sports, Art, music, drama, and any other subject that isnt included on the standardized tests or SATs. How would you like to go to a school where there is no football team, no marching band, no cheerleading, no chorus, no trips to the State Drama Conference? Thats where schools in Philadelphia are headed. (Snyder) Compare that to my school district, just a short drive away. Every teacher has a laptop and every student has Internet access. Were looking at new classrooms of the future, where every kid gets a personal computer and all board work is done on a high tech projector. We have a Frisbee team, for heavens sake. And some schools dont even have money for textbooks. Inequality in school funding is so widespread that fixing it would mean a lot of work for government officials. But while they ponder how to fix it, the least they could do is help out the already failing schools. Nearly one fifth of all schools are considered high poverty, which means that three quarters of the students in these school qualify for free or reduced lunch. A study of 40,000 students by the US Department of Education showed that students in poor school districts, even if they came from wealthy to middle class families, scored two grade levels lower than the national average in math, and four levels lower in reading. (Overview) The government needs to be willing to help these schools with things like staff training and building maintenance. They should not hold it against the school if revamping the building doesnt improve student grades. What the government is doing, in essence, in punishing the victims of its own inept system. The assumption that money doesnt help kids in school is just that- an assumption. Money can make a huge difference, but a lot of the time it is wasted or used inappropriately. One school district began a highly expensive program to help kids doing poorly in school. The aides helping with the program did exactly what they were told, and reported all the progress made by kids in the program, which was little. It was a long time before the teachers participating in the program realized that it was useless, and that the money had been wasted. (Connell) If the National government is going to help fund failing schools, those schools do need to be held, to a certain extent, accountable for that money. In Philadelphia, so much money was wasted that the sate and national government now refuse to help fund it any longer. What is needed is a system to make sure that money given to the school is used effectively, so a tragedy like Philadelphia doesnt repeat itself. It is also important to remember that computers do not heal all wounds- they are not a magic pill to improve grades. But teachers are. The important thing in school is teaching. A recent study showed the link between class size and grades by placing a random selection of children into three groups- a large group with one teacher, a medium group with two teachers, and a small group with one teacher. It was shown that kids in smaller classes with well trained teachers did much better than those in larger classes, even if the teacher had an aide to help. And the students who benefited the most, believe it or not, were those who came from families with less income. (Connell) Why? Possibly because they dont receive that kind of one on one attention at home, or possibly just because a smaller class is easier for a teacher to handle. Either way, the goal is achieved. Kids who live in the city and poorer neighborhoods deserve the same education as the rest of us, and if their schools cant pay for it, the government should. Helping the country is the governments job, but how are they able to help anyone if they cant start with Americas children? Our constitution states that All men are created equal, but these day that means kids too. Our education sets the tone for the rest of our lives-from getting a job to providing for a family and having knowledge of the real world. Giving some students a better education than others, just because of the value of their home, is unconstitutional. If the present system doesnt provide the resources for schools to provide an equal education for all, then the government needs to pick up the slack of their own system. The money given to the schools by the government must be used effectively if a change is desired, and the way to do that is by hiring better teachers and making class size smaller. If the school itself cannot afford to educate its students, then the government needs to provide the school with the money to do so. Theyre Americas children too. Works Cited Overview. School Funding Inequity.  ©2000. Noreen Connell. Under Funded Schools-Why Money Matters. School funding Inequity. March/April 1998.  ©2000. NEA Government Relations. School Modernization Facts- Hawaii. National Education Association Website. May 23, 2001. Susan Snyder. PA to study school district finances The Philadelphia Inquirer. December 4, 2001. Julie green and Erica Lepping. Education Report- Shows Poverty Linked to Student Achievement. School Funding Inequity. Sptember 8, 1998.  ©2000. Funding Schools Appropriately Youre a ninth grader at a school in Philadelphia. The neighborhood is poor, even if not all of the students are. Your school has very little money for things like computers or technology. You walk into second period one day, sit down, and discover that the floor next to your desk is damp. The teacher explains that there is a leak in the roof, and that the school cant afford to fix it. The school cant afford to fix the leak or buy computers because it is inadequately funded. So the government kindly lends your school the money to not only fix the leak, but buy computers. But does that necessarily motivate you to improve your grades? Do you suddenly decide to do your homework because the leak is fixed? Probably not. The government sees that your grades remained the same, and two years later, when our school needs to hire more teachers and make the classes smaller, the government denies the school that money. They say that since money didnt help your grades last time, why should it help you now? But the truth is that smaller classes and better teachers do improve student achievement. Members of our government claim that giving more money to schools will not make a difference, but the government funding for schools needs to be used effectively to see a change in student performance. (Connell) The reason that some schools cant do things like buy computers and maintain their buildings to begin with is because the school funding system is so ineffective. The US government pays only 7% of all school money, and the rest is up to the states and the tax payers. Whatever money the states wont pay is paid as school tax, part of your property taxes, which are higher or lower depending on how much your home is worth. But this means that schools in poor neighborhoods get little money while wealthy schools, like ours, get nearly all they need. You dont see any leaky roofs in our school. Even if the state pays a lot of money, that still doesnt mean that the schools are well funded. In Hawaii, there is only one school district, and  the state pays for nearly all of that districts funding. Only 2% comes from property tax, and the rest comes out of income tax. But think about the industry in Hawaii- farming and tourism, two low income industries. 