Learning Team Objective Essay

During weeks four and five, we learned all about methods a company can have a picture of their overall fiscal rankings. A few of the subjects dealt with include using a report of cash flows to observe the coming in and going out of cash, assessing fiscal reports, the way to report the issuance of the various kinds of stock and dividend payments, and the Sarbanes-Oxley Act influence. A report of cash flows indicates the receipt and payment of cash for the organization. The direct method is desired by the FASB, even though both ways are acceptable, and shows cash receipts and payments in operations whereas the indirect method changes net income which does not influence cash. To get commenced with a report of cash flows, the organization must change its net income from an accrual basis to a cash basis. Ultimately, an organization may decide their free cash flow to find out the amount of money is remaining after adjustments for capital expenses and dividends have been completed. The 3 methods of assessment are the horizontal, vertical, and ratio analysis. Horizontal assesses the fiscal report data during a period of time. This decides the increase or reduction which has occurred. Vertical analysis reports every item like a percent of base sum. This decides what amount of the total assets are existing assets or what amount of the net sales are selling expenditures. Ratio analysis reports the connection amongst the chosen items of the reports. This decides liquidity of assets, profits of the organization, and the solvency ratio informs if the organization is likely to survive over a long interval of time. Investors are able to use the cash flow report to find out if the organization has adequate cash to increase operations and pay dividends. The organization may use the information in the cash flow report to assess the effectiveness of operations. Cash flow from funding activities shows any modifications in debt, loans, or dividends. Issuing stock or rising long-term borrowing is actually a cash inflow. Paying dividends or decreasing liability is a cash outflow. Moreover, cash flow from operating activities calculates the modifications in cash flows from operations needing a calculation of the modifications in account balances in the balance sheet between accounting intervals. Scenarios may happen which result in unethical accounting routines because of lacking in the financial controls set down and followed by higher administration people. All six of these methods not just require to be set up but they must be adopted and enforced as well by way of assessment and follow-up. In case even one of the controls isn’t set up in that case the opportunity may become open for unethical conduct. For instance, in case you don’t specify duty by just having one individual accountable in that case it results in a lack of accountability if something is incorrect. The Sarbanes-Oxley Act was put into operation in 2002 as a result of great number of unethical and fraudulent scenarios abounding in companies. This Act says that all publicly operated organizations should have noted internal fiscal controls in the organization. Organizations must submit an assessment of the effectiveness and value of their internal controls with their conclusion of year fiscal package. Regular outside audits are carried out to make sure compliance by the companies with this Act. In case violations are found anytime, penalties and fines might be enacted upon higher administration level people to include imprisonment. To conclude, over weeks 4 and 5 we have learned all about the ways of creating cash flow reports, the way to apply the 3 different ratios when deciding how nicely or lousy the organization is performing fiscally, the way to report journal entries of the issuance of stock and common stock and the way to announce and enter payments from dividends, and lastly the way to stay ethical in accounting and be in conformity with SOX.

Discrimination Against Females in Sport

Discrimination against Females in Sports Gender difference has always been an issue in many shapes and forms and throughout many circumstances in the past, present and still will be in the future. This paper focuses on the issue of discrimination against women in sports. Either being an athlete or a coach, women have always been looked upon as not as talented sports wise as men, even though in reality, they are. This issue is articulated in many ways.The news paper Green Leaf Weekly reports from the past that sports editors and journalists think that women’s sport is not â€Å"newsworthy† (Brown, 1993). Just that quote says a whole lot about the lack of respect people have for women who play sports who work just as hard as men to contend in their sport. Research by Eileen McDonagh and Laura Pappana demonstrates that sex segregation in sports does not simply reflect biology, but it actively constructs and reinforces social ideas of female inferiority (McDonagh & Pappana, 2010).For example, it has been a known fact that women have better physiological endurance compared to men, but yet in the Olympics some of the racing events are actually shorter compared to the men because the women are perceived as not being able to handle the same distance men run. In May of 2004 the sports world was flipped upside down when Title IX was put in place. This title should have been put in place a long time ago, but with all the discriminatory gender issues, it took this long to come to be. Title IX prohibits discrimination against girls and women in federally funded education and athletic programs.The law states that schools who do not follow Title IX, will lose their federal funding. This was a huge step in the beginning of discriminatory actions towards females in sport to be diminished. There are many resources available for exploring this subject area. Finding data and charts is hard to find, but there are many news paper articles on discrimination against wome n in sports. Also a few websites as well to help you get informed on how and why there is discrimination towards women in sports in the first place. There is a website called Women’s Sports Foundation that has a lot of information about women in sports.The good thing about this website is that though it focuses on the negative aspects like discrimination, it also focuses on the positive aspects and what women have achieved in sport and what future goals for women’s sports are. A fact the website states that by 2010, 53 athletic opportunities were offered to every 100 high school boys, and 41 athletic opportunities were offered to every hundred high school girls. Though the number is lower than that of the males, it still is much better than 20 years before this time when it was seldom that 7 athletic opportunities were offered to every 100 high school girl.This statistical research shows that discrimination in sports towards women is improving, slowly, but surely. Wome n are the most affected by this issue because they are being discriminated against in sports. More so than just women, younger women have an even harder time as when you are a young girl there are no girl’s leagues, just mixed leagues with boys. When females play with males, a lot of people say discriminatory things about girls and how they are incapable of playing with males.Likely problems that could come out of this for Canadian society would be that the discrimination problem against women will never be fixed, or it could also get worse. Women need to realize their worth and do something about the issues that are being brought towards them in sports. They have the right to play sports and enjoy them just as much as males do, and they are just as talented as males are. There are many solutions to this problem. A few solutions have already been created in order to better the sports world for women.The Title IX was definitely an important time in history when the document wa s put in place that discrimination against women is strictly prohibited in federally funded sports (Steven, 2004). Women’s sports being in the Olympics also play a very important part in helping this problem. Over the years as more women’s sports were added into the Olympics, it got more media coverage and more attention. With this attention, more young females joined the sports world and the female sports world vastly grew. I feel more women’s sports need to be added into the Olympics, and maybe even create a professional women’s sports league, like the NHL or NBA.Creating a professional women’s sports league would definitely capture enough attention to possibly make the discrimination simmer down. Another option is to possibly create women’s sports centers all over the world for women to come together who play sports and possibly make a change and realize there are a lot of other females all around the world who feel just as they feel. Mak ing people aware of the problems of discrimination in sports could open the eyes of a lot of people to see that it actually is a huge problem. In conclusion, sports are meant to be an activity to demonstrate teamwork, hard work, pain, courage and most of all belief.Belief is hard to achieve when you are being discriminated against, and a lot of people turn to sports to gain confidence. Gender in sports shouldn’t matter, sports teach to you the lessons no matter what gender you are. Many people use sports as a getaway from the crazy world now days and they should feel comfortable. Females need to realize their worth to the sports world, and if more people become aware of the problem and try and solve it, many younger females will be inspired in the future society to take sports to a whole new level, without discrimination against females.The problem will never be completely solved, but with determination anything is possible. References Brown, C. , (1993). Green Leaf Weekly. A rticle, 121. Retrieved from http://web. ebscohost. com. library. smu. ca:2048/ehost/detail? vid=3&hid=11&sid=66b0d127-bc37-4ca5-a903-ef2cab3580af%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=fyh&AN=MRB-WRI0271980 McDonagh, E. , Pappana, K. , (2010). In Brief. Women’s Studies, 39(1), 67. Retrieved from http://web. bscohost. com. library. smu. ca:2048/ehost/detail? vid=3&hid=11&sid=66b0d127-bc37-4ca5-a903-ef2cab3580af%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=fyh&AN=46837840 Steven, L. Y. , (2004). The Sport Of Numbers: Manipulating Title IX To Rationalize Discrimination Against Women. Brigham Young University Education & Law Journal, 1, 155. Retrieved from http://web. ebscohost. com. library. smu. ca:2048/ehost/detail? vid=3&hid=

Memorandum Essay Example | Topics and Well Written Essays - 250 words

Memorandum - Essay Example Concretes are supposed to be attached to the steel. The concretes are made of Portland cement and sand (Proulx 189). The two materials are used because of their ability to set quickly even when under water. When combined, the materials become waterproof, a desirable and required nature of most materials used for constructing bridges. The concretes are placed on top of the steel 10-20 m above the water surface. This is because steel is a strong metal and easily withstands the weight of the concrete above it. The height is meant to prevent excess water from reaching the bridge when there is high rainfall leading to excess water in the river. The concretes and slabs are arranged in a way that leaves some spaces in between them to allow for expansion and contraction when their temperatures arise and drop respectively. The same applies to the steel; they are fit to each other leaving some space for contraction to avoid possible breakages due to expansion and contraction forces (steel girds) (Proulx 186). The width of the bridge was made large to ensure a large and easy pass-way for large vehicles. The structure was left to dry first before drivers are allowed to drive through

Managerial accounting Essay Example | Topics and Well Written Essays - 2500 words

Managerial accounting - Essay Example The reasons that back the statement include the increasing pressure of capital market, rapidly changing business environment and an escalating competitive environment. In the context of that, the below presented paper has discussed the different aspect of traditional budgeting followed with the criticism over the traditional approach of budgeting. With that, the paper has discussed the recent external pressures from the capital market. Activity based budgets are the flexible budgets that are based on the different cost drivers. In activity based budgets, multiple cost drivers are used for the different activities of the business. The activity based budgeting is more precise as compared to the conventional budgeting. The incremental approach towards budgeting initiates with the previous budgeting period which are also term as the actual results. It adds and subtracts the incremental amount to overcome with the inflation and other obvious changes. Zero based budgeting is that approach for budgeting that necessitates each element of cost to be particularly justified, as the activities related with the budget are taken into the considerations for the first time. In zero based budgeting, the allowance for budget is zero without any prior approval (Kaplan Financial Limited, 2012). The traditional budget of an organization designates the amount and quantity of money the management of the company allocated for a predetermined period in order to meet the financial obligations of the company. These includes allocation of funds for the operations of the business, the liabilities and other expenses incurred by the organization. The aim of the budget is to facilitate the organization to spend the revenues and income generated by an organization in accordance with the plan. The traditional budget is based on reviewing the historical performance of the company

