Analyse different types of business information and their sources Essay

Verbal communication is communicating a message verbally to whoever is receiving the message. An advantage of verbal communication is the opportunity for immediate feedback to make sure the message was understood. Another advantage is the opportunity to utilize nonverbal cues (tone, body language, inflection). These can apply to Barclays because it’s important for Barclays to receive immediate feedback which they can go on and improve on the Business. Also, Barclays will understand the message that is being given verbally even more clear because they’ll understand the body language of the person that is giving the message. A disadvantage of verbal communication is that the communication or message that was put across is not recorded (unless a video camera is used), this means that if there are any types of miscommunication such as an employee getting rude to a customer, there’s a high possibility that it won’t be recalled again. Another disadvantage of verbal communication is that it is harder to communicate around the world. These apply to Barclays because Barclays has to make sure that there verbal communication towards customers or employees are made clear meaning that they would have to outcome the disadvantage. Also, Barclays has many customers/employees around the world, this means that this is a disadvantage to them as it would be harder to communicate seeing as customers in other countries would be speaking a different language, meaning that Barclays would have to come up with a solution in order to ease verbal communication around the world. Written Communication Written communication means communication by means of written symbols either printed or handwritten. Advantages of written communication are that it is more accurate (errors can be corrected or content approved). Another advantage is that a physical record of the communication is made. These can apply to Barclays because Barclays has to make sure that their communication is as clear as it gets for their terms & conditions pages, and written communication makes this easy for them as there is a high possibility that they won’t make mistakes. Another way these benefit Barclays is that when there is written communication made, there is a physical record of the communication meaning that there won’t be any mistakes in communication between the employees and customers, also customers can refer back to these  communications. A disadvantage of written communication is that written communication takes more time and is more expensive to prepare because of printing letters about outstanding loan payments which leads to higher costs because of the printing and stamps to send these letters. Also, another disadvantage is that there aren’t any types of immediate feedback. These can apply to Barclays because Barclays rely on time and don’t have much of it which means that they have to decrease the amount of written communication. Barclays mostly rely on feedback, with written communication there isn’t immediate feedback meaning that this would be a disadvantage for Barclays. Multi-media/ On-screen Information Multi-media/ On-screen Information is media on new technologies such as text messaging. This can apply to many companies in today’s society. An advantage of Multi-media communication is that the information can be spread to a lot of people at one time. This applies to Barclays because they usually have many meetings, and in them meetings they can use a projector showing a presentation which allows all members in the meeting so see. Another advantage of Multi-media communication is that it’s cheaper to use. This applies to companies like Barclays, instead of Barclays sending information via a paper based system which costs more; they can distribute information to their customers through multimedia communication. A disadvantage of multimedia communication is that many of the elderly in today’s society may not know how to work and understand the technologies used in today’s society. This applies to Barclays because Barclays may use text messaging to their customers and some of their customers may be elderly people. Another disadvantage is that not all people in the world have access to multimedia communication. This applies to Barclays because Barclays now provide services of online banking, and text messaging to their customers, however not all of their customers may have access to multimedia communication meaning that Barclays would still have to use a paper based system for some of their customers which leads to more expenses seeing as it is expensive to maintain. Web-based Information Web-based information shows many benefits of multimedia technology. With the  fast broadband connections in today’s society, it is possible to stream sophisticated content to a computer anywhere in the world. A significant amount of interactive multimedia content is now delivered via the internet through web-sites such as www.barclays.co.uk. This is an advantage for many people and businesses as the information can be received and read wherever and whenever it is convenient for the person/business. This applies to Barclays because they can send information to their employees from anywhere which can be read by the employee at any given time. Another advantage of web-based information is that it is easier to distribute information through it. This applies to Barclays because if Barclays is to have a change into how the business operates and needs to inform their employees, they can easily distribute the information on the web to their employees. A disadvantage of web-based information is that not everyone can access the web. This applies to Barclays because Barclay’s employees may need some information from Barclays on any new information or changes to Barclays, however some of employees may not have access to web based information meaning that Barclays will have to distribute information through paper based information. Another disadvantage of web-based information is that it can be led to misinterpretation. This applies to Barclays because if information is distributed to customers/employees, because it’s through a web based service, the customers or employees may not understand it properly. One other disadvantage is that if the systems of Barclays crashes, it could mean that customers would not be able to access the website. This leads to unpleasant customers whom may write complaints to Barclays. Internal Sources of Information Internal sources of information are those which can give valuable information regarding the organization from within. For example, a business like Barclays can give new employees an insight of information regarding how the business operates. An advantage of internal source is that the information is most likely to be accurate because the source of the information is from within the company its-self which is reliable. Another advantage of internal source of information is that it can be shared amongst other departments and created analysed by experts with in that type of field. For example, financial reports are created and analysed. Disadvantages of internal  sources of information are that it can be costly to produce, for example many people are employed on a specific job to just collect and analyse data. This means that this could actually be cheaper for external companies to do it for them instead. External Sources of Information External sources of information is secondary research, for example if a business like Barclays wanted to find out information about one of their competitors such as Santander, but Santander doesn’t want to pass any information out to Barclays, Barclays would then ask a different organisation to collect as much information about Santander. Pros of secondary research is that the information already exists meaning that this will save time. Another pro is that it is usually cheaper to get secondary research instead of primary research which will save company money. Cons of secondary research are that in some cases, it is usually expensive as well (scanner data). You may have less control over how the data was collected. With secondary research, there could also be biases in the data that you don’t know about. Also another con of this is that the answers may not exactly fit in your research questions. This applies to Barclays because if Barclays was to require information ab out their competitors, they’d refer back to a different organisation to find this information out.