73% of Hawaiis schools report a need for expensive building repair that they cant afford on their own, and there is only one computer for every sixteen students. Even funded evenly by the state, Hawaiis schools are still under funded, and it has been predicted that by 2010, Hawaii will need 760 new classrooms. (National Education Association. ) Where will this money come from? It is up to the national government to make the difference in school funding. Take Pennsylvania for example. The Philadelphia school district is near bankruptcy. The debate goes on over whether to privatize the schools or not. If the schools are privatized, it means that a wealthy company will take over the district and fund it. The only problem with this is that the company now has the power to control everything in the district, including teacher salary, equipment, and even curriculum. Now if you were a business owner looking to make money, and not looking to educate children, you would most likely chose to change the curriculum to fit your own financial ambitions. It would be completely within the limits of the law for the company that owned these schools to dumb down the curriculum in order to save money, thus lowering the level of education received by students in Philadelphia. And what would be the first to go? Sports, Art, music, drama, and any other subject that isnt included on the standardized tests or SATs. How would you like to go to a school where there is no football team, no marching band, no cheerleading, no chorus, no trips to the State Drama Conference? Thats where schools in Philadelphia are headed. (Snyder) Compare that to my school district, just a short drive away. Every teacher has a laptop and every student has Internet access. Were looking at new classrooms of the future, where every kid gets a personal computer and all board work is done on a high tech projector. We have a Frisbee team, for heavens sake. And some schools dont even have money for textbooks. Inequality in school funding is so widespread that fixing it would mean a lot of work for government officials. But while they ponder how to fix it, the least they could do is help out the already failing schools. Nearly one fifth of all schools are considered high poverty, which means that three quarters of the students in these school qualify for free or reduced lunch. A study of 40,000 students by the US Department of Education showed that students in poor school districts, even if they came from wealthy to middle class families, scored two grade levels lower than the national average in math, and four levels lower in reading. (Overview) The government needs to be willing to help these schools with things like staff training and building maintenance. They should not hold it against the school if revamping the building doesnt improve student grades. What the government is doing, in essence, in punishing the victims of its own inept system. The assumption that money doesnt help kids in school is just that- an assumption. Money can make a huge difference, but a lot of the time it is wasted or used inappropriately. One school district began a highly expensive program to help kids doing poorly in school. The aides helping with the program did exactly what they were told, and reported all the progress made by kids in the program, which was little. It was a long time before the teachers participating in the program realized that it was useless, and that the money had been wasted. (Connell) If the National government is going to help fund failing schools, those schools do need to be held, to a certain extent, accountable for that money. In Philadelphia, so much money was wasted that the sate and national government now refuse to help fund it any longer. What is needed is a system to make sure that money given to the school is used effectively, so a tragedy like Philadelphia doesnt repeat itself. It is also important to remember that computers do not heal all wounds- they are not a magic pill to improve grades. But teachers are. The important thing in school is teaching. A recent study showed the link between class size and grades by placing a random selection of children into three groups- a large group with one teacher, a medium group with two teachers, and a small group with one teacher. It was shown that kids in smaller classes with well trained teachers did much better than those in larger classes, even if the teacher had an aide to help. And the students who benefited the most, believe it or not, were those who came from families with less income. (Connell) Why? Possibly because they dont receive that kind of one on one attention at home, or possibly just because a smaller class is easier for a teacher to handle. Either way, the goal is achieved. Kids who live in the city and poorer neighborhoods deserve the same education as the rest of us, and if their schools cant pay for it, the government should. Helping the country is the governments job, but how are they able to help anyone if they cant start with Americas children? Our constitution states that All men are created equal, but these day that means kids too. Our education sets the tone for the rest of our lives-from getting a job to providing for a family and having knowledge of the real world. Giving some students a better education than others, just because of the value of their home, is unconstitutional. If the present system doesnt provide the resources for schools to provide an equal education for all, then the government needs to pick up the slack of their own system. The money given to the schools by the government must be used effectively if a change is desired, and the way to do that is by hiring better teachers and making class size smaller. If the school itself cannot afford to educate its students, then the government needs to provide the school with the money to do so. Theyre Americas children too. Works Cited Overview. School Funding Inequity.  ©2000. Noreen Connell. Under Funded Schools-Why Money Matters. School funding Inequity. March/April 1998.  ©2000. NEA Government Relations. School Modernization Facts- Hawaii. National Education Association Website. May 23, 2001. Susan Snyder. PA to study school district finances The Philadelphia Inquirer. December 4, 2001. Julie green and Erica Lepping. Education Report- Shows Poverty Linked to Student Achievement. School Funding Inequity. Sptember 8, 1998.  ©2000.

Bullet In Head Analysis Oral :: essays research papers

Bullet in the Head This time the bullet cold rocked ya A yellow ribbon instead of a swastika Nothin' proper about ya propaganda Fools follow rules when the set commands ya Said it was blue When ya blood was red That's how ya got a bullet blasted through ya head Blasted through ya head Blasted through ya head I give a shout out to the living dead Who stood and watched as the feds cold centralized So serene on the screen, You was mesmerized Cellular phones soundin' a death tone Corporations cold Turn ya to stone before ya realize They load the clip in omnicolour Said they pack the 9, they fire it at prime time The sleeping gas, every home was like Alcatraz And mutha fuckas lost their minds Just victims of the in-house drive-by They say jump, you say how high Yeah Just victims of the in-house drive-by They say jump, you say how high Run it! (Guitar solo) Just victims of the in-house drive-by They say jump, you say how high Just victims of the in-house drive-by They say jump, you say how high Check-a, check-a, check it out They load the clip in omnicolour Said they pack the 9, they fire it at prime time The sleeping gas, every home was like Alcatraz And mutha fuckas lost their minds No escape from the mass mind rape Play it again jack and then rewind the tape And then play it again and again and again Until ya mind is locked in Believin' all the lies that they're tellin' ya Buyin' all the products that they're sellin' ya They say jump and ya say how high Ya brain-dead Ya gotta fuckin' bullet in ya head Just victims of the in-house drive-by They say jump, you say how high Yeah Just victims of the in-house drive-by They say jump, you say how high Uggh! Yeah! Yea! Ya standin' in line Believin' the lies Ya bowin' down to the flag Ya gotta bullet in ya head (Repeat x2) A bullet in ya head (8 times, building to a shout) A bullet in ya head (7 times, shouted/screamed) Ya gotta bullet in ya fuckin' head! Yeah! Yeah! (Sustained to end of drum roll) My talk 2 the class for RATM - â€Å"Bullet in the Head† Rage against the machine are a band that are completely influenced by recent happenings and political events and they band members portray this through their music and lyrics. The song I chose to do was bullet in the head. The song was written in 1992, which was a very political era. Here is the song I will be talking to you about in which I analyzed. (Play song) As you can see Rage against the machine do a very good job of getting their message across to the fans and everyone out there.