Elements in financial services Essay Example | Topics and Well Written Essays - 2500 words - 1

Elements in financial services - Essay Example economy? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 How do these policy-induced changes in real interest rates †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 affect the financial institutions and the economy? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 The inflation and the monetary policy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Effect of interest rate to long term investment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Government Spending†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Where does the federal government get all the funding to support these expenditures? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Monetary Policy in the Financial Crisis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Work Cited†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 I have chosen to discuss the U.S. monetary policy as it has wide effect to the economy that transcends to other countries. First, I will show the structure of the US monetary policy, its goals and tools. Second part, I will discuss how it affects the U.S. economy, particularly, the financial

Specificity and Sensitivity Essay Example | Topics and Well Written Essays - 250 words

Specificity and Sensitivity - Essay Example y of a given clinical test refers to the ability of a test to accurately classify those patients with disease while specificity refers to the ability of the test to correctly identify patients without the disease. Consequently, Lovallo et al (2010) noted that specificity and sensitivity are inversely related in that the higher the sensitivity in a test, the lower the specificity of the same test. Therefore, a test having high sensitivity and lower specificity will accurately indicate higher percentage of patients as having a disease while limitedly identifying patients without the disease. Therefore, the use of high sensitivity and lower specificity is best suited in screening a severe but curable disease. On the contrary, the second test with a high specificity and low sensitivity will accurately identify higher percentage of patients without the diseases but inadequately provide information on those patients suffering from the diseases. Therefore, in the case of a deadly disease that is curable, it is essential that clinical tests apply the first test since it will accurately identify a higher percentage of patients having the disease and hence facilitate mitigation of the disease. Prompt and accurate identification of individuals suffering from the disease will enable early detection and issuance of medical treatment. The screening process should hence apply test one. Lovallo, C., Rolandi, S., Rossetti, A., & Lusignani, M. (2010). Accidental falls in hospital inpatients: evaluation of sensitivity and specificity of two risk assessment tools. Journal Of Advanced Nursing, 66(3), 690-696.

Islamic Banking in Bangladesh Essay Example | Topics and Well Written Essays - 3000 words

Islamic Banking in Bangladesh - Essay Example Islamic / Shariah based Banking System. Operation of Islamic Banking.. The main focus of the report is the Islamic Banking system; which is indicated a way to the light. Methodology: Research type: It is an exploratory research. Source of data: In this report all-necessary information to prepare are collected from secondary data. Secondary data: I need much information for the report, which we get from secondary data. These are: Annual Report of different banks. Different types of brochures of EXIM Bank Ltd. Books and Journals (Details are available at Bibliography). Research approach: As the research is based on secondary data Traditional Research approach has used as (Query from Internet, Journals, Books etc). Analysis & reporting: I have used different types of statistical tools and computer software for analyzing and reporting my gathered information, such as - Microsoft Excel, Microsoft Word, SPSS. Limitations of the Study: The study had to be completed under certain constraints, which barred it to be more effective. Some of these constraints are listed: Every organization has their own secrecy that is not revealed to others. Another limitation of this study is Banks policy of not disclosing come data and information for various reasons, which could be very much useful. No contacted method used because research conducted based on secondary data. Despite the limitations, I have tried my best to prepare the report. If you find any mistakes please consider it cordially. Islamic Banking: Islamic banking has been defined as banking in consonance with the ethos and value system of Islam and governed, in addition to the good governance and risk management rules, by the principles laid down by Islamic Shariah. Interest free banking is a narrow...All the data for this analysis has collected from secondary sources. The primary objective of this report is to comply with the requirement of my course. But the objective behind this study is something broader. Objectives of the study are summarized in the following manner: Islamic Banking: Islamic banking has been defined as banking in consonance with the ethos and value system of Islam and governed, in addition to the good governance and risk management rules, by the principles laid down by Islamic Shariah. Interest free banking is a narrow concept denoting a number of banking instruments or operations, which avoid interest. 5. The Islamic banks have no provision to charge any extra money from the defaulters. Only small amount of compensation and these proceeds is given to charity. Rebates are give for early settlement at the Bank's discretion. Islamic Shariah prohibits 'interest' but it does not prohibit all gains on capital. It is only the increase stipulated or sought over the principal of a loan or debt that is prohibited. Islamic principles simply require that performance of capital should also be considered while rewarding the capital. "The prohibition of a risk free return and permission of trading, as enshrined in the Verse 2:275 of the Holy Quran, makes the financial activities in an Islamic set-up real asset-backed with ability to cause value addition"4. Islamic banking system is based on risk sharing, owning and ha

Exam #2 Essay Example | Topics and Well Written Essays - 500 words

Exam #2 - Essay Example By implementing this program, the company gets the following benefits: Light and modified duty program offers cost savings opportunity for the company to control workers’ compensation and disability costs. A well developed Light and modified duty program must contain the senior management’s support and cultural acceptance by the location management of the program. In addition, a well-made light/modified duty program contains a detailed job description for each task done in the workplace. Potential questions include: A). will there be a rising cost of workers’ compensation and healthcare? –the answer to this question is no, the program in conjunction with the transitional duty will manage this. Also, it is more efficient to pay an employee working at 50% as opposed to paying for workers compensations which is 0% productivity to the company. B). in case of injury, which will be responsible? The answer to this question is, the responsible individuals include the injured employee, supervisor, and program coordinator a. Family medical leave act- Only serious health conditions of the employee constitutes a modified work program. This act is only relevant in cases where the employee has a serious accident, with the approval of a medical practioner. b. The Americans with disabilities act- This act enables employers to make permanent reservations for employees who are disabled. This means that disabled employees do light duty task. If no outcome is predestined for the light duty program and the employer requests no follow up information, the employer may be sued. Although the employee may be working under the light and modified duty programs, follow up data is necessary. c. Workers compensation statutes- Actual disabilities qualify someone for this act and for a modified work program. An employer may be sued if found to make a sick or injured employee work as

Business final report Research Paper Example | Topics and Well Written Essays - 2000 words

Business final report - Research Paper Example Economically, Wal-Mart has been able to expand its sale to almost 50% even during the recession. Wal-Mart has been admired worldwide due to its social aspect in respecting it customers and other individual who form part of their social life. In addition, Wal-Mart has been able to create environmental sustainability through submission of important sustainability goals. However, the company has had allegations of disregarding its employee’s rights. In another dimension, Wal-Mart is a leader in the use and application of technology in the effort to maximize operational efficiency. I would like to thank all those helped me in the research. In particular, I would like to thank Dr. J.L Waltman for being part of my research as he guided me through, especially on the best approach to use in order to perfect my report. Table of Contents 1.1 Introduction 4 1.2 Political Factors 4 1.3 Economic factors 5 1.4 Social Factors 7 1.5 Environmental factors 8 1.6 Legal factors 9 1.7 Technologica l factors 10 1.8 Conclusion 11 References: 12 1.1 Introduction Wal-Mart is one of the renowned supermarket brands in America running numerous chains of large departmental store and warehouse stores (Wal-Mart Stores, Inc., 2011). Apparently, the multinational store has been able to maintain its thriving market especially in the United States of America and other parts of the world (Matusitz & Lord, 2013). According to a research that was conducted in regard to Wal-Mart operations, it is evident that the multinational corporation has immensely gained a negative bad image in most part of the world where most of its stores and branches are found (Hicks, 2009). In light of this, Wal-Mart is continuously seeking to lessen the brand image through ensuring that they work professionally. 1.2 Political Factors Initially, Wal-Mart Corporation has placed its stores in the United States of America and other parts of the world. As such, it is important to ensure that there is political stability in such countries as this plays a huge role in maintaining market. If it happens that the some of the countries where some of the branches are suffer from political instability, it is advisable for the corporation to withdraw it market avoid poor market generated through politics in specific countries. Similarly, the corporation should be aware of the different government regulations and deregulation in the United States of America and other foreign countries such as Canada, Argentina, and China where the branches are situated (Karlgaard, 2013). Also, it is worth noting that government regulation and deregulation varies according to different countries. Any organization, corporation or business entity that wants to thrive in business must work within the regulations of a given country or state. In relation to this, the corporation should ensure that it follows the trade restrictions that are used in all its locations. In relation to this, Wal-Mart has continuously paid tax in all th e countries that its branches are located. Payment of taxes indicates that the corporation is politically responsible and is ready to work and follow the rules and regulations of the given countries. 1.3 Economic factors Economic factors specifically affect the corporation’s operations, as well as, the making of its decisions. Thus, there is must be economic growth, substantial rates of interest, over and above,

The Berlin Wall A World Divided 1961-1989 Essay Example | Topics and Well Written Essays - 750 words

The Berlin Wall A World Divided 1961-1989 - Essay Example This essay highlights that the differences in economic and political ideologies could have easily led to the eruption of another world war but as history dictates it the war didn’t materialize in the relatively volatile environment. Distinctively, minds engaged instead of arms for the greater good of the world. This period provides a unique period on a historical lens where the greater public demanded an ear and vouch for their future.This paper stresses that throughout the narrative a number themes are strongly expressed in regards to the period of time which are consistent. A strong sense and theme of conflict is portrayed during the times. Conflicts in ideology where the East is largely welcoming to a communist economic model where on the other hand the West are in favor of a capitalist economic model. There are also conflicting living standards across each side of the wall where the living standards on the West were comparatively economic favorable than those in the East. The strong theme of conflict is also largely emphasized on the political set up across each divide; the West can be perceived to adopt a more democratic government where the larger public have their say in state issues, this is opposed to dictatorial government perceived to be in place in the East where razor wires are erected without the public’s consent.  The aspect of leadership is also brought under the knife in the historical theatre where different world leaders adopt different styles of leadership which are hugely consequential.

