Childcare: Child Development

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

Social Media Essay

Social Media Negative Effects Social media plays a socialegative impacts of social media has drastically changed since it was introduced in 1979 when Usenet systems were first conceived by Tom Truscott and Jim Ellis, and even since Mark Zuckerberg created â€Å"Facebook† in 2004.  Impact of social media on society sites such as Twitter, Instagram, Tumblr and Omegle expose today’s adolescence to things they shouldn’t be seeing, and it is as easy as logging in. The following paragraphs will talk about the three main the negative effects of social media plays on youth today. These are; one, continuously putting users of Social Media, (and even the internet), in danger, two, damaging face to face socializing skills, and three, exposing our youth to explicit materials. Negative Effects of Social Media on Society Firstly, Social media poses many threats in today’s society. It is accessible from any Computer, Phone, Tablet or IPod with an internet connection. This means that it is easier for children as young as 8 or 9 to connect to a social media site. This in turn exposes them to nudity, swearing and the worst of all; pedophiles and rapists. Rheana Murray of New York Daily News stated that a whopping one in ten profiles online are fake (May 2013). This means that at least 10% or more of a child’s friends on Facebook could be phony. The Carly Ryan incident in 2006 proves that the internet is a very dangerous platform for children, teenagers and even adults to be using. Unfortunately, fake profiles are not just used for using fake aliases. Even if someone has only, say 10 friends on a social media site, and know that all of these are authentic, there are still ways for hackers to access your information; such as your location, photos or even bank details. Bullying is also a huge danger to youth on the internet. Back before Social Networking was created, bullying stopped when school stopped. Now, a child being bullied is also faced with bullying in the confinement of their own home. Bullying on  social media effects on society has become one of the top three reasons for teen suicide, with a further two teens saying that they had attempted suicide as a result of cyber bullying. The main problem here is that only one in ten will inform a teacher or parent of this. Social Media faces today’s youth with countless dangers, it should be used carefully and decisively. Read more:  Essay About Positive and Negative Effects of Social Media Secondly, social media today is damaging the minds of our youth by suppressing their physical socializing skills. Because most of the time teenagers communicate via text and Facebook instead of writing a letter or picking up the phone, they are subconsciously harming the part of the brain that allows them to have meaningful conversations face to face. It worsens for the generation that were born from 2005 on, as this means social media is all they grew up with. Even for teenagers in high school, social media still played a major part in their influential maturing years that the early years when social media wasn’t known, don’t count towards anything. For instance, studies show that 3 in 5 students are abbreviating their words to acronyms without even realizing (Jasmine Fowlkes 2010). It is also seen that youth today do not have anything else to talk about other than what they â€Å"saw on Facebook last night† or â€Å"guess who is dating who†. This is a perfect example of what is happening to their socializing skills. Teens are unable to hold a decent conversation without mentioning something they saw on social media on the weekend or night before. This is going to severely damage their interviewing abilities when they want to apply for a job, or when they want to be able to stay in a relationship. It is important that people pay attention to how much they are relying on social media to communicate, and to limit themselves so they do not lose their ability to physically socialize altogether. Lastly, Social media plays a negative role on today’s society by exposing them to explicit material that should not be obtainable to today’s youth. Many sites have age restrictions, but it’s not a challenge for young children to say they wer e born ten years earlier on a social media account – the desire to explore the internet will drive them to this. Children still in the 3rd grade can have access to anything they desire, and most of the time will not understand what they are looking at but will always remember the basics. This leads to them asking their parents or other young friends what it means. Which leads to more unauthorized â€Å"research†. Most children at the age of five know what the the basics of sex are, and even more due to the ever expanding social network. When young children are on sites like Omegle (A video chat site where users are connected with another random user from around the globe, which are mostly naked men) they are oblivious to the  negatives of social media effects that these images are  doing to them. They are also exposed to rude and vulgar words which they then pick up and use as a force of habit in their everyday life. These children unfortunately are as young as six or seven. The internet needs to start using effective filters to stop this explicit material from poisoning the the minds of our future generation, and start paying more attention. In conclusion, social media plays a negative role on today’s society by continuously putting users of social media in danger, limiting face to face socializing skills, and exposing our society to explicit materials.  Bad things about social media need to change. There needs to be more restrictions blocking access to inappropriate sites, and security needs to drastically tighten on this essay on social media profiles, or the future generation that will be running the world will incapable of doing the job correctly. –Which effects everybody, and the generations to come. Works Cited Dewing, Michael. Social Media. Ottawa, Library of Parliament, 2010. â€Å"The Social Capital of Locative Social Media.† Locative Social Media. â€Å"Social Media.† Wikipedia, Wikimedia Foundation, en.wikipedia.org/wiki/Social_media.