Understand Child and Young Persons Develpment

Understand Child and Young Person Development. Core 3. 1 1. 1 The term â€Å"Sequence† of child development refers to the how we expect a child to develop from the day it was born to the age of 19. Child Development is the biological, physiological and all the emotional changes that happen during these formative years as the child goes from dependency to autonomy. These changes could be hugely influenced by genetics, events that occur whilst in the womb and during prenatal development and are usually included in most studies of child development.Developmental changes are different. They occur as a result of a genetically controlled process called maturation or as a result of environmental factors and learning (home life and school for example) but these changes most commonly happen as a result of a combination of them both. It can also be a result of â€Å"human nature† which is the ability of the growing child to in fact learn from their environment. Human beings and e specially children have a keen sense to adapt to their surroundings and this is what child development covers and includes.A child’s development is continually happening and can be measured in many different ways and although the child will develop at different rates and in different ways, the sequence in which this happens will follow the same sort of pattern . This is because in most examples they need to learn one skill before they can move onto the next. An example is walking. The child will need to learn to walk before they can run or jump etc. Development in children is more rapid in the early stages with many milestones happening in quick succession.This slows down as the child becomes a young adult with the milestones becoming further apart. (Cache children and young people’s workforce p49) The table below looks more closely at the aspects of child development. THE DEVELOPMENTAL STAGES CHART Age| Intellectual| Social / Emotional| Language| Gross motor| Fine Mot or| Infant – Birth to one year| Uses hands and mouth to learn| Forms a bond with parents, will begin to recognise faces and smiles, at about 6months will recognise parents and be fearful of strangers. | Starts being ocal and using terms such as â€Å"mammy and daddy†| Lifts head first then chest, rolls over, pulls to sit, crawls and stands alone| Reaches for objects and picks up small items, clutches onto toys, e. g. Rattle | Toddler 1-2 years| Begins to learn words for objects and people| Learns that self and parent(s) are different or separate from each other, imitates and performs tasks, indicates needs or wants without crying| Can follow simple instructions and say more words than just â€Å"mammy and daddy†| Can walk, stop, jump and throw things like a ball. Unbuttons clothes, builds tower of 4 cubes, scribbles, uses spoon, picks up very small object| Preschool2-5 years| Understands things such as tired, hungry and cold, recognises colours, becomes aware of numbers and letters| Begins to separate easily from parent(s), dresses with assistance, washes and dries hands, plays interactive games like tag. follows directions, can make simple sentences of two or three words, vocabulary increases Names pictures| Runs well, hops, pedals tricycle, balances on one foot| Buttons Clothes, builds tower of 8 cubes, copies simple figures or letters| School age 5-12 years| Develops understanding of numeracy and literacy concepts, learns relationship between objects and feelings, acquires knowledge and understanding| Acts independently, but is emotionally close to parent(s) dresses without help, join same sex play groups and clubs| Defines words, know and describes what things are made of, vocabulary increases| Skips, balances on one foot for 10 seconds, overestimates physical abilities| Draws person with 6 parts, copies detailed figures and objects| 12-18 years| Understands abstract concepts like illness and death, develops understanding of complex id eas| Experiences rapidly changing moods and behaviour, interested in peer group almost exclusively, distances from parent(s) emotionally, concerned with body image, likely to have first sexual relationship| Uses increased vocabulary, understands more abstract concepts like grief| May appear awkward and clumsy while learning to deal with rapid increases in size due to growth spurts| Fully developed| 18 +years| Continues to develop the ability to make good decisions and to understand the complexity of human relationships| Becomes independent form parent(s), own lifestyle, and career, social and economic changes, develop interests, chooses a partner, becomes a parent. | Continues to develop knowledge and vocabulary of different styles of language used| Fully developed| Fully developed| (Cache Children and young people’s workforce p51-66) 1. 2Child development is the term used to describe how the child will grow through a progression of developmental milestones. All children are believed to follow the same sequence of growth (the child will crawl, then stand, then walk for example) this is called the normative pattern. What we need to know is that not all children follow this pattern and for example some children will miss out stages altogether. One example of this is blind children and some children may decide to bottom shuffle and not bother with the â€Å"crawling phase†. The traditional approach to monitoring this is to use this normative measure which as I have mentioned already is the milestones in which we measure our child’s development.These actually only show what most children can do and in reality many factors such as genetic, cultural and social factors will all have an effect on the child’s development and it is important we take this into account before labelling children â€Å"advanced or backward. † The sequence of development refers to the stages of which a child develops; the rate of development is how fast the child is expected to achieve these developmental milestones. It is important to realise that the normative measurements can only indicate general trends and cannot be taken as â€Å"normal† . It is very important to realise that while the sequence of development may be somewhat the same in most children, the rate or speed in which the child develops can vary in many ways.Things that have a massive effect on the rate of a child’s development can include environment (home life) culture (religious beliefs), ability, the amount of stimulation a child receives and input (from parents for example). It is important to understand the difference between the rate and the sequence of a child’s development as this will equip you with the knowledge you need in order to plan effectively with your child and will help you identify any concerns which you may have within the developmental process. (Cache Children and young people’s workforce) 2. 1-2. 2 A child’s gr owth and development can be affected by many factors, with some having more of an affect than others.They can be split into two categories which I will go into more depth later. These are Personal factors (such as genetics and health related issues) and External factors (such as poverty, family life, personal choice and social interaction. ) Below is a diagram illustrating things which can affect a child’s development? Disability or special needs. Inherited (downs) or chronic (Autism) Disability or special needs. Inherited (downs) or chronic (Autism) Finances (living in poverty) Finances (living in poverty) Education (home schooled, private or state) Education (home schooled, private or state) Cultural background (Religion or beliefs) Cultural background (Religion or beliefs)Health status, Antenatal issues (smoking, drinking, drugs) Health status, Antenatal issues (smoking, drinking, drugs) Social class (lower, working, upper) Social class (lower, working, upper) Genetics, Bi rth problems Genetics, Birth problems Family Environment and background (loving or divorced parents) Family Environment and background (loving or divorced parents) Gender Gender Interpersonal Relationships Interpersonal Relationships Personal Factors influencing development. Genetic Influences Many studies believe it is both our environment and our genetics which will mould us into the person we ultimately become. Our chromosomes are where we find our genes.Parents pass these onto their children via their cells (the sperm and the egg). Alleles are different versions of the same gene and it’s this which can determine distinctive features such as eye colour, but also it is this which could lead to the inheritance of disorders such as cystic fibrosis. A baby’s development is also affected during pregnancy(before the birth) ,at the time of the birth and after the birth. Examples include a woman not knowing she is pregnant in the early stages and carrying on with all her ba d habits (drinking, smoking, drug taking and diet. ) It’s at these crucial first 12 weeks in the uterus when all the essential organs are being formed. This is called the antenatal period.A child being born before term (37 weeks) and therefore is born prematurely may need intensive care and this could affect development. Health Status A child’s health status can have a great effect on how it develops. This is determined by genetic inheritance but can also be affected by factors such as diet, environment, and what health care they receive. Some children are born with conditions which