The Zoo Story Essay Example for Free

The Zoo Story Essay Edward Albee, in his play The Zoo Story, demonstrates his mastery of â€Å"the theater of the absurd. † Through absurdity he manages to bring to light the underlying social norms and limitations upon real human emotion and existence imposed by American culture. Superficially Jerry is the absurd character, but as the one act play progresses it becomes apparent that Albee intends to reveal the very real absurdity inherent in ordinary, everyday discourse and activity—this is provided by Peter. Peter is repeatedly referred to by Jerry as a vegetable; he seems to be vacuous in the sense that he behaves and acts absolutely as he is expected to by the norms of society. He is properly polite and his words are entirely empty; he almost never says what he actually feels, only what he believes it is appropriate to say. The plot is entirely linear, although the dialogue is anything but. Essentially, the play is just about Jerry and Peter as they happen to encounter one another at the park. They speak with each other; then Peter stabs Jerry and leaves him to die. So, the plot is linear in that it merely follows these events in real time as they happen. However, Jerry’s attempted explanations surrounding his life and the events that made-up his day are deliberately presented in a disjointed manner. Jerry seems to have trouble communicating with other animals; yet, we come to realize by the end, that he is far more successful in conveying his innermost emotions than Peter is. His explanation of why he went to the zoo makes no sense to a man who works with words every day—Peter is a publisher. There is no polite or unobtrusive answer to the question of why Jerry went to the zoo; as a result, he honestly tells Peter his lonely and violent motivations. This is why Jerry’s â€Å"zoo story† begins with a description of his apartment complex, and the perverse woman that is his landlord. It is important that this disorderly account of Jerry’s visit to the zoo actually occur in the straightforward structure of a simple conversation in a park: Peter becomes the audience to this unbridled expression of emotion and sin imposed upon his structured life. In a very literal sense, Jerry and Peter are simply animals. They have limitations placed upon their actions just as the animals in the zoo are kept behind bars. While Peter seems wholly content with his restricted position—or perhaps he is unaware that he is confined at all—Jerry seems to bristle at the very idea. To Jerry the orderly functioning of society has prevented him from reaching out to other people in any meaningful way. In this regard, he is rather fascinated by Peter—a man who embodies everything ordinary and artificial. When Peter jumps to conclusions about Jerry’s life he is asked, â€Å"What were you trying to do? Make sense out of things? Bring order? The old pigeonhole bit? † (Albee, 25). By posing these questions Jerry is revealing his interest in the mechanisms of Peter’s thought, but he also seems to be attempting to teach Peter something; to lead him to a conclusion which he has already reached. Jerry wants to reach out and touch Peter, but he cannot be successful until Peter realizes in what way he is restrained. Jerry is an individual type character: understanding his psychology is more important than his actual function in the play. Obviously, he is trying to, and eventually succeeds, in bringing about a change in Peter; but the exhibition of this change is less important than grasping the reason why Jerry wants to succeed. Basically, the play’s purpose is to uncover the psychology of the characters; the audience gets the sense that any structuring of the plot which achieved this would ultimately convey the same messages. Accordingly, Peter is also an individual type character, but this is dependent upon his reciprocal relationship with Jerry. In other words, Jerry and Peter’s particular psychological states are significant in and of themselves, but they require each other’s interaction to fully reveal the gravity of their existences. We could not possibly understand anything meaningful about Peter without Jerry; similarly, Jerry can only be perceived as being erratic or insane once Peter’s perspective is understood.

Plan for Intimate Partner Violence (IPV) Prevention

Plan for Intimate Partner Violence (IPV) Prevention Healthy People 2020 identified intimate partner violence (IPV) as an increasing public health issue. Previously thought of as a private matter, IVP has received little attention by the health care sector. IPV affects millions, both men and women; it crosses racial, ethnic, religious, economic, and educational groups. The financial effects of IPV are estimated at $ 5.8 billion annually in the U.S. alone. The incidence of IPV is a growing public health issue and to raise awareness and education is a goal of the Healthy People 2020 initiatives (Center for Disease Control and Prevention, 2020). This objective may be attainable by the increased number of physician offices, medical clinics, emergency room waiting areas, and health department clinics distributing the printed educational information (pamphlets, brochures, and posters), as well as the information distributed by in-office educational television. The goal is increasing collaboration with distribution and posting of printed mate rials in the waiting areas and strategic places in medical facilities. Evaluation of the increased awareness of the medical community will be based on the number of agreements, of the offices, to distribute educational material and information. Short term goals will be to raise awareness and dissemination of information and knowledge pertaining to IPV. Long term goals will be to continue the increase of information to inter-office television information and broadcasting for intimate partner violence, and future classes through the health department and schools for IPV prevention and interventions. Articles reviewed from the CDC, American Association of College of Nurses, Crisis Prevention Centers, ENA, and American Family Physician agree that to inform and educate medical staff and patients about intimate partner violence, will help increase the community awareness of intimate partner violence. Key concepts include: healthcare professionals, domestic violence, interventions, education, and awareness. The Information-Motivation-Behavior-Skills Model (IMB) will be utilized to develop the plan for intimate partner violence prevention. The IMB model provides a platform to design interventions, to help instigate change in the pattern of behavior, and to develop prevention measures. This includes three concepts: 1) Information: targeting the concepts that are used make behavioral changes and ways to achieve changes. Information generates knowledge, which shapes attitudes, which leads to behaviors (Mehta, 2010). 2) Motivation: deals with personal attitudes toward positive health behavior and uses existing social support systems to enhance motivation. Motivation is of two types: personal motivation, which is based on personal attitudes toward behaviors, and social motivation are to engage in prevention based on social responsibilities (Mehta, 2010) 3) Behavior: actions that allow the learning of skills required to make a change. Behavioral skills are the individual’s ability and self-efficiency to performing the action required to make the behavioral change (Mehta, 2010). This framework is appropriate for the intended project as it includes the three elements needed to achieve practice and policy changes in most healthcare settings. Information targeting intimate partner violence, being displayed in medical facilities, will assist in making the employees of the facility, as well as the patients more aware. Motivation, even for well-informed individuals, is to undertake health promotion action and support the efforts toward awareness. Behavioral is based on if the individuals that have the knowledge and motivation, and have the required self-efficacy in carrying out a health promotion behavior plan (Mehta, 2010). Interventions are designed and implemented based on the health behavior. Presenting the information to make changes is the first step to any behavior change. The evaluation or outcome is conducted to assess the impact of the intervention to produce the desired effect. This model focuses on the individual by providing information and intervention on how to change the personal attitudes and behaviors, and the environmental by showing how health promotion may be affected by individual and social support systems (Gielen, 2003). Placing awareness information or education in medical facilities, in strategic spots, such as bathrooms, examine rooms, and waiting areas, will allow the patients the opportunity to read and take the pamphlets, brochures, or resource cards with them when leaving the premises (McClure, 1996). It also lets the patients know that the staff is supportive and understand the importance of interventions and support for those that need assistance, or just want to discuss the issue (B.J.Walton-Moss J.C.Campbell, 2002). Knowledgeable and supportive medical personnel may be able to refer the patient to the appropriate community resource or program. By displaying information openly, or discreetly, improves the chance of prevention and behavioral changes (Center for Disease Control and Prevention, 2013). The plan for increasing the awareness of medical facilities and clinics will include discussions with physicians, nurses, advanced nurse practitioners, and all other medical care providers that provide care and assist in decisions related to patient education and information displayed in the offices, clinics, or clinical settings. The planned direction of the discussions will be on the increased awareness, and agree to place educational material related to intimate partner violence, available community resources, resource cards, and hotline numbers for help. The addition of inter-office television information related to IPV will be discussed, and information on obtaining this programming will be furnished (National Coalition Against Domestic Violence, 2013). Information pertaining to patient screening and staff training related to continued education credits for the medical staff will be furnished (CEU.Fast.com, 2014). There are many governmental agencies that have the instructional materials, screening programs, and programs for staff development available at nominal costs, as well as programs that are free for many medical facilities that agree to participate in clinical prevention (VAWnet). When increasing the awareness of medical providers and their staff, on the public health issue of intimate partner violence, the added benefits of education and awareness of the public obtained through the medical office, may increase the community awareness and practice and attitudes toward IPV (Future Without Violence). The increased awareness may help in decreasing the incidence of IPV and the significant health issues related to IPV (Power). As it is the responsibility of all medical professionals to improve the health of their communities and the people of the community, it is the responsibility of the APN to be involved in community education and awareness of fellow medical professionals, on the complications and long term medical issues resulting from IPV, measures to prevent IPV, and educational measures that may be implemented for the prevention and assessment of this public health issue (Rhodes Levinson, 2003). References: B.J.Walton-Moss, D., J.C.Campbell, P. R. (2002, January). Intimate Partner Violence: Implication for Nurses. Online Journal of Issues in Nursing, 7(1). Retrieved February 2014, from http://www.nursingworld.org/MainMenuCategory/ANAMarketplace/ANAPeriodical/OJIN Center for Disease Control and Prevention. (2013, July). National Intimate Partner and Sexual Violence Survey. Retrieved from Center for Disease Control and Prevention: http://www.cdc.gov/violenceprevention/nisvs/index Center for Disease Control and Prevention. (2020). Healthy People 2020. Retrieved from Center for Disease Control and Prevention: http://cdc.gov/nchs/healthy_people.htm CEU.Fast.com. (2014). Domestic Violence (Intimate Partner Violence). Retrieved from CEU.Fast.com: http://www.ceu.fast.com/course/domesticviolence Cronholm, P., Fogarty, C. M., Ambul, P. M., Harrison, S. M. (2011, May 5). Intimate Partner Violence. American Family Physician, 83(10), 1165-1172. Retrieved February 2014, from http://www.aafp.org/afp/2011/0515/p1165 Emergency Nurses Association. (2013, September). Intimate Partner Violence. Retrieved from Emergency Nurses Association: http://www.ena.org/SiteCollectionDocuments/PositionStatements Future Without Violence. (2013). Resource Material. Retrieved from Future Without Violence: http://www.secure3.convio.net/fopf/site/Ecommerce/1272334033? FOLDER Future Without Violence. (n.d.). The Call To Action: The Nurses Role in Routine Assessment for Intimate Partner Violence. Retrieved from Future Without Violence: http://www.futurewithoutviolence.org/userfiles/files/healthcare/nursing Healthy People 2020. (n.d.). Leading Health Indicators. Retrieved from Healthy People: http://www.healthypeople.gov/2020/LHI/default McClure, B. R. (1996). Domestic Violence: The Role of the Health Care Professional. Michigan Family Review, 2(1), 63-75. Retrieved February 15, 2014, from http://www.hdl.handle.net/2027/spo.4919087.0002.15 Mehta, K. (2010). Information-Motivation-Behavior Skill Model. Retrieved from P500-FALL2010: http://www.p500fall2010-wiki-wikispace.com/information-motivation-behavior+skill+model National Coalition Against Domestic Violence. (2013). Setup Collaborative Models of Care: HealthCare About Intimate Partner Violence. Retrieved from National Coalition Against Domestic Violence: http://www.healthcareaboutipv.org/gettingstarted/set-up-multidisciplinary-collaborative-models Power, C. R. (n.d.). Domestic Violence: What Can Nurses Do? Retrieved from Crisis Prevention Interventions. Rhodes, K. M., Levinson, W. M. (2003, February 5). Intervention for Intimate Partner Violence Against Women. The Journal of the American Medical Association, 289(5). Retrieved from http://www.jamanetwork.com/article,aspx?articleid=195899 VAWnet. (n.d.). Publications on Domestic Violence. Retrieved from National Online Resource Center on Violence Against Women: http://www.nrcdv.org/dvam/catalog