Assignment Working Capital Essay

Abstract In this paper I’ll analyze the fundamental differences between the working capital structures and components for Google and Oracle, and speculate upon the main reasons why such differences exist; how each company could improve its working capital positions. As a Wall Street Analyst who has to recommend one of the companies as an investment to a company’s clients; based solely on that company’s working capital; as an Investment Banker who has to recommend loaning a substantial amount of capital to one company based solely on that company’s working capital. Working capital structures The selected companies that I have selected to compare are Google and Oracle. Google Inc. is a company that specializes on providing online tools such as search, differences between the working capital structures and components for each chosen company. Oracle Corporation is responsible for developing, marketing, and servicing of database and middleware software, system hardware and software applications. The company also offers consulting services in areas such as business architecture planning and design, and enterprise and information technology alignment. Both Google Inc. and Oracle Corporation have been performing well thus investments can be made in the companies. In the financial year 2014 Google Inc. had a net income of $16.86 million, an increase of 17% compared to the previous year. The net profit margin for the company was registered at 29%. (morningstar.com)The balance sheet provides that the Morningstar.com had total asset amounting to 72.89 million which is an increase f rom previous year. Total organizational profits were amounting to 110.9 million and shareholders’ equity of 87.31millions. The financial ratios for the company indicate that the company had a debt to equity ratio 0.05 indicating that its equity is enough to cover debt. The current ratio for the year 2014 was 8.0 showing that current liabilities cannot be fully covered by the current assets. Another financial ratio indicating company financial condition is book value per  share which amounted to $145.68. Investment return ratios include return on equity of 14.80%, return on assets of 11.65% and return of capital of 18.1 indicating that the company is adequate using its assets and equity to generate returns for the company. Morningstar (2014) provides that Google had a price earning of 18.88 and earnings per share of 27.72 indicating that income is high. In order to determine the risk of investing in the company I identified the beta value which is provided at 0.91. (morningstar.com) On the other hand Oracle Corporation registered 28.62% decrease in net income in 2014 which is .7% increase compared to 2013. The net profit margin for the compared is established at 81.09%. The total assets in the company as at 31st May 2014 was $ 99,726.00 indicating a strong asset base while the total liabilities amounted to $13,377.00 and shareholders’ equity was valued at $ 47.93 million. The financial condition in Oracle can be identified using financial analysis such as current ratio which is determined to be 2.8 for the company showing that current liabilities are greater compared to current assets. The debt to equity ratio is determined to be 0.40 thus the company is able to meet its debts as and when it arises. Interest coverage is provided at 16.4 while book value per share is 10.50. Oracle’s return on equity for the financial year 2014 was 23.4, return on assets 12.13% was while return on capital was 17.42 thus the company is effective in generating returns for equity. The diluted earnings per share is 2.38 and the beta value is provided at 2.39. (Morningstar.com) Improve working capital Improving working capital position, a company is able to compare from year to year any increase in revenue; increase in production due to a decrease in variable or fixed costs, increase in sales due to a new sales workforce and any increase in liabilities; new short term creditors, a higher accounts payable account due to the need to purchase new materials. A company can improve its working capital by trying to keep a healthy balance between the two accounts, cutting costs, and analyzing its current short-term debt in terms of how to decrease it or find alternative ways to avoid it such as restructuring production procedures. (Schroeder, el. 2014) Role of a Wall Street Analyst As Wall Street Analyst deciding which company to invest in I would determine  whether the company is stable financially, investment returns and risks associated with the investments. Gross working capital means the amount invested in the current assets of the company.Net working capital means the difference between the current assets and current liabilities. If the current assets are more than the current liabilities, then it is positive working capital. Otherwise, it is negative working capital. Working capital is the measure of company’s solvency, its ability to pay its suppliers without any delay. Considering these factors I would invest in Google since it has higher earnings per share and an investor is likely to receive higher returns when dividend is paid. Google has registered stronger growth compared to Oracle evidenced by increase in profit levels. (Schroeder, el. 2014) Investment Bank As an Investment Bank whom with solely working capital by increase in current assets is the outflow of cash and when the company increases its current liabilities, it is inflow of cash. If the changes in working capital are negative, it means the company is heavily investing on current assets or reducing the current liabilities. When the changes in working capital is positive, it means the company is selling of current assets or increasing its current liabilities. I would especially invest in Google’s bonds compared to stock since bonds have a guaranteed rate of interest thus I would be receiving returns after an agreed period. Selection of bonds over stock is supported by the fact that the company has a lower beta vale compared to Oracle thus it has less risk to default on the loan. (Schroeder, el. 2014) References Google Inc. Financials Report Retrieved November 16, 2014 http://financials.morningstar.com/ratios/r.html?t=GOOG Msn. (2014). Oracle Corporation. Financial Results. Retrieved November 16, 2014 from Http://Moneycentral.Msn.Com/Investor/Invsub/Results/Statemnt.Aspx?Lststatement=Balance&Symbol=Us%3aorcl&Stmtview=Qtr Oracle Corporation Financials Report Retrieved November 16, 2014 http://financials.morningstar.com/ratios/r.html?t=ORCL Schroeder, R. G., Clark, M. W., & Cathey, J. M. (2014). Financial Accounting Theory And

LEGAL ISSUES FOR MANAGERS - Ethics Assignment Example | Topics and Well Written Essays - 500 words