affect their development (these include Down syndrome, cystic fibrosis and heart defects). Other illnesses which may develop over time( including asthma and diabetes) will also have an effect on the child’s development if for example they have frequent visits to the hospital and miss school or their activaties are restricted because of their condition.External Factors Influencing Dev elopment. Poverty This is the single biggest thing that threatens the healthy development of children and young people in Great Britain and can have an effect on all areas of a child’s development (Physical, Intellectual, Language, Emotional, Social, and Spiritual. ) This threat is part of the â€Å"cycle of deprivation† where poorer families will tend to live in poorer housing; they may also have a poor diet which will not provide all the right vitamins and minerals which will affect the child’s immune system which will have a knock on affect to the increased susceptibility to infectious diseases. Other things which are linked to poverty are:Accidents and illness: Children from poorer backgrounds are four times more likely to have an accident than those from higher up the social ladder. Quality of life: many children from lower classes have none or little toys, meals and clothes Poor diet: As I mentioned above a poor diet comes hand in hand with low income fami lies as they more times than not have to buy the cheaper brands or processed convenience foods. Space to live and play: poorer children are more likely to be limited in their play space as the housing which they live will is more likely to be small and substandard. Growth: Poorer children are more likely to be smaller at birth and shorter in height. Education: Children from the lower classes are more likely to have poor attendance and less likely to do well.Long Term Effects: As adults they are more likely to be homeless, be unemployed, and become involved in drug abuse, offending or be in abusive relationships. Social Interaction There is a lot of research to show that social isolation or a lack or opportunity’s to socialise ( playgroup, family members, mother and baby groups, toddler groups) can lead to early child development issues such as speech problems , the inability to share or in fact the ability to socialise with people in a civilised manner. The social environment in which a child is raised can have a dramatic effect on their development. An example of this would be a child who has had no contact with neighbours, family members or classmates.Family Environment and background The situation at home will have a huge effect on a young person or child’s development. A child may seem physically healthy but if they are unhappy and are not enjoying their time at home this is will most definitely be affecting their development. Things a child needs include: Love and affection: A child needs unconditional love and affection from their primary carers whoever this may be (Parents, Grandparents, Foster Parents etc. ) A child needs to feel safe and secure. Stimulation: a child needs the right amount of stimulation for healthy growth and development. Too little or too much will result in unhealthy developmentOpportunities to play: It is common sense that all children need to play to develop, then on from that, young people need to be given the oppor tunity to socialise and have leisure opportunity’s (such as learning an instrument or joining a sports club). A child’s social and emotional development is majorly influenced by the foundations which the family unit creates. Most parents will provide a nurturing unconditional loving family environment where their child will embrace and flourish within it. There are some carers or parents who, for a lot of different reasons will not provide this nurturing platform which all children need. Examples of this include carers with mental health issues, drug misuse, marital conflict and violent behaviour.Theories Regarding Child Development. Theories of child development can be said to be a set of principles that are designed to explain or predict some things. There have been many theories over the years by many scientists and psychologists and they have come up with a multitude of different perspectives as to why a child will do certain things within their development. Theori es not only provide an extended outline of understanding, they also allow educated guesses or hypotheses about some parts of a Childs development that are not clearly understood yet. These theories can provide a bounce board for other research but they also have some practical benefits.They can be useful (if you are a parent, teacher, therapist or carer) as a reference point when you need to make important decisions within the Childs lives and a well-founded theory can provide valuable information in making responsible decisions. On the flip side though, some child development theories can be limiting and misleading and can in fact hinder or jeopardise a Childs development if the primary carer follows this theory to the letter. It is with this in mind that it is vital to compare and evaluate a lot of theories before acting upon them and it is with this comparing and contrasting that you will find that a lot of theories strengths and weaknesses will be highlighted. There are many the ories out there and underneath I will be going into a few of them in more detail. Alfred Bandura (Social learning theory) Main theory: Learning takes place by imitation.The social learning theory suggests that people will learn from one another through observation, imitation, and modelling. This theory has been renamed â€Å"the social cognitive theory† this is to accommodate later developments of this theory. Albert Bandura found that children tend to copy people they hold in high status (parents etc. ) especially so if these people are warm or have powerful personalities. This theory could lead us on to the fact that we should very aware of our behaviour in front of children and the effect this could have on them. Things to think about: * If children are smacked by adults will they be more likely to smack other children? * If children are shouted at by other adults, are they more likely to shout at other children? If children are given explanations, are they more likely to explain things to other * If children are comforted when they fall, are they more likely to do the same to others? How this affects practise * You will have to be very wary of the language and behaviour you use in front of your children. * It could a useful theory to use if you want your children to experience role play. * Being a good role model can only help the child. * This theory allows learning without direct experience. * Promotes positive behaviour. If you are positive this will rub off on the child. Transmission theories There are three main theorists involved in transmission theories.John Locke: He thought that the child was an empty vessel and that they can be shaped by the adult and that children can be shaped by external factors and these are greater influences than any genetic involvements (nature v nurture) Ivan Pavlov: (classical conditioning): Pavlov’s theory was his famous conditioned Reponses in dogs experiment. Pavlov likes to be known as a physiologist ra ther than a psychologist as he believed the two were linked and were useful and scientific. Classical conditioning is the way in which responses are under the control of new stimulus. In his case the â€Å"conditioned† stimulus was a church bell and the â€Å"unconditioned† stimulus was food. His experiment involved feeding the dogs every time the church bell rang. This eventually produced an â€Å"unconditional† response from the dogs which was saliva flowing from the dogs mouth when the food appeared.This would then gradually change into saliva being produced with any bell noise thus producing a â€Å"conditioned† response from the dogs. Food will produce salivation, but it’s this change in stimuli using classical conditioning which means that saliva is being produced with the sound of the bells and not the actual food. Pavlov’s Experiment Burris Frederick Skinner: (operant conditioning) Skinners main theory was one of that reinforcement a nd punishment moulds behaviour and children are conditioned by their experiences. Skinner maintained that learning occurred through responding to the environment and he coined the term â€Å"operant conditioning† to describe this phenomenon.He did extensive research with animals, notably with rats and pigeons. I t was skinner who invented the famous box in which a rat learns to press a lever in order to obtain food. He gave rats a reward of food if they pressed the lever. This was positive reinforcement. The desired behaviour was rewarded. Conversely, undesired behaviour could be negatively reinforced. The rats would receive an electric shock every time they went near one area of a maze and they would then begin to avoid that area. The undesired behaviour was got rid of and the desired behaviour was encouraged. How this affects Practise. Positve reinforcemnet includes * Special helper Kindness awards * Points * Stickers * Special jobs * Star of the week * Trips out * Priase o r golden time. Negative reinforcement includes: * Lines * Detention * PunishmentThings taken from or kept from the child. The effects this has on practise is that it will provide motivation for the child to behave and also to put that lirttle bit more effort in than they would normally if they have something to aim for at the end of the week or day. It will give the child encouragement to repeat the good behaviour or effort upon recieving their treat or reward. Social constructavist theory Jean Piaget: This is the theory where all other theories are judged.His main theory is that the development of children take place in distinct stages of cognitive development. The adult does have an influence but the child is building their own thinking systems. Piaget believed that nature and nurture interact to create cognitive development. He claims that children when learning: * Go through stages and sequences in their learing * Are active learners * Use first hand Experiences and prior experi ences in order to learn. * Imitate and transform what they learn in to symbolic behaviour. He devolped four stages of cognitive learing. 