Female Sexualization in Magazines

Female Sexualization in Magazines Over the past three decades, contemporary women’s magazines have significantly increased their sexual content, offering frank advice about sex and relationships (Kim Ward, 2004). The message it sends across is prizing sexually assertive women. Thus, it gives the readers instructions on aggressive ways to attract men and to be able to fulfill their own sexual desires (Durham, 1996). One particular magazine is Cosmopolitan magazine which is known for being racy, intended for the â€Å"fun, fearless female†(Streitmatter, 2004). Sexual agency and desire is highly promoted to young women. Likewise, the stereotypical male sexual role is described as being primarily sexual and out of control. In Cosmopolitan, much of women’s sexual agency and aggressiveness happens within the context of a relationship (Durham, 1996). Walsh-Childers et al. (2002) commented that in some adult-focused magazines, sex is presented as a fun, casual and risk-free activity. A noticeable lack o f emphasis on sexual health, contraceptives and STD prevention is observed (Kim Ward, 2004). Me’nard Kleinplatz (2008) comment that in the magazines, although there is a strong emphasis for female readers to be sexually active and be in the service of men (Durham, 1996), they are cautioned not to be too overtly sexual. They are encouraged to dress and interact with men in a way that promotes sexual desirability but are discouraged from showing desire themselves (Durham 1996, 1998; Garner et al. 1998). These magazines, then, can be seen as part of a ‘cultural apparatus that purports to assist women to be heterosexually attractive, to be coy, alluring, â€Å"sexy,† and flirtatious, in order to â€Å"find true love† and to â€Å"catch a man,† and then to maintain his interest’ (Overall, 1999, p. 298). On the other hand, men’s sexuality is promoted to be aggressive, animalistic, insatiable, urgent and uncontrollable (Firminger 2006; Garner et al. 1998; Ward 2003). The concept of â€Å"great sex† is depicted in three women’s magazines, namely Cosmopolitan, Glamour and Self (Duran Prusank, 1997) as only occurring in the context of an intimate, caring and long-term heterosexual relationship. These magazines teach sexual techniques such as sensual touching, sexual positions, forbidden games, etc. to enhance sexual and erotic intimacy in those relationships. Duran Prusank (1997) also contend that great sex involves uncontrollable chemical or magical elements while it is ongoing. Me’nard Kleinplatz (2008) observe that in popular adult-focused magazines the subject of sexual techniques was predominant. In every issue, a wide variety of information about new and exciting sexual techniques or on improvements that can be made to old familiar ones in order to achieve â€Å"great sex† is available. Readers are provided with information on how to kiss, touch, perform oral or manual sex and several orgasm-inducing sexual intercourse positions. Sexualities of men and women have been compared in contemporary magazines. Discourses have emphasized that male sexuality is driven by a strong biological ‘need’ for coital sex, and have identified this as the ‘male sexual drive’ (Weeks, 1986; Hollway, 1989). As opposed to female sexuality, male sexuality is emphasized with sexual prowess and prime importance is given to the penis, erection and orgasm (Kilmartin, 1999; Tiefer, 1995). On the other hand, female sexuality has been characterized as passive, responsive to the needs of their male partners’ sexual needs and associated with reproduction. Although their sexual needs come from the same biological drive, women are less easily aroused than men and are more emotional during sex (Jackson, 1984). Farvid Braun (2006) conclude that contemporary adult-focused magazines are ‘obsessed with male sexuality’. It was a central focus in accounts of female sexuality which is mostly oriented toward the fulfillment of men’s sexual pleasure. The magazines depicted men in contradictory positions – one, as the target of women’s desires and the other, as a source of much stress, anxiety and even trauma for women (Farvid Braun, 2006). This positions men as having much power over women because of the great emotions they elicit in a wide spectrum. When women’s magazines invite male authorities to offer their insights and experiences to the women readers, it becomes a portal for women to understand men better. Men’s perspectives help women by guiding them on how to behave, dress and engage in sexual practices in accordance to how men prefer. In a significant way, it guides women to understand their male partners better and learn ways to please the m. Mass media’s dominant representation of women is that they exist for men’s satisfaction of their sexual fantasies (Wood, 1994). Cleo and Cosmopolitan magazines encourage women to be as ‘sexual’ as they can be, making them available to satisfy men’s sexual fantasies and desires. Although being able to provide sexual satisfaction for men may be a source of pleasure and power for women, it also reflects that women are reliant on men for their own self-image and power (Machin Thornborrow, 2003). Thus, repeatedly reading articles on how to give pleasure to men may promote women’s insecure sexuality (Farvid Braun, 2006). The message of contemporary women’s magazine is that society may condone men’s inappropriate sexual behaviour. The stronger sexual drive of men have made them conclude that the penis is ‘extrinsic to the self’ (Kilmartin, 1999, p.180) and can have a ‘mind of its own’ (Hollway, 1989). Shifting the responsibility of certain sexual indiscretions such as infidelity or cheating on their spouses/partners on the penis makes it an unfair and shallow justification. Potts (2001) commented that such distinction of the penis as the culprit constitutes a ‘hegemonic masculine subjectivity’ where ‘men tend to distance themselves from the [sexual] behaviours of their bodies’ and thus ‘they may also exonerate themselves from responsibility in sexual matters’ (p.154), including inappropriate, risky, or even coercive sexual practices. Sex is promoted as a way to keep a man interested in a woman enough to stay in a relationship. Farvid Braun (2006) observe in Cleo and Cosmopolitan magazines that the ability of some women to provide great sex to men is essential in fulfilling not only men’s sexual needs but women’s relational needs as well. Cleo magazine advocates women to leave an impression where it counts†¦ in bed. It contends that men love women who are not only good in bed but enjoy it too, and it leaves men craving for more. A memorable sexual performance of a woman is depicted as more important than her personality in terms of keeping a man interested. Another message that comes across is that while men can enjoy sex anytime they want, women need to work on sex in competing with other women their men have had sex with or with potential sex partners. This implies that although great sex can be a deterrent against infidelity, it also means that since men have strong sexual drives, that they are potential cheaters (Farvid Braun, 2006). That is why women should gain expertise in the sexual pleasing of their men so that they will not find a need to ‘stray’. On the other hand, women are not characterized as having strong sex drives and if they cheat, it is pictured in more severe ways, within more elaborate and negative scenarios. Women’s infidelity is more condemnable and less forgivable than men’s infidelity. Blame is assigned to the woman and is not likely caused by sexual or relational shortcomings of the partner she cheated. Another gender difference in infidelity is that women are seen as victims of their male partner’s cheating, but men are seen as seekers of revenge for being cheated on by a female partner (Farvid Braun, 2006). Cheating is still considered always ‘wrong’ despite the seemingly loose morals propagated in the magazines and monogamous heterosexual relationships are promoted as central to the identity and well-being of women (Farvid Braun, 2006). Increased Sexualization in Popular Modern Music Genres Heavy metal music, described as the overtly violent and sexually explicit segments of rock and roll music (Lynxwiler, 1988) earned the wrath of Parents Music Resource Center (PMRC) and targeted a media campaign against it (Gore, 1987). The organization portrayed heavy metal music as dangerous to young minds because it emphasized the use of drugs, encouraged adolescent sex, endorsed sexist/ pornographic values, instrumental in delivering occult messages and caused violent, lawless behavior (Markson, 1990). Such claims created much controversy that it received national attention when Congressional hearings were held to determine if indeed heavy metal albums and other forms of popular music must be evaluated for their influence in proliferation of â€Å"porn-rock† in the United States (Gray, 1989). The hearings did not produce great changes however, more and more organizations concerned with â€Å"child victims† such as conservative parental, religious and feminist groups pushed for the regulation of heavy metal music (Bayles, 1994). Still others began their own uprising against rap music (Binder, 1993). Jones (1997) claims, that as a matter of definition, rap and hip-hop music are often used interchangeably. However, Powell (1991) defined hip-hop as the beat of the music and rap as the narrative representation, the talking over the beat. Hence, the use of explicit violence and sexual lyrics may be blamed down to rap. Powell (1991) described â€Å"commercial rap† as hip hop or dance rap. Hardcore rap, or gangster rap is the one that raises much controversy. Researchers have suggested that hip hop and rap music, rooted in Black culture can be tools through which Black youth may negotiate their identities to develop an authentic Black identity (Clay, 2003). They see the music as reflective of their lives and to assert that music relates to empowerment, cultural connection and positive identity development (Sullivan, 2003; Berry, 1994). Critics of hip hop and rap, however, have argued that Black youth may be very susceptible to the influences of hip hop role models who promise money, power and status to men who show disrespect for women (Squires, Kohn-Wood, Chavous Carter, 2006). Mahiri and Conner’s (2003) ethnographic study of African American middle school students manifested resistance in the negative images emanating from rap and hiphop. This study suggested the use of rap and hiphop images related to social and gender roles as a point of reference from which participants could verbally evaluate, compare and contrast their own beliefs and attitudes. Adolescents in the study of Squires, Kohn-Wood, Chavous Carter (2006) believed that certain women can be â€Å"nasty† and may â€Å"choose† to be abused, and that abusive men may be products of their environment. Still, they showed dissatisfaction with the representations of Black men and women in hip hop. Their criticisms revolved around women’s individual behavior and style and how outsiders might stereotype Black men as thugs for emulating hiphop fashion. Such perceptions of gender roles based on hiphop seemed to extend to the participants’ evaluations of women’s and men’s responsibility and choices with regards to real world sexual aggression and violence (Squires, Kohn-Wood, Chavous Carter, 2006) The problematic aspects of rap music is usually focused on its most acrimonious strain which is gangsta rap. Narratives in such strain are extremely troubling in their glamorization of violence,, materialism, misogyny and sexual transgression (Mahiri Conner, 2003). However, Dyson (1996) argued that the vulgarity expressed in gangsta rap are strongly linked to dominate cultural constructions of â€Å"the other’ and market-driven strategies for rampant economic and human exploitation. Therefore, Dyson noted, the debate about gangsta rap should be situated in a much broader critique of how these narratives essentially mirror ancient stereotypes of Black identity and sexual proclivity throughthe society’s circulation of â€Å"brutal images of black men as sexual outlaws and black females as â€Å"ho’s† (1996, p. 178) Feminists argue that popular media contributes to coerciveness and sexual assault toward women as seen by the dominant presence of violence against women in all forms of media (Linz Malamuth, 1993). Adolescents have been resorting to popular entertainment for information about sex, drugs, alcohol and violence (Kaiser Family Foundation, 1999). Their preference for the more popular and accessible music videos has provides them with such information. Analysis of Music Television (MTV) has shown that men appeared nearly twice as often as women and engaged in significantly more aggressive, dominant behavior and women were shown as engaging in more implicitly sexual and subservient behavior. They were depicted to be frequent objects of explicit, implicit and aggressive advances by men (Sommers-Flanagan, Sommers-Flanagan, Davis, 1993). It is usual for women in these videos to be used as decorative objects, and only a few videos show men and women are treated equally (Vincent, Davis Borus zkowski, 1987). One study of media and sexuality revealed that exposure to MTV among college females was the most powerful predictor of sexual permissiveness (Strouse Buerkel-Rothfuss, 1987). Likewise, in video games, a more sexist orientation and graphic violence against women is getting prevalent. Overall, content in various media such as television, video games, music videos communicates that women are to be objectified, sexualized, dominated, assaulted and even killed (Bretthauer, Zimmerman Banning, 2006).