LEGAL ISSUES FOR MANAGERS - Ethics - Assignment Example The manager also would be exercising breach of code as stated in clause 4 relating to the company’s competition and fair dealing As relates to Beal’s concerns, the parties involved are; the manager of the accounting department who is aware of the discrepancies in the accounts created in the accounting department and those presented to the board of directors. A few of the accountants are spending the company’s property and working time in running of their own businesses. The manager is aware that someone is responsible for breaching clause 6 of the code. Furthermore, such records amounts up to $100million fraud through overvaluing of assets could most likely lead to harsh disciplinary action like loss of employment or even criminal prosecution. The accountants on the other hand, are not only using the company’s time to conduct their own private businesses; but they also using the company’s assets as well. The accounts are in breach of almost all sub-clauses of clause 5. For instance, they use their business time for their own private work. In addition, as relates to clause 3, the ac countants are engaged in using the company’s computers. The Japanese company, which a major supplier extending an invitation to Linda Plant, the RH purchaser and her husband for a two-day trip to Sydney and Rolling stone’s band concert in Australia. This would mean a breach of sub-clause 5.3 of the conflict of interest clause. That is, Linda Plant as a purchaser was not to be involved in any form of acceptance (recipient) of gifts from a supplier; which would act towards the interests of the Japanese company benefiting; if Linda would be involved direct or indirectly in the purchase. In addition, any money or services extended to an employee, family member or to any company RH is involved in a transaction with is not

Qualitative Vs Quantitative Research Essay Example | Topics and Well Written Essays - 1750 words

Qualitative Vs Quantitative Research - Essay Example As Meyer (2003) describes it ‘realities exist in any given situation, that is, the researcher’s, those of the individuals being investigated, and the reader or audience interpreting the results; these multiple perspectives, or voices, of informants (i.e., subjects) are included in the study. The research puts in perspective these people who would greatly influence the kind of data to be collected and submitted (Monroe, 2004). In addition, reality is socially constructed with the data being gathered from a multitude of people, primacy of subject matter; the research is geared towards knowing what factors underlie in a certain context, variables are complex, interwoven, and difficult to measure (Given & Lisa, 2008). This brings in the presentation of data in words to explain the terms which cannot be exploited by statistical methods.  Further, it has been noted that the researcher interacts with those he studies and actively works to minimize the distance between the res earcher and those being researched (Miles & Huberman, 1994). As further stated by Lee (1998) cannot be exploited by statistical methods ‘researchers typically become members of a culture, group, or setting, and adopt roles to conform to that setting. In doing so, the aim is for the researcher to gain a closer insight into the culture's practices, motivations and emotions’. This enables the researcher to get the first hand information and in order to enable the researcher to gain and present the actual non distorted information.... Moreover, Edward & Richard (1979) explain further that, ‘qualitative research emphasizes the importance of looking at variables in the natural setting in which they are found. Interaction between variables is important’. This explains that qualitative research is based on words representing the data collected. As Meyer (2003) describes it ‘realities exist in any given situation, that is, the researcher’s, those of the individuals being investigated, and the reader or audience interpreting the results; these multiple perspectives, or voices, of informants (i.e., subjects) are included in the study. The research puts in perspective these people who would greatly influence the kind of data to be collected and submitted (Monroe, 2004). In addition, reality is socially constructed with the data being gathered from a multitude of people, primacy of subject matter; the research is geared towards knowing what factors underlie in a certain context, variables are comp lex, interwoven, and difficult to measure (Given & Lisa, 2008). This brings in the presentation of data in words to explain the terms which cannot be exploited by statistical methods. Further, it has been noted that the researcher interacts with those he studies and actively works to minimize the distance between the researcher and those being researched (Miles & Huberman, 1994). As further stated by Lee (1998) ‘researchers typically become members of a culture, group, or setting, and adopt roles to conform to that setting. In doing so, the aim is for the researcher to gain a closer insight into the culture's practices, motivations and emotions’. This enables the

International marketing Essay Example | Topics and Well Written Essays - 1000 words - 5

International marketing - Essay Example companies, in particular, are increasingly going global to ease competition pressure in the domestic market and to explore new market opportunities for growth. Pig meat is one of the agricultural products that are produced in large quantities in the U.K. Statistics show that the production of pig meat has been increasing every year in the country. Unfortunately, the production appears to outweigh the demand available considering that a section of the U.K. citizens does not eat pork because of cultural issues. Accordingly, the low demand for pig meat has been affecting most farmers negatively because it results in losses for farmers as they are forced to lower their prices because of the low demand. In March 2015, the U.K pig meat production totaled 69,300 tons, accounting for about 5% increase compared to the same March 2014 (Pig World 2015). The high production of pig meat experienced in recent months has resulted in a huge drop in prices. Therefore, the best way to save the U.K. pig farmers is perhaps to look for new market opportunities in the global market where the demand for pig meat is high. China will be the right target market for the U.K. surplus pig meat. This is because of the high demand for pork in China. Studies show that China is the worlds leading consumer of pork, which accounts for more than three-quarter of the meat consumed in the country. Currently, each Chinese consume an average of 84 pounds of pork every year (Hoffman 2014). The high consumption of pork is attributed to the fact that pork is the meat of choice among Chinese people. In fact, pork consumption in China is projected to reach more than 70 million tons by 2017(Larsen 2012). Accordingly, this makes China a lucrative market for expansion for U.K. pig farmers. Considering that China is also the most populous county in the world with more than 1.3 billion people, who eat pork, this is certainly a lucrative pork market that must be exploited by the U.K. pig meat producers who