1: Sensory motor stage (0-2 years) the child explores using its senses( sucking ,grasping etc) : Pre operational stage (2- 7 years) The toddler understands the use of symbols and language and this can be understood. 3: Concrete operational stage (7-11 years) the child can now conserve and begin to reason logically. The child can now solve problems but their sucessful reasoning is largely limited to concrete situations. 4. Formal operational years (11-16 years) the child is now developed and can show logical thinking and be able to work through abstract problems. Piaget view on a child as an active learner. Piagets three process: 1. Assimilation: this process is where people translate information in to a form they can understand. 2. Accomodation: This is where people adapt current knowladge in reponse to new experiences. 3.Equilibration: this is whe re people balance assimilation and accomodation to create a stable understanding. Implications in practise. Piagets theory suggests that childrens distictive ways of thinking at different ages need to be considered when deciding how best to teach them. In addition beacuse children learn by mentally and physically interacting with their environment, relative phsical activites are important in educational practise. How they influence current practise: * The language we use with the children * The resources you provide for the children * The need to incorporate role play * Activities( what to do with the resources at hand) * The way in which we chack for understanding from the child * We can question certain techniquesWhat are social constructivists? A social constructivist feels that the adult will play an active role in helping the children through their stages of development. Lev Vygotsky: He was a russian psychologist who died prematurely. His theory dates back to 1924 and he devel oped ideas that there was relationship between language and thinking and cognative development. His theory empahsised the roles of historical, cultural and sociual factors in cognition and argued that language was the most important symbolic tool provided by society. He said that the ZAD (the zone of actual develpment) is where the child will develop naturally with out the adults help.He then says that the ZPD( the zone of proximal devlepment) is where the adult helps and he believes that adult intervention is crucial for the child to move between actual and proximal development. Jerome Bruner: he belived that learning was an â€Å"innate† function. He believes that children â€Å"do â€Å" â€Å"imagine† then â€Å"translate† them into sense through schemas and that older children create symbols to imterpret what they have done. Bruners three stages of development are: * Enactive (0-1 yrs) Doing * Iconic (1-7 yrs) Imagining * Symbolic (7+) Using symbolic repr esentations Bruner also has his theory of â€Å"scaffolding† where he does recognise the importance of adult support.The easist way to get your head round this is to imagine the adult as the â€Å"scaffold† round the child, a bit like the scaffolding on a building. The adult moves and grows with the child offering them â€Å" support â€Å" and reinforcement on the way. How this effects current practise * We can use this to observe the children * We can look at the prefered learnign styles considered * This theory basically sums up the role of a teaching assistant â€Å" supprort and reinforcement† * Intorduce new concepts to expand learning * Will influence the way in which you question a child Humanistic Approach. Abraham Maslow and Mia Keller Pringle. Maslow created a theory of human needs that was relevant to all ages not just for children. This was known as the humanistic approach.He said that there was five levels of need and his theory suggested that ea ch level had to be â€Å"met† before you could progresson to the next one. Maslow also said that it was almost impossible to reach your full potentiol if the lower needs were not sufficiently met. Maslows Hierachy of needs. How this may impact on current practise. There are many ways this theory could impact on practise: * Keeping an eye out for the childs basic needs( Hungry, clothing, tired,) * Awareness of bullying and social exclusion * Having a homework club (where the older children could help the younger ones. ) * Praise( Give praise when a child Produces a good piece of work) * Having a â€Å"Get to know you† activity or activities Understanding problems with a child( enabling you to asses the need of the child so he/she can progress) * Promote a positive learning environment which is individual to the children. * Devolop a â€Å"Culture† where the child feels comfortable to come forward and say they have a need that is not being met. Mia Kellmer Pringle Pringle suggested that there are four primary needs that have to be met from birth. Love and security: this is probably the most important one of the four as this provides the basis for all future relationships. A child will also have objects as â€Å"security blankets† ie a favorite toy which they will use when they feel threatened or upset.The child will want routine which helps with their development and also they will need attachment which comes in the form of a caring a stable family. New experiences: this is a fundemantal requirement for cognitive development. In ealry life the act of playing and using new language as well as revisiting previous experiences and accesing new and demanding phsical and mental challenges all help in the childs cognitive development. This goes with them through to adolecence where they will start experimenting with boyfriends/ girlfriends and get involved in team roles etc. Praise and recognition: Strong incentives are vital for a child who is going through a difficult time.If a child is constantly put down or told they are useless it becomes a self fullfilling prophecy where the child has low expectations leads them onto low achievement. This will eventually lead onto the child never getting into any situations where they feel they will fail. Responsibility: It is also very inportant to structure the childs environment so he/she have challenges which reflect their interests and ability levels, this will encourage independance and co operation. Pringle goes along the same lines as Maslow so their impacts on practise are similar. Produce a routine the children are familiar with Plan trips out( get them interested in a musical instrument or have a themed week) Recognise cultural normsMake a child feel valued and Individual Have a School council( Promoting responsibilty) Welcome the child to his/her new setting( name on the peg, â€Å"get to know you activites) Give them jobs( registor monitor,handout milk etc) Leave it to nature Theories ( laissez faire model) Rousseau: was an 18th century philsopher who thought that the child will †learn naturally† and they were genetically engineered to learn certain things at certain times. He thought that a childs learning unfolds like a flower and that babbling leads onto talking which leads onto writing and reading, the same way kicking the legs and crawling leads onto walking and running.This theory suggests that adults mould the childs development through the environment they create and this â€Å"environment† will support the childs learning and help it to unfold. One example being speech. If a childs environment is all English speaking, the child will speak english, if a child hears both chinese and English it will become multi ligual and speak both languages. This view suggests that the child will do what they need to devolp and learn naturally. It sees the child as â€Å"active† in their own learing and as the adult do not ne ed to act this is sometimes reffered to as the laissez faire view of how children learn. Rousseau mapped a set of developmental norms charting expected development.He believed that development followed a sequence and identified ‘normal’ age ranges of achievement. A depressing approach for children with special needs. Gessel: In the 1930s he mapped out a set of developmental norms which charted expectent development in children. These norms mapped out the childs expected development and this followed a sequence which identified the normal age ranges of achievement. This was also a very depressing approach for any children who have disabilites or learning needs. Gessels spiral of development. How this approach impacts on current practise. You will have an understanding that you can observe and not always intervene in a childs behaviour. Understand Child and Young Persons Develpment Understand Child and Young Person Development. Core 3. 