Opposing Ideals in James Joyces A Portrait of the Artist as a Young Man :: Portrait Artist Young Man Essays

Opposing Ideals in James Joyce's A Portrait of the Artist as a Young Man Stephen Dedalus, of James Joyce's A Portrait of the Artist as a Young Man, is constantly torn by two opposing ideals. One is that which the institution of the Irish Catholic Church imposes on him, and the other is insisted upon by his independent thoughts and feelings. Stephen chooses between these two ideals, and he rejects the religion offered him by his upbringing and early education in favour of individualistic thought. The most obvious aspect of these opposing ideals is in Stephen Dedalus's name. His first name, rooted in religion, is that of Stephen, the first Christian martyr. His last name comes from the pagan and Greek myth of Daedalus and Icarus. The myth of Daedalus centres on the theme of freedom, which coincides with Stephen's journey of self-discovery. However, is he Daedalus, the great architect and inventor, or is he Daedalus's prideful and rebellious son Icarus? Certainly, Stephen embodies aspects of both mythological figures. He is both the intellectual Daedalus, and the rebel Icarus. From the very beginning, the two names are separate from one another. Stephen's parents call him Stephen - "Goodbye, Stephen, goodbye!" (5). This is ironic as sending Stephen to the convent exposes him further to the hypocrisy that he will see in the priests at the convent and in Catholicism as a whole. Thus, they are saying goodbye to "Stephen", the name rooted in religious tradition as he will become "D edalus", the man who seeks his own freedom. On the other hand, Stephen's classmates call him "Dedalus". Stephen is not one of "them". Stephen is set aside as intellectual and moral - "Dedalus is a model youth. He doesn't smoke and he doesn't go to bazaars and he doesn't flirt and he doesn't damn anything or damn all (71)." Indeed, "Dedalus" is not one of the hypocrites. He is labelled as a "heretic" as he refuses to conform to ideals which are not his own (76). At first, he merely defends poets (i.e. Byron), but soon he is defending his entire way of life and his views thereof. "Dedalus" is the individual. Stephen's childhood in the convent and with his family is shaped around conformity. Phrases such as "Pull out his eyes / Apologise / Apologise / Pull out his eyes" continually insist on the strict code of behaviour that Stephen is expected to uphold (4).

What Happened to Ward and June Cleaver Essay -- essays research papers

What Happened to Ward and June Cleaver? Single parent homes, broken families, and divorce are rampant in today’s society. Marriage is no longer the revered union that it once was. Divorce is clearly on the rise since the days of yesteryear that depicted happy families in the favorable image of Ward and June Cleaver. Unlike the June Cleaver’s of days gone by, the women of today now busily juggle careers, family and household responsibilities, and play the role of â€Å"soccer mom† among many other things. Now that June is swept away with her many responsibilities, together with her earning capacity, reduces her need to rely on Ward ultimately making it easier, and more likely, that their children, Wally and Beaver will become the unfortunate products of a broken home and divorce. Rather than dealing with so many divorces and trying to battle the issue of broken homes from the back end where the damage is irreparable, why not attempt preventative measures instead? According to the Council on Families In America, â€Å"for the average American, the probability that a marriage taking place today will end in divorce or permanent separation is calculated to be a staggering 60% and more than half of divorcing couples have children under the age of 18. The odds that a child today will witness the divorce of their parents, is twice as great as a generation ago, with as many as half of all children likely to experience a parental divorce before they leave home.† Many states, now concerned with the rise in numbers of broken homes and divorce rates, have decided to take measures to reduce this epidemic by implementing mandatory waiting periods when obtaining a marriage license, and mandating programs and educational seminars similar to post-divorce programs now enforced by almost every court systems across the nation. The controversy, however, lies in the argument from critics that restricting couples from marriage or imposing fines or penalties is unjust. Jennifer Daw, a therapist with the American Association for Marriage and Family Therapy quoted an article from USA Today wherein opponents argued that, â€Å"divorce regulations or restrictions would create messier divorces, not prevent them and tougher restrictions on divorce could endanger women in abusive marriages.† People were once required to negotiate in divorce. The â€Å"No Fault Divorce† has changed that and takes the ground... ..., healthier, everlasting relationships fostered by good-old fashioned communication? Works Cited Council on Families in America. "Divorce Harms Society." Marriage and Divorce. Eds. Tamara L. Roleff and Mary E. Williams. Current Controversies Series. Greenhaven Press, 1997. Excerpted from â€Å"Marriage in America: A Report to the Nation by the Council on Families in America,† March 1995. Rpt. by permission of the Institute for Family Values. Opposing Viewpoints Resource Center. Thompson Gale. 15 June 2005 . Daw, Jennifer. â€Å"Saving Marriages: How to do it?† American Association for Marriage and Family Therapy. 16 June 2005. 16 June 2005 . McManus, Mike. â€Å"Modesto’s Valentine: Divorce Rate Plunges 47.6%† Marriage Savers. 2001. 8 July 2005 . Plunkett, Robert L. â€Å"Divorce Laws Should Be Reformed.† Marriage and Divorce. Eds. Tamara L. Roleff and Mary E. Williams. Current Controversies Series. Greenhaven Press, 1997. From Robert L. Plunkett, "Vow for Now," National Review, May 29, 1995; (c) 1995 by National Review, New York, NY. Rpt. by permission. Opposing Viewpoints Resource Center. Thompson Gale. 15 June 2005 .