Discussion Essay Example | Topics and Well Written Essays - 250 words - 149

Discussion - Essay Example It also noted failure by the colonial authority to respect the fundamental rights, a factor that led to the Spirit of ’76 and declared liberty of the states. The writing therefore uses the Spirit of ’76 as a basis for its independence declaration objective (The National Archives, N.d.). The Common Sense that Thomas Pain authored in the year 1776 called upon Americans to abandon dialogue and fight for independence. Even though Americans already laid some of its arguments down, the arguments reinforced the urge for a revolution as did the new arguments. Pain’s description of proponents of reconciliation such as men with self-interest who cannot be trusted, weak men, and men with prejudice are examples of argument that motivated revolution (Pain, 1776). Authored earlier in the year of the Spirit of ’76 and supporting existing ideas and proposing new ideas for revolution, the document is understood as a factor to the

The Use of Plastic Waste Products for Building Materials to Reduce the Essay

The Use of Plastic Waste Products for Building Materials to Reduce the Housing Shortage for the People of the Dalit Caste in India - Essay Example The Dalit communities are groups who belong to one of the castes of the untouchables. These groups have suffered under oppression for centuries, the traditions of the social structure keeping them in poverty and despair, struggling for scraps of food and limiting their ability to earn a living to working in the ‘unclean’ professions. One of those professions is in the waste disposal of the cities, meaning that the communities of the Dalits are in direct contact with plastic waste products. Systems of creating plastic waste products into building materials through various means of technological innovations have presented a use for the waste materials that the Dalits have access to in order to solve one of their biggest problems – housing shortages. This thesis intends to explore the nature of the production of building materials through recycling of plastics in order to address the issue of housing shortages, which will also present the communities for opportunitie s of an entrepreneurial nature which can help to curb the poverty in those regions. Through an examination of the nature of plastic from production through its disposal, the environmental impact will be explored so that the benefit of repurposing the product for building materials can be more thoroughly understood. The focus of this research will be on the nature of plastic, with information about the social structure of the Dalit communities explored in order to address the potential for introducing recycling systems for creating building materials.

International Business Management Essay Example | Topics and Well Written Essays - 2500 words

International Business Management - Essay Example 182). At the same time, it is also interesting to see that the global ICT network does not share many common features but has distinctive features (Shin & Park, 2007, p. 263). Due to the unique characteristics of high technologies and particular characteristics of ICT sector, development in this sector has become complicated (Chlivickas et al., 2009, p.324). In the following parts of this paper, the Internet history has been incorporated. The history of the Internet describes the role of the United States and its adversaries in the pre and post Cold War era situations. Subsequent to that, the definition of the Internet has been provided. It is followed by the information communication technology segment, in which the concept of information communication technology has been discussed. But before the description of some of the major aspects relating to the concept, the basic and comprehensive definition of information communication technology has been provided. This definition encompas ses not only the intangible aspects of ICT but also the tangible ones. Before the summary part, global trends and the effects of the Internet on the ICT have been included. History of the Internet The internet has continued to evolve, meeting the needs of all kinds of users (Kozierok, 2005, p.122). â€Å"The Internet’s roots can be traced back to 1957 when the United States formed the Advanced Research Projects Agency (ARPA) within the Department of Defence† (Gallo & Hancock, 2002, p.56). The formation of ARPA was mainly caused by the US response to the former Soviet Union’s launch of Sputnik, which was a unique innovation of artificial earth satellite. As the hostility continued between the two countries, the ARPA’s ultimate objective was to counter the measures taken by the former Soviet Union. In order to achieve this objective, ARPA’s mission was to make efforts and establish the United States as the world’s leading country in military a nd defence applicable science and technology applications (Gallo & Hancock, 202, p.56). Subsequent to that, the establishment of DARPA enabled the team of the ARPA to develop and run internetwork named ARPANET, the Advanced Research Projects Agency Network, in the year of 1969. Originally, the ARPANET was built to serve defence and military objectives, but with the passage of time it underwent numerous changes and modifications that increased its use among other people. The formal innovation and development of a comprehensive system of internetworking protocols started in 1973 (Kozierok, 2005, p.122). In the initial phase of this technology, only one protocol was used for the purpose of internetworking. However, with the passage of time improvements were introduced in the internetworking protocols and better versions of this technology began to show their importance for the current and potential users. Definition of the Internet It is hard to give a precise and exact definition elab orating all uses and characteristics of the Internet. However, Schneider et al. (2009) quote the definition provided by the Federal Networking Council (FNC), which states that â€Å"Internet† is â€Å"the global information system that: (i) Is logically linked together by a globally unique address space based on the Internet Protocol (IP) or its subsequent extensions; (ii) Is able to support communications using the Transmission