1 1. 1 The term â€Å"Sequence† of child development refers to the how we expect a child to develop from the day it was born to the age of 19. Child Development is the biological, physiological and all the emotional changes that happen during these formative years as the child goes from dependency to autonomy. These changes could be hugely influenced by genetics, events that occur whilst in the womb and during prenatal development and are usually included in most studies of child development.Developmental changes are different. They occur as a result of a genetically controlled process called maturation or as a result of environmental factors and learning (home life and school for example) but these changes most commonly happen as a result of a combination of them both. It can also be a result of â€Å"human nature† which is the ability of the growing child to in fact learn from their environment. Human beings and e specially children have a keen sense to adapt to their surroundings and this is what child development covers and includes.A child’s development is continually happening and can be measured in many different ways and although the child will develop at different rates and in different ways, the sequence in which this happens will follow the same sort of pattern . This is because in most examples they need to learn one skill before they can move onto the next. An example is walking. The child will need to learn to walk before they can run or jump etc. Development in children is more rapid in the early stages with many milestones happening in quick succession.This slows down as the child becomes a young adult with the milestones becoming further apart. (Cache children and young people’s workforce p49) The table below looks more closely at the aspects of child development. THE DEVELOPMENTAL STAGES CHART Age| Intellectual| Social / Emotional| Language| Gross motor| Fine Mot or| Infant – Birth to one year| Uses hands and mouth to learn| Forms a bond with parents, will begin to recognise faces and smiles, at about 6months will recognise parents and be fearful of strangers. | Starts being ocal and using terms such as â€Å"mammy and daddy†| Lifts head first then chest, rolls over, pulls to sit, crawls and stands alone| Reaches for objects and picks up small items, clutches onto toys, e. g. Rattle | Toddler 1-2 years| Begins to learn words for objects and people| Learns that self and parent(s) are different or separate from each other, imitates and performs tasks, indicates needs or wants without crying| Can follow simple instructions and say more words than just â€Å"mammy and daddy†| Can walk, stop, jump and throw things like a ball. Unbuttons clothes, builds tower of 4 cubes, scribbles, uses spoon, picks up very small object| Preschool2-5 years| Understands things such as tired, hungry and cold, recognises colours, becomes aware of numbers and letters| Begins to separate easily from parent(s), dresses with assistance, washes and dries hands, plays interactive games like tag. follows directions, can make simple sentences of two or three words, vocabulary increases Names pictures| Runs well, hops, pedals tricycle, balances on one foot| Buttons Clothes, builds tower of 8 cubes, copies simple figures or letters| School age 5-12 years| Develops understanding of numeracy and literacy concepts, learns relationship between objects and feelings, acquires knowledge and understanding| Acts independently, but is emotionally close to parent(s) dresses without help, join same sex play groups and clubs| Defines words, know and describes what things are made of, vocabulary increases| Skips, balances on one foot for 10 seconds, overestimates physical abilities| Draws person with 6 parts, copies detailed figures and objects| 12-18 years| Understands abstract concepts like illness and death, develops understanding of complex id eas| Experiences rapidly changing moods and behaviour, interested in peer group almost exclusively, distances from parent(s) emotionally, concerned with body image, likely to have first sexual relationship| Uses increased vocabulary, understands more abstract concepts like grief| May appear awkward and clumsy while learning to deal with rapid increases in size due to growth spurts| Fully developed| 18 +years| Continues to develop the ability to make good decisions and to understand the complexity of human relationships| Becomes independent form parent(s), own lifestyle, and career, social and economic changes, develop interests, chooses a partner, becomes a parent. | Continues to develop knowledge and vocabulary of different styles of language used| Fully developed| Fully developed| (Cache Children and young people’s workforce p51-66) 1. 2Child development is the term used to describe how the child will grow through a progression of developmental milestones. All children are believed to follow the same sequence of growth (the child will crawl, then stand, then walk for example) this is called the normative pattern. What we need to know is that not all children follow this pattern and for example some children will miss out stages altogether. One example of this is blind children and some children may decide to bottom shuffle and not bother with the â€Å"crawling phase†. The traditional approach to monitoring this is to use this normative measure which as I have mentioned already is the milestones in which we measure our child’s development.These actually only show what most children can do and in reality many factors such as genetic, cultural and social factors will all have an effect on the child’s development and it is important we take this into account before labelling children â€Å"advanced or backward. † The sequence of development refers to the stages of which a child develops; the rate of development is how fast the child is expected to achieve these developmental milestones. It is important to realise that the normative measurements can only indicate general trends and cannot be taken as â€Å"normal† . It is very important to realise that while the sequence of development may be somewhat the same in most children, the rate or speed in which the child develops can vary in many ways.Things that have a massive effect on the rate of a child’s development can include environment (home life) culture (religious beliefs), ability, the amount of stimulation a child receives and input (from parents for example). It is important to understand the difference between the rate and the sequence of a child’s development as this will equip you with the knowledge you need in order to plan effectively with your child and will help you identify any concerns which you may have within the developmental process. (Cache Children and young people’s workforce) 2. 1-2. 2 A child’s gr owth and development can be affected by many factors, with some having more of an affect than others.They can be split into two categories which I will go into more depth later. These are Personal factors (such as genetics and health related issues) and External factors (such as poverty, family life, personal choice and social interaction. ) Below is a diagram illustrating things which can affect a child’s development? Disability or special needs. Inherited (downs) or chronic (Autism) Disability or special needs. Inherited (downs) or chronic (Autism) Finances (living in poverty) Finances (living in poverty) Education (home schooled, private or state) Education (home schooled, private or state) Cultural background (Religion or beliefs) Cultural background (Religion or beliefs)Health status, Antenatal issues (smoking, drinking, drugs) Health status, Antenatal issues (smoking, drinking, drugs) Social class (lower, working, upper) Social class (lower, working, upper) Genetics, Bi rth problems Genetics, Birth problems Family Environment and background (loving or divorced parents) Family Environment and background (loving or divorced parents) Gender Gender Interpersonal Relationships Interpersonal Relationships Personal Factors influencing development. Genetic Influences Many studies believe it is both our environment and our genetics which will mould us into the person we ultimately become. Our chromosomes are where we find our genes.Parents pass these onto their children via their cells (the sperm and the egg). Alleles are different versions of the same gene and it’s this which can determine distinctive features such as eye colour, but also it is this which could lead to the inheritance of disorders such as cystic fibrosis. A baby’s development is also affected during pregnancy(before the birth) ,at the time of the birth and after the birth. Examples include a woman not knowing she is pregnant in the early stages and carrying on with all her ba d habits (drinking, smoking, drug taking and diet. ) It’s at these crucial first 12 weeks in the uterus when all the essential organs are being formed. This is called the antenatal period.A child being born before term (37 weeks) and therefore is born prematurely may need intensive care and this could affect development. Health Status A child’s health status can have a great effect on how it develops. This is determined by genetic inheritance but can also be affected by factors such as diet, environment, and what health care they receive. Some children are born with conditions which