A Timeless Struggle in Brokeback Mountain Essay -- Brokeback Mountain

Author Isaac Asimov once wrote,† Never let your sense of morals prevent you from doing what's right.† This saying came to mind while reading both Montana 1948 and Brokeback Mountain. The authors, Larry Watson (Montana 1948) and Annie Proulx (Brokeback Mountain) both write stories with the internal conflict of man vs. himself. In Montana 1948 Larry Watson’s main characters the Hayden family cope with a situation of sexual abuse that forces them to search for their moral base and choose between right and wrong. Each member of the family begins at a different in their moral expedition, but eventually end up with the same internal resolution. Similarly, in Annie Proulx’s Brokeback Mountain, the author sketches a picture of two men who live in a constant struggle with their ideas of morality. Rationalizing and avoidance exist as Jack Twist and Ennis Del Mar’s main internal defense mechanisms. Proulx presents a devastating study of Jack and Ennis’ su bsequent struggle with both their families and their work as they try to come to terms with their sexual relationship. To begin in this examination of the moral code of the American West, we turn to the relationships and struggles brought about in Larry Watson’s novel Montana 1948. In this novel, there exists conflicts between several of the characters, however; the main conflict lies within the characters themselves. The reader sees the Hayden family struggle with the realization that the town doctor, their relative, has been molesting young Indian girls. This situation forces Wes Hayden, the town’s sheriff and the doctor’s only brother, to choose his actions towards this ethical dilemma carefully. He deliberates on his situation throughout most of the novel, relying on his wife’s set-in-stone morals to guide his decision in some ways. Through this interaction, the reader sees that some people who were not brought up with a strong moral code must develop one for themselves, while others who were taught their morals at an early age may alter them to fit their own perspecti ves as they grow. Also, noted very plainly, the moral code of the American West did not exist as equal to today’s code. The characters in this novel existed in what they believed to be a moral society, but by today’s standards it was amoral, devoid of moral standards. Watson brings this idea to life when he writes through the narrator’s voice,... ... that their homosexuality was immoral. Thus we see two novels whose characters deal with an internal struggle. Both the characters in Montana 1948 and those in Brokeback Mountain struggle with their set of morals in situations that can change their lives forever. In Montana 1948 Wes Hayden faces a situation that may estrange his family or estrange himself from his moral base. He eventually chooses to be true to himself, in arresting his only brother for molestation and murder. However, in Brokeback Mountain the cowboys, Jack and Ennis, must hide their relationship because of its immoral content. Thus, they live a life hiding from their true feelings. At some times they even trying to deny their nature. Because of the threat of being ostracized and possible killed, these men led a life separate from their love for one another. Though, in the end their prejudice, along with every one else’s killed Jack. Ennis knows this and the only place that they have left is Brokeback Mountain, a place untouched by the world, unab le to be soiled with prejudices. Work Cited Proulx, Annie. â€Å"Brokeback Mountain.† Close Range: Wyoming Stories. New York: Scribner, 1999. 251-82. Print.