The Organization of African Unity Now known as African Union Research Paper

The Organization of African Unity Now known as African Union - Research Paper Example Thesis statement: The organizational set up, responsibilities and social services provided by the African Union proves to be successful within the scenario of social work in Africa (special references to the social services provided by African Union in Africa and its involvement in current issues). African Union: Organizational set up   Ã‚  Ã‚  Ã‚  Ã‚   First of all, almost all the African nations have membership in African Union (AU). For instance, excluding Morocco, present strength of African Union is 53. African Union, a social work organization for creating unity among the African nations was established in the year 2002. Besides, Organisation of Africa Unity (AOU) was the mother organization of AU. Okoth (2006) opines that â€Å"Some of the guiding principles of the AU are similar to those of its predecessor, the OAU† (p. 325). The organizational set up of AU is based on centralization and concentration of power which is fully vested in the center but with equal power to the member states. For instance, the decision making force of AU is the Assembly of the African Union. Badejo (2008) states that â€Å"The AU carries out its business through many organs, agencies, and non-governmental organizations† (p. 39). The secretariat (say, African Union Commission) of AU is in Addis Ababa, which is situated in Ethiopia.  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   The AU is divided into two bodies: political and administrative.  Ã‚   As pointed out, the decision making process is principally vested upon the Assembly, which consists of members/representatives from member states. The present chairman is Bingu wa Mutharika, who represents Malawi. Besides, the representative body of AU, namely Pan African Parliament includes 265 members. Idriss Ndele Moussa is the present president of Pan African Parliament.   Ã‚  Ã‚  Ã‚  Ã‚   The Executive Council’s duty within AU includes the preparation of decisions to be taken by the Assembly. Besides, the Execu tive Council is an important political institution within the AU. The Permanent Representatives Committee, another political institution includes the ambassadors of member states within AU. The Economic, Social, and Cultural Council (ECOSOCC), a consultative body, is under AU. Moreover, the AU Commission, the secretariat or political head is presently chaired by Jean Ping.   Ã‚  Ã‚  Ã‚  Ã‚   The African Union Commission is the most important administrative wing within AU. The other administrative bodies of AU include African Commission on Human and Peoples' Rights (to resolve human rights issues among the member states), and New Partnership for Africa's Development (NEPAD) (aiming to accelerate development of the member states). The Pan-African Parliament is another important governing body which accelerates the smooth functioning of AU as an influential organization. So, one can easily identify that the AU follows the centralized mode of power division. But this centralization of power does not limit the power of the member states because decision making power is solely vested upon the Assembly, which consists of member states. In short, the centralization of power within a single authority and the decision making power vested upon the assembly proves that the same is the best possible way that can be adopted by any social

Social policy in theory and practices Essay Example | Topics and Well Written Essays - 2500 words

Social policy in theory and practices - Essay Example Nevertheless, this functionalist view of the relationship between economic policy and social policy does not clarify the general inclination to give more importance to economic policy than social policy (Walker &Wong, 2009). This essay analyses the relationship between social policy and economic policy in terms of Keynesian and Monetarist economic ideas in relation to welfare. Theoretically, there should not be any inconsistency or disagreement between economic policy and social policy if the latter approves and supports the economy. Nevertheless, in reality, social policy is generally viewed as a hindrance to economic development; it is viewed as pulling out economic resources and spending them on noneconomic activities (Kesselman, Krieger, & Joseph, 2009). Basically, social policy does not possess an independent and rightful sphere; it is considered to be a ‘poor person’s economic policy’ (Moroney & Krysik, 1998, p. 231). However, the state has a natural obligation to make sure that its social policy and economic policy are not conflicting. For this reason, once a welfare state is founded the rationale of its activities starts to work. The citizens become used to taxation and tend to view social policy as an integral part of social institution in highly industrialised or developed economies. On the contrary, citizens in pre-welfare s tates are less likely to recognise or allow taxation because of the absence of confidence in state agencies and the absence of actual experience or knowledge of the advantages of a welfare state (Walker & Wong, 2009, p. 1). In such circumstances, social welfare is commonly limited to the poor or substantially dispossessed by reason of charity. Regardless of the form of taxation (e.g. income tax, excise tax, etc), the capacity of the state to financially support its political and social activities relies on the capacity of the private sector to produce, invest, and accumulate