affect their development (these include Down syndrome, cystic fibrosis and heart defects). Other illnesses which may develop over time( including asthma and diabetes) will also have an effect on the child’s development if for example they have frequent visits to the hospital and miss school or their activaties are restricted because of their condition.External Factors Influencing Dev elopment. Poverty This is the single biggest thing that threatens the healthy development of children and young people in Great Britain and can have an effect on all areas of a child’s development (Physical, Intellectual, Language, Emotional, Social, and Spiritual. ) This threat is part of the â€Å"cycle of deprivation† where poorer families will tend to live in poorer housing; they may also have a poor diet which will not provide all the right vitamins and minerals which will affect the child’s immune system which will have a knock on affect to the increased susceptibility to infectious diseases. Other things which are linked to poverty are:Accidents and illness: Children from poorer backgrounds are four times more likely to have an accident than those from higher up the social ladder. Quality of life: many children from lower classes have none or little toys, meals and clothes Poor diet: As I mentioned above a poor diet comes hand in hand with low income fami lies as they more times than not have to buy the cheaper brands or processed convenience foods. Space to live and play: poorer children are more likely to be limited in their play space as the housing which they live will is more likely to be small and substandard. Growth: Poorer children are more likely to be smaller at birth and shorter in height. Education: Children from the lower classes are more likely to have poor attendance and less likely to do well.Long Term Effects: As adults they are more likely to be homeless, be unemployed, and become involved in drug abuse, offending or be in abusive relationships. Social Interaction There is a lot of research to show that social isolation or a lack or opportunity’s to socialise ( playgroup, family members, mother and baby groups, toddler groups) can lead to early child development issues such as speech problems , the inability to share or in fact the ability to socialise with people in a civilised manner. The social environment in which a child is raised can have a dramatic effect on their development. An example of this would be a child who has had no contact with neighbours, family members or classmates.Family Environment and background The situation at home will have a huge effect on a young person or child’s development. A child may seem physically healthy but if they are unhappy and are not enjoying their time at home this is will most definitely be affecting their development. Things a child needs include: Love and affection: A child needs unconditional love and affection from their primary carers whoever this may be (Parents, Grandparents, Foster Parents etc. ) A child needs to feel safe and secure. Stimulation: a child needs the right amount of stimulation for healthy growth and development. Too little or too much will result in unhealthy developmentOpportunities to play: It is common sense that all children need to play to develop, then on from that, young people need to be given the oppor tunity to socialise and have leisure opportunity’s (such as learning an instrument or joining a sports club). A child’s social and emotional development is majorly influenced by the foundations which the family unit creates. Most parents will provide a nurturing unconditional loving family environment where their child will embrace and flourish within it. There are some carers or parents who, for a lot of different reasons will not provide this nurturing platform which all children need. Examples of this include carers with mental health issues, drug misuse, marital conflict and violent behaviour.Theories Regarding Child Development. Theories of child development can be said to be a set of principles that are designed to explain or predict some things. There have been many theories over the years by many scientists and psychologists and they have come up with a multitude of different perspectives as to why a child will do certain things within their development. Theori es not only provide an extended outline of understanding, they also allow educated guesses or hypotheses about some parts of a Childs development that are not clearly understood yet. These theories can provide a bounce board for other research but they also have some practical benefits.They can be useful (if you are a parent, teacher, therapist or carer) as a reference point when you need to make important decisions within the Childs lives and a well-founded theory can provide valuable information in making responsible decisions. On the flip side though, some child development theories can be limiting and misleading and can in fact hinder or jeopardise a Childs development if the primary carer follows this theory to the letter. It is with this in mind that it is vital to compare and evaluate a lot of theories before acting upon them and it is with this comparing and contrasting that you will find that a lot of theories strengths and weaknesses will be highlighted. There are many the ories out there and underneath I will be going into a few of them in more detail. Alfred Bandura (Social learning theory) Main theory: Learning takes place by imitation.The social learning theory suggests that people will learn from one another through observation, imitation, and modelling. This theory has been renamed â€Å"the social cognitive theory† this is to accommodate later developments of this theory. Albert Bandura found that children tend to copy people they hold in high status (parents etc. ) especially so if these people are warm or have powerful personalities. This theory could lead us on to the fact that we should very aware of our behaviour in front of children and the effect this could have on them. Things to think about: * If children are smacked by adults will they be more likely to smack other children? * If children are shouted at by other adults, are they more likely to shout at other children? If children are given explanations, are they more likely to explain things to other * If children are comforted when they fall, are they more likely to do the same to others? How this affects practise * You will have to be very wary of the language and behaviour you use in front of your children. * It could a useful theory to use if you want your children to experience role play. * Being a good role model can only help the child. * This theory allows learning without direct experience. * Promotes positive behaviour. If you are positive this will rub off on the child. Transmission theories There are three main theorists involved in transmission theories.John Locke: He thought that the child was an empty vessel and that they can be shaped by the adult and that children can be shaped by external factors and these are greater influences than any genetic involvements (nature v nurture) Ivan Pavlov: (classical conditioning): Pavlov’s theory was his famous conditioned Reponses in dogs experiment. Pavlov likes to be known as a physiologist ra ther than a psychologist as he believed the two were linked and were useful and scientific. Classical conditioning is the way in which responses are under the control of new stimulus. In his case the â€Å"conditioned† stimulus was a church bell and the â€Å"unconditioned† stimulus was food. His experiment involved feeding the dogs every time the church bell rang. This eventually produced an â€Å"unconditional† response from the dogs which was saliva flowing from the dogs mouth when the food appeared.This would then gradually change into saliva being produced with any bell noise thus producing a â€Å"conditioned† response from the dogs. Food will produce salivation, but it’s this change in stimuli using classical conditioning which means that saliva is being produced with the sound of the bells and not the actual food. Pavlov’s Experiment Burris Frederick Skinner: (operant conditioning) Skinners main theory was one of that reinforcement a nd punishment moulds behaviour and children are conditioned by their experiences. Skinner maintained that learning occurred through responding to the environment and he coined the term â€Å"operant conditioning† to describe this phenomenon.He did extensive research with animals, notably with rats and pigeons. I t was skinner who invented the famous box in which a rat learns to press a lever in order to obtain food. He gave rats a reward of food if they pressed the lever. This was positive reinforcement. The desired behaviour was rewarded. Conversely, undesired behaviour could be negatively reinforced. The rats would receive an electric shock every time they went near one area of a maze and they would then begin to avoid that area. The undesired behaviour was got rid of and the desired behaviour was encouraged. How this affects Practise. Positve reinforcemnet includes * Special helper Kindness awards * Points * Stickers * Special jobs * Star of the week * Trips out * Priase o r golden time. Negative reinforcement includes: * Lines * Detention * PunishmentThings taken from or kept from the child. The effects this has on practise is that it will provide motivation for the child to behave and also to put that lirttle bit more effort in than they would normally if they have something to aim for at the end of the week or day. It will give the child encouragement to repeat the good behaviour or effort upon recieving their treat or reward. Social constructavist theory Jean Piaget: This is the theory where all other theories are judged.His main theory is that the development of children take place in distinct stages of cognitive development. The adult does have an influence but the child is building their own thinking systems. Piaget believed that nature and nurture interact to create cognitive development. He claims that children when learning: * Go through stages and sequences in their learing * Are active learners * Use first hand Experiences and prior experi ences in order to learn. * Imitate and transform what they learn in to symbolic behaviour. He devolped four stages of cognitive learing. 