Childcare Essay

Birth-12 months- Babies will begin to smile at adults especially at their careers. Will gaze at faces and will copy facial movements. They respond to faces and voices of familiar people around them, they are still shy around strangers but enjoy affection from their careers. They enjoy being held, cuddled and tickled by adults. They will start to talk using babble noises. â€Å"Temper tantrums† may have started. They start to become more demanding and assertive and can express rage at being told ‘no’, they have no idea of sharing and a strong sense of ‘mine’. 1-2years- Are becoming aware of others around them, they may begin to start to display attachment and anxiety separation from carers and adults they are close to. They will begin to start exploring their environment knowing there is a familiar adult nearby for reassurance. As they develop they can start showing signs of emotions e. g. when another child cries they may start crying as well, when another child smiles at them they will smile back. Are very possessive of toys they may have and find it hard to share. Play becomes more fun with other children, and they will mostly be cooperative. They may start to display temper tantrums. 2-3 years-Children will begin to learn about relationships and will start to seek others to share in their experiences and for reassurance. They tend to find it hard to control their feelings especially when they are excited and frustrated. They tend to still look for adults for comfort if they are upset. They are starting to become more independent in things they do. 3-4years- children will begin to social with in a group of children and began to play cooper actively some of the time. They began to take control of their toilet needs and become more independent in the in self-help. They are starting to develop own feelings and start to show empathy towards others. Most children will have started school at the age 4 and will be enjoying their independence. 5-7years-Children will become independent by dressing and undressing themselves. Begin to choose own friends. They start to understand rules and boundaries and like to have structure and routines. They will seek out adults for approval and praise. They have good sense of when other children are upset or sad. Their social skills will be growing as play becomes more cooperative with other children as they enjoy turn taking. They will have a developed a good sense of self-awareness both positive and negative. They now know the difference between right and wrong. Progression towards teenage years- They are a lot more independent in what they do and become less reliant on others. They begin to form good relationships with others and are more aware of their gender. They begin to understand what behaviour is acceptable and what is unacceptable and have a strong sense of what is right and wrong. They are beginning to what their own privacy. They become more concerned of what other people think of them and can often become unsure about new changes. 13-19 years- Become more self-motivated within themselves. Need a lot more reassurance as they start to approach adolescence/puberty, do not appreciate that parent’s get involved in how independent they become as they get older. Mood swings and confrontation become more apparent. Will start to engage in new friendships especially as they progress to further education in a new environment. Becomes more self-conscious about their appearance and social status. Will begin to engage in more adventures activities but may be aware of the forth coming actions due to their involvement. Will begin to think things through before undertaking the action and are more independent in their decisions and intellectual interests. They begin to set goals for their future in education/employment but still worry about failure. Language Birth-12 months-Will communicate with others in different ways such as crying, babbling and squealing and will use their vocal voice and enjoy vocal play alongside adults , will use gestures such as putting arms up to be picked up, when talked to from a familiar person will make own sounds in response. 1-2 years- Speech is starting to develop as they start to respond and understand more words. They are starting to acquire new words on a regularly basis. May start to use one-two word questions and is able to put two words together. 2 years-3years- Will start to become more able to express what they want to adults and start to understand a little more of what adults are saying to them through words and gestures. They will start to extend their vocabulary rapidly up to about 70 words between 1-2 years old; will tend to have conversations with themselves about what they are doing and uses personal words which as they begin to develop their vocabulary and is able to follow one instruction when given by an adult. 3-4 years- Children begin to develop their language skills further by beginning able to say their own name and how they old they are. They begin to have a vocabulary of between 250 words to 500 words and starting to use more complex sentences. Can begin to describe things they are doing and explain why things are happening. 5-7years-Children are becoming to have good communication skills as their conversations and questions they ask become more complex. They are beginning understand the meaning of text and are starting to recognise letters, sounds and words as well as their own written name. They start to understand that one word can mean two things for example orange for fruit and orange as a colour. They are still building on their language in spoken and written form. Progression towards teenage years- They will still be developing their language skills but in a more complex way. Are starting to talk problems through to be able to solve them as their ability to think logically begins to mature. 13-19years- Their language skills are still developing but in a more complex way. Physical Birth-12months- A baby will grow rapidly during their first year of development within weeks a child will begin smiling and will turn the head to respond to different sounds in their environment. They will begin to have a pattern in their own routine for example feeding time and sleep time. On the approach to six months they will begin to roll over from their front to their back and start grasping objects which they will tend to put in their mouth. By 8 months they begin to crawl and by 9 months they begin to start walking. 1-2 years- Most babies will be crawling or possibly still shuffling; they start to pull themselves up on furniture to the standing position to support them to move along from one end to the other. They may start to take a few steps independently or with adult support, they start to become curious about different objects passing toys from one hand to the other , hand eye coordination is developing as they start holding an object in each hand and bringing them together in the middle. They will start to attempt to self-feed themselves with their hands or a spoon and use a cup with two hands. Fine motor skills are developing as they begin to use crayons/pencils in the palmer grasp when mark making. 2-3years- Begins to climb on equipment with confidence, and is able to walk up and down stairs holding onto the rail using two feet at a time. Fine motor skills when mark marking is developing from palmer grasp to tripod grasp as they begin to scribble/draw lines. They have developed the skills to kick a ball and throw a ball, increasingly able to manipulate small objects with hands. They become more independent in their feeding skills as they begin to easily use a spoon and possibly a fork. Potty training will start being introduced as a child begins to control their bowel movements. Bricks will be built into larger towers than before usually with six or seven bricks. 3-4 years- Children are becoming more independent in their choices. Gross motor skills are developing quickly as they begin to run, jump, climb up climbing frames and start to try and ride a tricycles, when mark making will hold pencil between thumb and finger and begins to draw lines and circles and may start to copy some letters from their name. Independence in dressing and undressing has developed and toilet training is more independent. Has more confidence in Self-feeding using a knife and fork. 5-7 years- Children begin to have rapid muscle growth in these years. Pencil control is developing as they start to draw circles, peoples and copying words. Preference for dominant hand is starting to show. Is able to care for own toilet needs independently. Begin to have preferences for likes and dislikes. Dressing becomes more independent as they start to learn how to do buttons laces etc. 7-12 years- They have well established hand eye coordination as mark making skills develop in drawing and printing. They are very active as they start to enjoy team games with other children/adults e. g. hitting balls and chasing each other. Boys begin to engage in a lot of rough and tumble games. The development of girl’s physical development is developing quicker than the boys. 13-19years- These years are classed as the transition from child hood to adult hood (adolescence) as they will start to experience changes in their bodies. The physical development in each child is different at this age as some may just start to mature physically and some may have fully physically matured. Intellectual Birth-12months- babies start to learn through their senses especially by putting things in and out of their mouths. 1-2years- They are still learning through their senses. They start to be curious about things and like to explore objects by using their fingers especially poking their fingers into things and taking things apart. They will start to say the names of familiar objects, people and familiar body parts. Start to use one word sentences â€Å"no† â€Å"bye bye† and starts to enjoy simple songs and rhymes. 2-3years-Are still learning through all their senses, they are still very curious about things in their environment. They are starting to use three to four word senses and start singing simple songs and rhymes. 3-4years- At this age they are still learning through using their senses. Are beginning to use their imagination in play using one object to represent another object and are starting to enjoy role play situations. Begin to start to become more curious and inquisitive about their environment. Has large vocabulary, 1500 to 2000 words as they start to approach the age of 5. 5-7years- children will start to follow instructions by adults and will accept help, although they are still unsure about trying new things if they are unfamiliar with them. Some children may begin to stutter when they get excited to tell someone something or if they are nervous. Colour and number recognition is apparent and may start to write a few letters they recognise. At this age most children are learning to read and write. 7-12years- Children start to have a good attention span and are able to solve more complex problems. Enjoys working hard to complete tasks they are set and enjoys challenging experiences. Are curious about how things work and why things happen. Reasoning and thinking becomes more abstract. They may start to enjoy reading, writing and using books. 13-19years- They start to begin to think logically about concepts. They become more argue mental with others Moral. Birth-12months- Babies do not have moral development at this age. 1-2 years- Are sensitive to adult approval/disapproval, despite tantrums and bursts of anger. No understanding of right from wrong, but starting to understand yes or no. 2-3 years- appears to be independent and self-reliant and wants to be good, but is not yet mature enough to be able to carry out most promises. They are starting to understand the word â€Å"no†, they still do not understand right from wrong. 3-4 years- Is starting to understand right from wrong. They are becoming more self-controlled and less aggressive, and may use extreme verbally threats such as â€Å"I will kill you† without realising the full consciousness. 5-7 years- Is becoming aware of right and wrong; is wanting to be good and please adults but may tell lies to blame others for own wrongdoing because of intense desire to please and do right . 7-12 years- Is very concerned with personal behaviour, particularly as it affects family and friends; May experience guilt and shame. Has difficulty in admitting to mistakes but are becoming more capable of accepting failure and mistakes and are aware of consequences of their behaviour. Is aware of right and wrong; wants to do right. 13-19 years- Understands right from wrong and consciences of their actions. They try to weigh alternatives and arrive at a decision of their own. They are very unlikely to lie and are concerned about how other people are treated. They will experience numerous feelings of anger, sorrow and frustration. They may even be interested in sex as response to physical-emotional urges. 1. 2 Analyse the difference between sequences of development and rate of development and why the distinction is important. Identifying the difference between the sequence of rate and the rate of development of children is important as it helps to identify a child’s ability and helps to meet the needs of individual children. It also enables you to be able to identify any special educational needs and helps you to plan effectively to make sure they are getting the help and support they may need in areas they may have gaps in. Sequencing- means a pattern of development in children but this can vary in each child. The sequence is a definite order of developmental milestones that children meet and accomplish over time as they need to finish one area of development before moving to another developmental stage. e. g. rolling over and sitting up occur before learning to walk, a toddler being able to walk before they can run Rate- Is the speed of which children develop but this may vary greatly in each individual child e. g. a child’s will start to babble before they begin to use words. 1. 3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected There are many factors which contribute to a child not following the pattern of development disability either physical or mental will make them find it harder to learn the same as another child the same age, resources, facilities, possibly restrictions due to a disability, environment (poverty) due to lack of essential resources needed, emotional problems may cause a child to have lack of concentration or interacting skills, culture how people bring up their children. There are reasons why development may not follow expected patterns they are: †¢ Disability can affect development because if children can’t use certain parts of their body for example they may not be able to use their legs they won’t be able use a climbing frame their physical development won’t be able to develop in the expected way. The nursery or school they attend may not have the equipment needed for the child to achieve their desire to use the climbing frame. †¢ Emotional difficulties can affect expected patterns of development because a child who is not settled into a nursery and does not have solid relationships with the adults in their life are more likely to have low self-esteem and are less likely to try new activities that would help their development. †¢ Environmental factors such as poverty and family could affect a child’s development because if they do not have much money some opportunities such as nursery will not be available. Family could also affect a child because single parents may not have the time and energy to engage and challenge their child to try new things that would help their development. Food may not be as nourishing and nutritious. †¢ Cultural reasons for example girls in many cultures are not given the same opportunities as boys this will limit their development because they are not expected to go to school. †¢ Social factors such as transport could result in development not following expected patterns because parents who don’t drive may have difficulties in getting their children to school regularly which could result in poor attendance so the child could miss out on key factors of their education. Home schooling could also affect children’s social development as they won’t have had many opportunities for social interaction with children their own age which could result in a social delay. †¢ Particular learning needs may affect development because a child having difficulties with reading and writing and they are not receiving the extra help they need is likely to fall behind in school work. †¢ Communication difficulties could result in development not happening in the expected way because children who have a hearing impairment can cause a delay as we learn to speak by listening this could lead on to a speech impairment which may result in children only expressing what they can and not what they really mean. Parents who don’t talk or read to their children will also affect the child’s development. 2. 1 Analyse how children and young people’s development is influenced by a range of personal factors Family Environment- Family life has the most important impact on children‘s development due to the various family structures and stability each individual child has. Cramped Housing – May share a room with several other children, this can lead to cramped spaces for children, not enough room to play, no personal space. Single parents – where children may have lack of male/female role models which may cause social stigma. Parents divorcing/separating- This is very stressful on everyone involved, children can become emotionally withdrawn, suffer lack of confidence and can create lack of self-esteem. Working Parents- When parents have to work all week this will leave little room for direct social, emotional and intellectual support. Step families- When children become part of a new step family it may cause friction, hatred and jealousy between the children from each family and children towards their new step parent. This could lead to the child/teenager to become socially and emotionally withdrawn. Health Problems – health problems can be a genetic problem or due to the poor living environment they grow up in. If a child is raised in poor quality housing this may lead to health problems e. g. damp can trigger asthma and other breathing problems, if a child is not getting a good variety of healthy food/nutrition this could lead to health problems. Children who suffer from health problems may miss out on a lot of their education, which could be departmental in the future learning. Learning difficulties – A child with learning difficulties will need extra support in certain areas of development and may develop a low self-esteem because they get annoyed with themselves for not being able to do something, such as a simple numeracy problem, or read a book. A child with language/communication difficulties may find it hard to socialise with other people/children. Disability A child in a wheelchair or with a serious physical impairment would find it hard to do many activities, particularly those that are physically demanding. Gross motor skills would be at a less developed rate than peers and fine motor skills may be affected if the child had little or no control over their limbs. Genetic A baby’s genes are determined at conception. If something is faulty at this stage, this can have a huge impact on the child’s development. This may be physical or intellectual. If a mother takes drugs, drinks alcohol or smokes when pregnant, there is an increased chance of delivering an underweight baby at birth. It can also lead to cognitive problems for the child as they get older . Visual impairment Children who have visual impairment usually have some vision; this can vary from each child. Some children may be able to see outlines of objects while others may only be able to tell the difference between light and dark. If a child has vision problems this nearly always initially delays their physical development. Their gross and fine motor skills would be affected because they would be unable to be as adventurous as children with good vision. Fine motor skills may not be in line with other children as the child would find it hard to do tasks that require precision such as threading beads or colouring. Hearing impairment Hearing is a very important part of learning language and being able to communicate effectively with others. Children will need to learn to speak and listen. Their language and cognitive development would almost certainly be affected, but their social development might be hindered as well. They may speak in a monotone voice and not respond when spoken to. People may start to treat them differently and this might make them feel isolated and secluded from daily experiences 2. 2 Analyse how children and young people’s development is influenced by a range of external factors Education- Children deserve the best start in life in education as it will help them become very academic and achieve their full potential. If they are unable to access the resources they need for their education e. g. books, stationary and internet this will hinder their learning and they may not develop as well as those who have the opportunities. Poverty- Poverty effects children’s development in various ways; if they have a poor diet it may cause them to be unfit, lack of energy to be able to concentrate which will affect their progression of development. Children who come from low income families may have fewer opportunities to participate in out of school activities, and have limited access to equipment they may need for their education which will cause lack of motivation. Poor hygiene will lead to low self-esteem in a child as they become paranoid about their appearance and in some cases can lead to bullying. Foster Care- can cause long term effects on children due to lack of stability in their life. They have fewer opportunities to make positive relationships with others. They may be confused about why they are in foster care due to un answered questions. They are more venerable, as they have already had experience of the negative experience of being separated from family. Their self-esteem will be low which will make it harder for them to relate and socialise with others and to form attachments Personal choices- As children begin to develop they start to make personal choices for themselves, the choices they make can have a major effect on their development e. g. starting to smoke, using drugs, drinking, food choices, exercise choices. †¢ Family environment and background. In some homes education is not at the front of their things to do list. We can often see this where the parents/ carers are of a lower educational development. This could also show that there is no support at home as the parents do not understand the required educational elements needed to complete the work. †¢ Personal choices. If a child or young person as decided for what ever reason they do not want to be educated or leave school before they finish their education, this is their choice and we cannot always show them alternative choices for staying at school. †¢ Looked after/ care status. This again could have a huge influence as a lot of looked after children are moved around regularly. This will affect their education enormously. Separation and attachment issues are quite often the cause of many reasons not to want to be in school. This is constantly worked on by schools to find the best way to include these children in school and to be able to give them a good standard of education. †¢ Education. If for example a child has not attended a nursery or play group in their early years this can often set them back from what development stage they should be at when attending school. This could be the lack of nursery places, not good enough teachers to the child having a learning disability that has not been identified yet. †¢ Boyfriends/girlfriends. This is more apparent in young people more than children, but starting and finishing a relationship can be a huge influence on learning. Distracted and even heartbroken pupils will not learn to the same degree as others who are not at that stage. 2. 3 Explain how theories of development and frameworks to support development influence current practice Maslow- Believes everyone has fundamental needs that must be met in order for people to reach their full potential. The needs include warmth, food and shelter, love, security and self-esteem. His hierarchy needs has five stages which was expanded to include cognitive aesthetic needs. In our setting we ensure the children are well cared for, environment is clean and tidy, and temperature of nursery is at a comfortable level, we provide a healthy balanced diet. Children are allocated a key worker on entry in nursery key worker is responsible for ensuring each child’s needs are meet under the EYFP. Maslows theories of development include Humanist. Bandura – Created a theory that children learn by observing others, they do not need to be taught directly as they will imitate and observe what those around them are doing. This is a natural process and does not require the force of an adult. This learning is known as observational learning. In our setting we have a calm approach to all situations modelling good behaviour. We create an environment where observational learning can take place on a daily basis. Banduras theories including Social Learning. Skinner – Believes that children learn language through principles of conditioning and that they learn words by associating sounds with objects, actions and events. They also learn words by imitating other people. We support this in our setting by having a language rich environment, asking open ended questions, lots of interaction. Skinners theories including Operant Conditioning, Behaviourist and Attachment. Bowlby – Believes that attachment behaviours are instinctive and that early relationships and early experiences with care givers have a major role on development and behaviour and influence how children will react to social interactions with other people. Early attachment were children are secure to main carer will allow the child to have high self-esteem and will enjoy intimate relationships; they will start to have the ability to share their feeling and seek out others for support. We support this in my setting for new starters by introducing them gradually into the setting through visits which will start off with main carer staying with them and then progressing to the child having visits on their own to ensure they feel comfortable in their new environment. Lev Vygotsky- His theory is that children’s development depends on interaction with people and the tools that the culture provides. . He had three different ways cultural tools could be passed from one individual to another. Imitative learning where one person tries to imitate or copy another e. g. when a parent sings an action song and the child tries to copy, Instructed learning which involves remembering the instruction of an adult and then using these instructions, collaborative learning involves a group of peers who strive to understand each other and work together. He believes every new interaction is a learning experience to for children that they must be guided through until they know how to react properly. In our setting staff support this by supporting children who are having difficulty in managing certain tasks. We encourage turn taking and sharing, and provide plenty of opportunities for social interaction with adults and children. Piaget- Believes that children’s cognitive development moves through four different stages of mental development: – Sensorimotor birth-2 years were a child recognises self as agent of actions and begins to act intentionally, preoperational 2-7years were they learn to use language and represent objects by images and words. , concrete operational 7-11 years were children can begin to think logically about objects and events and classify objects according to several features, Formal operational 11-adult hood were they can think logically about abstract propositions. He believed all children pass through these phases to advance to the next level of cognitive development. In our setting we encourage a more hands on approach and more relevant tasks for age/stage of development of child. We emphasise strongly on â€Å"child- Imitated† activities and observations to be able to plan for children’s needs. Freud- Believed that our personalities are made up with three parts; the â€Å"id†-is the instinctive part of our personality, the â€Å"ego†- is the planning part of our personality, and the â€Å"superego†- develops later in childhood it is known as the control part of our personality ,which are not all present at birth but will develop as the child develops. Freud theories of develop include Psychoanalytic. 3. 1 Analyse the importance of early identification of development delay Early identification and intervention is the best thing for a child’s long term benefits. Early intervention has a dual effect it helps children develop skills that are expected at their age but it also prevents the child from developing negative behaviours. Being able to identify signs of delay in a child’s development allows practitioner to make swift assessments and to involve outside agencies to make their own observations of the child. It is an important role for a practitioner to know and understand children’s learning and development in order for them to able to identify any early signs. 3. 2 Explain the potential risks of late recognition of development delay Late recognition of development, can lead to problems later on in life for young person understanding or a child being able to express their own feelings, leaving them feeling angry or frustrated and causing them to act out and maybe develop behaviour problems. It can also affect their confidence and self-esteem causing problems building relationships with peers and becoming. 3. 3 Evaluate how multi agency teams work together to support all aspects of development in children and young people Professionals from multi agency bring together all practitioners from different sectors that may need to be involved in working to support children, young people and families. Working with multi agency is a way of ensuring that children and young people who need additional support have exactly the right professionals supporting them. When a child needs additional support the SENCO of a setting will fill in a CAF form with relevant information and concerns about a child which will then be referred to relevant sector to enable team members to share information and support one another so the child’s needs are addressed efficiently and effectively. Regularly meetings are set to discuss the needs of the child or young people to plan for child’s development for example action plans. IEPs and to discuss child’s progress. The involvement of multi-agencies will vary as the needs of children and young people will be very different. What is important is that each person brings with them their own specialist skills, expertise and insight so that the child or young person gets the best support possible. Multi-agency working is a varied number l of services that have the collective aim to provide the best for children and their carers who are in need. The people involved to support a child’s needs could be a social worker, play specialist, early year’s practitioners, educational psychologists, health workers and any person with the ability to step in and help a child when their development is being hindered. Early years settings are more of an integrated working because they offer a cocktail of services within the setting, rather than external services which is multi-agency. England’s government framework, Every Child Matters, lists five outcomes that reinforce the importance of working together to achieve the best outcomes for children. The Early Years Framework also states that when professionals work together the results are better essentially, if all the people involved in a child’s life are aware of what that child needs, then development c