Kite Runner Essay Example for Free

Kite Runner Essay Human beings are morally ambiguous people. We are neither purely evil nor purely good, but often a mix. And maybe that’s why many of us are attracted to literature works with morally ambiguous characters such as The Kite Runner by Khaled Hosseini. The Kite Runner was set in Kabul, Afghanistan, proceeds to United States during the Soviet Union invasion, and then the setting goes back to Kabul when the Taliban rises in power. In this novel, Amir, to whom the whole story of the book is centered around, is a morally ambiguous character. Amir is a Pashtun boy; he betrays his friendship with Hassan, a Hazara son of Amir’s father’s servant. Guilt haunts Amir for years even after he had left Kabul and moved to United States. Amir is a morally ambiguous character because he’s a coward, he’s selfish, he betrays his friend and lies, but he also finds courage to face what he had done wrong and finds salvation. The first part of the book The Kite Runner proves how Amir is not a purely good character. Amir often hangs out with the Hazara boy, Hassan and would tell Hassan that they are friends, but he still feels he’s above Hassan because Amir is Pashtun and Hazara people are considered below the Pashtun people. Amir wouldn’t hang out with Hassan when other Pashtun boys are with him, he also mocks the fact that Hassan can’t read, not considering the fact that Hassan doesn’t have the opportunity to get an education. Amir couldn’t stand Hassan’s intelligence: Amir had written a story about how a man’s tears turn into pearls when they fall into this magic cup, and the story ended with man’s wife dead in his arms on a mountain pile of pearls. When Hassan heard the story, he had enjoyed it, but he also raised a few questions that angered Amir, â€Å"Why did the man kill his wife? In fact, why did he ever have to be sad to shed tears? Couldn’t he have just smelled an onion? † (p. 34). Amir was angry because a mere Hazara boy who couldn’t read had taught Amir something he, an educated boy, didn’t figure out. These few examples that show how Amir is mean and arrogant are nothing compared to what he does to Hassan later on. Assef is a Pashtun boy that truly hates Hazaras and believes that Hazaras should all disappear. When Amir catches Assef raping Hassan, instead of stepping in, Amir runs away and pretends nothing had happened. When guilt started eating Amir up and he couldn’t stand facing Hassan because Hassan reminds him of his cowardly action, he pinned a crime of thievery on Hassan in order to have Hassan evicted from his house. The second part of the book shows that Amir isn’t purely evil despite what he has done. For a while, Amir’s life is filled with the guilt of not saving Hassan from the rape and it kept Amir from being completely happy, even though he found the love of his life in America and got married. Then one day, Amir’s father’s friend, Rhahim, called him to give him a chance to redeem himself. â€Å"There’s a way to be good again† (p. 226). Amir did find a way to be good again. Amir went back to Afghan to find Hassan’s son, Sohrab, to take him with Amir because Hassan and his wife had been shot to death on the street by the Taliban. Amir finds Sohrab with Assef and ends up getting into a physical fight with Assef. Amir basically lets Assef beat him up and while being beat up, Amir feels relieved. â€Å"My body was broken – just how badly I wouldn’t find out until later – but I felt healed. Healed at last† (p. 289). Amir felt that he was being healed from the guilt that has been crawling beneath his skin every single day. He had betrayed his one and only friend, Hassan, lied, and destroyed a chance where Hassan might have left to United States with him and would still be alive. Amir felt that he finally got what he deserved and he felt much better, he had found salvation. And he had afterwards taken in Sohrab as his own son. Amir had been a coward; he had made selfish decisions and ruined Hassan’s live, but if he had been purely evil then he would not have felt guilt, nor would he have risked his life to bring back a mere Hazara’s son. But he had been filled with guilt and he had gone to find Sohrab and redeemed himself. And thus, Amir is a perfect example of a morally ambiguous character.