1: Sensory motor stage (0-2 years) the child explores using its senses( sucking ,grasping etc) : Pre operational stage (2- 7 years) The toddler understands the use of symbols and language and this can be understood. 3: Concrete operational stage (7-11 years) the child can now conserve and begin to reason logically. The child can now solve problems but their sucessful reasoning is largely limited to concrete situations. 4. Formal operational years (11-16 years) the child is now developed and can show logical thinking and be able to work through abstract problems. Piaget view on a child as an active learner. Piagets three process: 1. Assimilation: this process is where people translate information in to a form they can understand. 2. Accomodation: This is where people adapt current knowladge in reponse to new experiences. 3.Equilibration: this is whe re people balance assimilation and accomodation to create a stable understanding. Implications in practise. Piagets theory suggests that childrens distictive ways of thinking at different ages need to be considered when deciding how best to teach them. In addition beacuse children learn by mentally and physically interacting with their environment, relative phsical activites are important in educational practise. How they influence current practise: * The language we use with the children * The resources you provide for the children * The need to incorporate role play * Activities( what to do with the resources at hand) * The way in which we chack for understanding from the child * We can question certain techniquesWhat are social constructivists? A social constructivist feels that the adult will play an active role in helping the children through their stages of development. Lev Vygotsky: He was a russian psychologist who died prematurely. His theory dates back to 1924 and he devel oped ideas that there was relationship between language and thinking and cognative development. His theory empahsised the roles of historical, cultural and sociual factors in cognition and argued that language was the most important symbolic tool provided by society. He said that the ZAD (the zone of actual develpment) is where the child will develop naturally with out the adults help.He then says that the ZPD( the zone of proximal devlepment) is where the adult helps and he believes that adult intervention is crucial for the child to move between actual and proximal development. Jerome Bruner: he belived that learning was an â€Å"innate† function. He believes that children â€Å"do â€Å" â€Å"imagine† then â€Å"translate† them into sense through schemas and that older children create symbols to imterpret what they have done. Bruners three stages of development are: * Enactive (0-1 yrs) Doing * Iconic (1-7 yrs) Imagining * Symbolic (7+) Using symbolic repr esentations Bruner also has his theory of â€Å"scaffolding† where he does recognise the importance of adult support.The easist way to get your head round this is to imagine the adult as the â€Å"scaffold† round the child, a bit like the scaffolding on a building. The adult moves and grows with the child offering them â€Å" support â€Å" and reinforcement on the way. How this effects current practise * We can use this to observe the children * We can look at the prefered learnign styles considered * This theory basically sums up the role of a teaching assistant â€Å" supprort and reinforcement† * Intorduce new concepts to expand learning * Will influence the way in which you question a child Humanistic Approach. Abraham Maslow and Mia Keller Pringle. Maslow created a theory of human needs that was relevant to all ages not just for children. This was known as the humanistic approach.He said that there was five levels of need and his theory suggested that ea ch level had to be â€Å"met† before you could progresson to the next one. Maslow also said that it was almost impossible to reach your full potentiol if the lower needs were not sufficiently met. Maslows Hierachy of needs. How this may impact on current practise. There are many ways this theory could impact on practise: * Keeping an eye out for the childs basic needs( Hungry, clothing, tired,) * Awareness of bullying and social exclusion * Having a homework club (where the older children could help the younger ones. ) * Praise( Give praise when a child Produces a good piece of work) * Having a â€Å"Get to know you† activity or activities Understanding problems with a child( enabling you to asses the need of the child so he/she can progress) * Promote a positive learning environment which is individual to the children. * Devolop a â€Å"Culture† where the child feels comfortable to come forward and say they have a need that is not being met. Mia Kellmer Pringle Pringle suggested that there are four primary needs that have to be met from birth. Love and security: this is probably the most important one of the four as this provides the basis for all future relationships. A child will also have objects as â€Å"security blankets† ie a favorite toy which they will use when they feel threatened or upset.The child will want routine which helps with their development and also they will need attachment which comes in the form of a caring a stable family. New experiences: this is a fundemantal requirement for cognitive development. In ealry life the act of playing and using new language as well as revisiting previous experiences and accesing new and demanding phsical and mental challenges all help in the childs cognitive development. This goes with them through to adolecence where they will start experimenting with boyfriends/ girlfriends and get involved in team roles etc. Praise and recognition: Strong incentives are vital for a child who is going through a difficult time.If a child is constantly put down or told they are useless it becomes a self fullfilling prophecy where the child has low expectations leads them onto low achievement. This will eventually lead onto the child never getting into any situations where they feel they will fail. Responsibility: It is also very inportant to structure the childs environment so he/she have challenges which reflect their interests and ability levels, this will encourage independance and co operation. Pringle goes along the same lines as Maslow so their impacts on practise are similar. Produce a routine the children are familiar with Plan trips out( get them interested in a musical instrument or have a themed week) Recognise cultural normsMake a child feel valued and Individual Have a School council( Promoting responsibilty) Welcome the child to his/her new setting( name on the peg, â€Å"get to know you activites) Give them jobs( registor monitor,handout milk etc) Leave it to nature Theories ( laissez faire model) Rousseau: was an 18th century philsopher who thought that the child will †learn naturally† and they were genetically engineered to learn certain things at certain times. He thought that a childs learning unfolds like a flower and that babbling leads onto talking which leads onto writing and reading, the same way kicking the legs and crawling leads onto walking and running.This theory suggests that adults mould the childs development through the environment they create and this â€Å"environment† will support the childs learning and help it to unfold. One example being speech. If a childs environment is all English speaking, the child will speak english, if a child hears both chinese and English it will become multi ligual and speak both languages. This view suggests that the child will do what they need to devolp and learn naturally. It sees the child as â€Å"active† in their own learing and as the adult do not ne ed to act this is sometimes reffered to as the laissez faire view of how children learn. Rousseau mapped a set of developmental norms charting expected development.He believed that development followed a sequence and identified ‘normal’ age ranges of achievement. A depressing approach for children with special needs. Gessel: In the 1930s he mapped out a set of developmental norms which charted expectent development in children. These norms mapped out the childs expected development and this followed a sequence which identified the normal age ranges of achievement. This was also a very depressing approach for any children who have disabilites or learning needs. Gessels spiral of development. How this approach impacts on current practise. You will have an understanding that you can observe and not always intervene in a childs behaviour.