CAFS IRP Project Plan Essay

1. In your own words briefly explain what you understand is required for the Independent Research Task? It is expected that within our research task we answer/ create findings on a certain topic or question. We need to be interested in the topic in order for it to be a successful and fully finished research task. We are to use primary and secondary research methodologies and are to reference any work/ information that is not our own. For primary research we can use methodologies such as surveys, interviews and observations, and for our secondary research methods we can use literature review, news programmes, statistics etc. For most of this assessment we need to complete it in our own time, but we are also given much class time to formulate questions, hand in drafts, ask questions and work on our research plans individually. 2. Describe your research topic. Be specific as possible. After much deliberation I have chosen my topic, in which I am going to formulate my research task on, it is: What are the factors affecting body image amongst adolescents aged between 13 and 17? This will focus on how the 3 main factors are exposing adolescents to negative body images, these factors include: a) The Media b) Psychological c) Cultural 3. Which course topic areas is the focus of your IRP? Individuals and groups 4. Rewrite your topic area as a research questions i.e. A hypothesis / or statement? Adolescents aged 13- 16 body image interpretations of what is good and bad is influenced by three specific factors, they include psychological, cultural and the influence of the media. These specific factors are evident in both girls and boys. 5. Why are you interested in this topic? I believe that body image and the affects that it has on adolescents is a growing concern within today’s society. I have also known a person that has struggled with body image issues and had found herself in hospital many  times due to this. I find the idea of chasing unattainable perfection to be a mental focus that some people cannot break and I would find it intriguing to research the idea of body image from the perspective of 13 – 16 year old teenagers. 6. Outline the methodologies you hope to utilize for your IRP. Include literature review as a methodology. Explain why you are using each method. Literature Review To gain secondary data Insight into other findings on the topic Inspiration for any follow up questions that aren’t answered Surveys To gain an idea of perspective from adolescents aged 13 – 17 I can then use these surveys to compare different age categories Get more information on how important body image is to young people but also how it influences them Compare the information to see if it parallels secondary data Interviews I am planning to interview various workers from the retail industry to see what stories or experiences they have from the influence of the media and how it has affected their workplace 7. Who and where (people and organisations) do you hope to gather your primary data from? I plan on gathering my primary data from various sources, these include: Year 7 students at CCAS Year 10 students at CCAS I also plan to have open conversations and ask various open ended questions to school councillors to see whether they have ever had any cases where body image has been an issue. 8. List some resources (at least four) that you can use as secondary data. These will contribute to your literature review. These might include textbooks, newspapers, articles, websites, statistics etc. State how each one is relevant to your IRP. YOU MUST VARY YOUR SOURCES OF SECONDARY DATA. Don’t just use google! I plan on using: Magazine articles Magazine covers Newspaper Articles Internet websites And Statistic information that has been gathered from other people. 9.   Week Details of What is to be done 1 Brainstorm questions and topics in which I am interested in and begin to gain information and articles about the topic 2 Begin writing up surveys and organise interviews 3 Hand out surveys and collect data 4 Draft Project Plan Due Friday 31/10/14 5 Project Plan Due Friday 7/11/14 6 Diary Due 14/11/14 – For checking 7 Complete collecting all data needed and begin writing up report sections for final draft 8 Begin to finalise all writings and finish all referencing whether it be in text, appendix or bibliography 9 IRP and Diary Due no later than Friday 5/12/14 10. Identify any potential problem areas you think you may encounter? I believe that it may be hard to get the particular age category in which I have chosen to open up about their opinions and thoughts on the topic, because it can be one that is held quite close to them. I also believe that getting somebody to interview can be difficult, this is because counsellors may not want to or be allowed to display any information referring to a person currently at our school. 11. Any other comments? I think this is a very interesting task and it will be a challenge to make sure all information is conveyed correctly, but it is much more interesting than taking a test on research methodology because we are not just learning fact, we are putting that fact into practise in a real life situation.