Steps of the Communication Process

Steps of the Communication Process Question 1 1.0 Introduction The communication process made of a message being sent and perceived by the others. The message may be verbal or non-verbal. Communication means talking, making friends, interacting with people, having relationships either private life relationships or work related. Communicating with others is essential in leading a normal life. We all communicate in our own way but we need to learn how to do it effectively. Communication has two types, there is verbal communication and non verbal communication. The verbal is includes oral communication mean that through words and writing. Example, a lecturer writing at the whiteboard and speaking at the class, and the students are writing what the lecturer spoke out and read what lecturer wrote out. Second, non-verbal communication is without words mean that is expressive behaviors and body language/body signal. Examples, a boy kiss a girl to show the girl that he love her. The communication process is the guide toward realizing effective communica tion. It is through the communication process that the sharing of a common meaning between the sender and the receiver takes place. Individuals that follow the communication process will have the opportunity to become more productive in every aspect of their profession. Effective communication leads to understanding. The communication process is made up of four key components. Those components include encoding, medium of transmission, decoding, and feedback. There are also two other factors in the process, and those two factors are present in the form of the sender and the receiver. The communication process begins with the sender and ends with the receiver. When encoding a message, the sender has to begin by deciding what he/she wants to transmit. This decision by the sender is based on what he/she believes about the receivers knowledge and assumptions, along with what additional information he/she wants the receiver to have. It is important for the sender to use symbols that are f amiliar to the intended receiver. A good way for the sender to improve encoding their message, is to mentally visualize the communication from the receivers point of view. 1.1 Types of Communication Communication can occur via various processes and methods and depending on the channel used and the style of communication there can be various types of communication. 1.1.1 Verbal communication Verbal communication is divided into written and oral communication. The oral communication refers to speaking words in the communication process. Oral communication can be face-to-face communication or a conversation over the phone or on the Messenger chat over the Internet. Spoken conversations or dialogs are affecting by voice modulation, volume and even the speed and clarity of speaking. The Another type of verbal communication is written communication. Written communication can be via letters, newspaper, mail, or email. The effectiveness of written communication depends on the style of writing, grammar, vocabulary used, clarity and precision of language. Below are some types of verbal communication: Types of verbal communication speaking and writing reading and listening Face to face discussions Telephone conversations 1.1.2 Non-verbal communication Non-verbal communication is includes the body language or expressive behaviors of the person who is doing, which will include the body posture, overall body movements, and the hand gestures. The facial expressions are also play a major role while communication since the expressions on a persons face say a lot about his/her mood. On the other hand gestures like a handshake, wave hand to say hello or goodbye, a smile or a hug can independently convey emotions. Another example, a person want to show uncertainty will make some ehh, ahh, ermm sounds to mean that are not sure. Non verbal communication can also be in the form of pictorial representations, signboards, or even photographs, sketches and paintings. Types of non verbal facial expression and eye behavior gestures and postures vocal characteristic personal appearance touching behavior use of time and space Verbal communication also includes the written word. Written includes emails, books, letters, magazines, newspapers, notes, faxes, announcements, commercials etc. Anything that is written is also verbal communication. Oral communication has also besides real words, mere grunts, cries, whimpers that people make. Each sound we make can be interpreted and seen as a certain language. Communicating with others is done more easy and it`s more easy also to understand if the two people speak the same language. 1.2 Process of Communication Channel Medium Receivers send feedback to sender Sender has an idea1 6 Sender transform idea into message Receiver interprets message Speaking Verbal 2 5 Receiver gets message Sender transmit message Writing Non-Verbal 3 4 1.3 How does one ensure that the intended audience has received the right message? Communication is a two way process. It needs to have a sender, a receiver and a message. In order to have a successful ensure that the intended audience has received the right message, we need to send the message clearly. The key to a great communication understands each other. We should know that when communicating, there might appear some barriers. Below are some of barriers of communication: Between people 1) Difference in perception 2) Incorrect filtering 3) Language problems 4) Poor listening 5) Different emotional states 6) Different background 7) Misunderstandings Within organization 1) Information overload 2) Message complexity 3) Message competition 4) Lack of trust 5) Inadequate communication structure Very important when communicating to also listen to what the other person is saying. Communicating can be through body language, through signs or through visual representations. People have found many ways to communicate. The second most important way to communicate is through body language. The way we move our body and the mimics we make sends also a message, that`s why we should learn how to control our body language. Below is some way to ensure that the intended audience has received the right message: Sending the Message There are four elements involved in sending a message. First, as the sender, formulate the message intend to communicate. Next, consider possible barriers that may affect the message. This includes experience, the term will use and even feeling toward the subject or the audience. External barriers such as noise must also be considered. Third, encode the message, you put the message into the words you want to use. Last, clearly communicate (send) the message. Receiving The Message, there are also four elements involved in receiving a message. The audience (receivers) will first hear and/or see the message you sent. Second, the message is affected by external barriers, if any, and the audience own internal barriers. Possible internal barriers may include the audience experience level, their understanding of the terms used, their attitude toward the material, or the way they feel about you. Third, the audience decodes the message through the use of mental images. For instance, when you say the word circus, the receiver does not see the letters that form the word. Instead, a mental image of some sort appears. Fourth, the audience interpret the message. Clearly, at this point in the process there is no way for you to determine that all of the audience received the message you intended. To determine this, you must get feedback. Feedback Feedback, which may take several forms, provides essential information about your success in communicating the message. To get feedback, have the audience respond to oral questions and encourage them to ask questions. The audience non-verbal behaviors also provide important clues as to their understanding of the material. Facial expressions and body movements often indicate when audiences are unsure about the meaning of your message. You should be careful in accepting a yes response when you ask Do you understand? Obtain meaningful feedback by asking questions that require the audience to provide answer which indicate that they in fact do understand exactly what you intended. Listening Listening is one of our most important communication skills. It is an active process of hearing and understanding that demands concentration and attention. Both you and your audience have responsibilities in the communication process. You must ensure that the learning environment is free of distractions that might interfere with the audience ability to listen. Be alert to the non-verbal behaviors of your audience. Facial expressions reveal much of what is happening in the mind of a audience. A quizzical look indicates some misunderstanding has occurred or a question needs to be addressed. An audience leaning slightly forward and maintaining good eye contact with you is probably interested and sincere about learning. Raised hands and relevant questions are sure signs that you are communicating effectively. Learn to determine if audiences are listening by the type of feedback they provide. Effective listening depends on motivation, and you are the prime motivator in your classroom. Aud ience should arrive for instruction ready to learn. They should participate and ask questions as they arise. Audience must understand that they have responsibility for their own learning. This requires active listening on their part. 1.4 Conclusion Communication is a two way process. It needs to have a sender, a receiver and a message. In order to have a successful ensure that the intended audience has received the right message, we need to send the message clearly. The key to a great communication understands each other. We should know that when communicating, there might appear some barriers. The communication process made of a message being sent and perceived by the others. The message may be verbal or non-verbal. Communication means talking, making friends, interacting with people, having relationships either private life relationships or work related. Communicating with others is essential in leading a normal life. We all communicate in our own way but we need to learn how to do it effectively. Question 2 2.0 Introduction Nowadays, many youngsters and gamers who like to catch up latest home video game console are using and playing Play station 3, Xbox 360, Wii in their house as it would be exciting, high graphic and satisfy gamers needs such as following games Final Fantasy VII, Metal Gear Solid 4, Assassins Creed and more. Why many people like to play home video game console? Because the PS3, Xbox 360, Wii user can entertainment at home without go out and the main point is the games graphic is High Density, everything in the game is very nice, lifelike, clearly. Our Company SonyZ has recently brought in Play station 4 (PS4), which is a high-tech slim home video game console with competes with Microsofts Xbox 360 and Nintendos Wii as part of the seventh generation of video game consoles. The Play station 4 is the third home video game console produced by Sony Computer Entertainment and the successor to the PlayStation 3 as part of the PlayStation series. This product is suitable for teenagers and game rs. Though there are many different types of home video game console out in the market, Play station 3 serves as an effective and high quality product due to its top-notch built-in features and functions.The redesigned, slimmer version of the PlayStation 3 (commonly referred to as the PS4 Slim and officially branded PS4) is currently the only model in production. It features an upgradeable 120 GB, 160 GB, 250 GB or 320 GB hard drive and is 33% smaller, 36% lighter and consumes 34% (CECH-20xx) or 45% (CECH-21xx) less power than the previous model, or one third of the original PS4 model. The Cell microprocessor has moved to a 45 nm manufacturing process, which lets it run cooler and quieter than previous models, and the cooling system has been redesigned. The RSX moved to a 40 nm process in the latest revision. The PS4 slim also includes support for CEC (more commonly referred to by its manufacturer brandings of BraviaSync, VIERA Link, EasyLink etc.) which allows control of the console ove r HDMI by using the TVs remote control. The PS4 Slim no longer has the main power switch like the previous PS3 models, similar to redesigned PlayStation 3 slim. Support for emulation to play PS3 titles is not present in the Slim version. This product will soon-to-be-launched. The PlayStation 3 features a slot-loading 2x speed Blu-ray Disc drive for games, Blu-ray movies, DVDs, CDs and other optical media. It was originally available with hard drives of 20 and 60 GB (20 GB model was not available in PAL regions) but various sizes up to 320 GB have been made available since then (see: model comparison). All PS3 models have user-upgradeable 2.5 SATA hard drives. The PlayStation 3 uses the Sony, Toshiba, IBM-designed Cell microprocessor as its CPU, which is made up of one 3.2 GHz PowerPC-based Power Processing Element (PPE) and eight Synergistic Processing Elements (SPEs). The eighth SPE is disabled to improve chip yields. Only six of the seven SPEs are accessible to developers as the seventh SPE is reserved by the consoles operating system. Graphics processing is handled by the NVIDIA RSX Reality Synthesizer, which can output resolutions from 480i/576i SD up to 1080p HD. The PlayStation 3 has 256 MB of XDR DRAM main mem ory and 256 MB of GDDR3 video memory for the RSX. The system has Bluetooth 2.0 (with support for up to 7 bluetooth devices), gigabit Ethernet, USB 2.0 and HDMI 1.4built in on all currently shipping models. Wi-Fi networking is also built-in on all but the 20 GB models, while a flash card reader (compatible with Memory Stick, SD/MMC and CompactFlash/Microdrive media) is built-in on 60 GB and CECHExx 80 GB models. 2.1 How to communicate target audience to persuade them to buy this product First, know our audience. Not just the demos, but what are their needs, desires, goals and more. When you know that, look at your product/service to see how it addresses those needs. Think, too, of how it does it in ways that no other competing product can. And push beyond that to think about the ways in which our product enhances their lives that may not be readily obvious to them. Now, you have the keys to developing a message that reaches the right audience and develops the right connect. And if know our audience that well, you also know where to find them TV viewers, internet users, newspaper readers and more. That allows you to build a strategy laying out the key points or messages you want to convey and the optimal places or ways to convey it. But whatever you do, be present and genuine in your communications. Be engaged with the audience. Reply, chat, take criticism with praise, but stay in the conversation. Thats where really start to build the connect. And also, we will use the verbal and non verbal to communicate our product to persuade target audience to buy our product. Verbal communication is divided into written and oral communication. The oral communication refers to speaking words in the communication process. Oral communication can be face-to-face communication or a conversation over the phone or on the Messenger chat over the Internet. Spoken conversations or dialogs are affecting by voice modulation, volume and even the speed and clarity of speaking. The Another type of verbal communication is written communication. Written communication can be via letters, newspaper, mail, or email. The effectiveness of written communication depends on the style of writing, grammar, vocabulary used, clarity and precision of language. 2.2 ADDITIONAL BENEFITS Every purchasers of PS 3 will have one year warranty. Consumer can send back the PS 3 to our branches if the Play station got any problem without more than one year after purchased and not include those problems such as, the Play station was soaked by water, destroyed intentionally, lost cases. If some company makes an order in more than 100~30 units of Play station 3, delivery is available. The products we sold out are not refundable. Any purchased with cash, credit card and cheque are acceptable. 2.3 Advertisement for this product We advertising it by media, this means sharing information through radio, TV or Internet. Many computer users can find our product through internet. By advertising, it also includes billboards, flyers, banners, pamphlets, bus shelters and more. . Besides that , our company used promotion the element of the service mix which allows the consumer know our latest product by many way of promote, example : our product has invite some artist to advertisement in TV , big poster beside the highway road to let consumer know it, radio ,newspaper ,phone magazines , upload to internet web to let consumer know our product. And also, By PR (or Public Relations), these are the people a business hires to get their message out to others (like news outlets for example) for them to carry the message to customers or potential customers. A good way to get lots of free coverage. Besides that, by email send and receive information to keep customers informed and clear, and by online chat sessions are an effe ctive and common way to resolve customer complaints via the business web site. At last, by mail; many businesses send information as advertising or announcements using postal mail.