Law Case Study Wholesome Vegetables Ltd

INTRODUCTION A contract has been defined as a legally binding agreement or, in the words of Sir Frederick Pollock: ‘A promise or set of promises which the law will enforce’. However, not all promises or agreements give rise to contracts. According to the case study, Andrew, who works as a salesman at Wholesome Vegetables Ltd, offering to sell Ben 100 bags of potatoes at ? 10 per bag. At first Ben accepted Andrew’s offer but when he heard the news about a slump in the price of potatoes which has fallen to ? 7 per bag, he refuses to accept delivery of Andrew’s pricey potatoes.Therefore there are some issues discussed based on this situation. The discussion includes the requirements that must be met for a contract to exist between Andrew and Ben, the legal effect of Andrew’s fax and Ben’s letter and the explanation of Ben’s text message. QUESTION 1 A contract has many definitions, but one of the simplest definitions for a contract is a â⠂¬Å"promise enforceable by law† (Michael. H, 2010). The promise may be to do something or to refrain from doing something. The making of a contract requires the mutual assent (agreement) of two or more person, one of them normally making an offer and the other accepting it.If one of the parties (persons) fails to keep his or her promise, the other is entitled to legal recourse against that person. There are seven requirements necessary for a contract to be valid (Riches. S,2009): 1. Agreement The first requisite of any contract is an agreement. At least two parties are required; one of them, the offeror, makes an offer which the other, the offeree, accepts. In this case, Andrew is the offeror and the offeree is Ben. 2. 1 Offer An offer is an expression of willingness to contract made with an intention that it shall become binding on the offeror as soon as it is accepted by the offeree.A genuine offer is different from what is known as an â€Å"invitation to treat†, i. e . where a party is merely inviting offers, which he is then free to accept or reject. The following are examples of invitation to treat: auction, display of goods, advertisements, mere statements of price and tenders. An offer can be terminated by acceptance, rejection, revocation, counter offer, lapse of time, failure of a condition and death. 2. 2 Acceptance Once the presence of a valid offer has been established, the next stage in the information of an agreement is to find an acceptance of that offer. The acceptance must be made while the offer is still open.It must be absolute and unqualified. 2. Consideration The mere fact of agreement alone does not make a contract. Both parties to the contract must provide consideration if they wish to sue on the contract. This means that each side must promise to give or do something for the other. 3. 3 Executory consideration Consideration is called â€Å"executory† where there is an exchange of promises to perform acts in the future , eg a bilateral contract for the supply of goods whereby A promises to deliver goods to B at a future date and B promises to pay on delivery. If A does not deliver them, this is a breach of contract and B can sue.If A delivers the goods his consideration then becomes executed. 3. 4 Executed consideration If one party makes a promise in exchange for an act by the other party, when that act is completed, it is executed consideration, eg in a unilateral contract where A offers ? 50 reward for the return of her lost handbag, if B finds the bag and returns it, B's consideration is executed. There are some rules governed in consideration. Consideration must not be in the past. If one party voluntarily performs an act, and the other party then makes a promise, the consideration for the promise is said to be in the past.Past consideration is regarded as no consideration at all. Consideration must move from the promise. If A (the promisor) makes a promise to B (the promise), the promise wil l only be enforceable (unless made in the form of a deed) if B can show that he has provided consideration in return for A’ promise. Consideration must not be illegal. The courts will not entertain an action where the consideration is contrary to a rule of law or is immoral. Consideration must be sufficient but need not be adequate. It must be possible to attach some value to the consideration but there is no requirement for the bargain to be strictly commercial. . Intention The parties must intend the agreement to be legally binding. The nearest the courts can get to discover this intention is to apply an objective test and judge the situation by what was said and done. The law divides agreements into two groups, social ; domestic agreements and business agreements. 4. Form Some contracts are indeed in writing but the majority are created much more informally either orally or implied from conduct. Generally, the law does not require complex formalities to be observed to form a contract. Some types of contracts which are exceptions to this rule.They are contracts which must be in the form of a deed, contracts which must be in writing and contracts and contracts which must be evidenced in writing. 5. Capacity Capacity is also one of the requirements for a contract to be valid. The parties must be legally capable of entering into a contract. There are, however, some groups of people who are in need of the law’s protection either because of their age or inability to appreciate their own actions. The groups which are covered bu special rules are those under the age of 18 (minors), mental patients and drunks. . Genuineness of consent The most basic requirement of a contract is the presence of an agreement. It must have been entered into voluntarily and involved ‘a genuine meeting of minds’. The agreement may be invalidated by a number of factors which are mistake, misrepresentation, duress and undue influence. 7. Legality The principle of freedom of contract is subject to a basic rule that the courts will not uphold an agreement which is illegal or contrary to public policy. Where the contract involves some kind of moral wrongdoing, it will be illegal.If, however, the conduct is neither immoral nor blameworthy, but simply undesirable, the contract will be void. A court may object to an agreement either because of a rule of common law or because it is contrary to statute. In a nut shell, all the requirements stated above must be met for a contract to exist between Andrew and Ben. Question 2 In the case study given, Andrew’s letter on the 21st February is considered as an offer in the law of contract. An offer is an expression of willingness to contract made with the intention that it shall become binding on the offeror as soon as it is accepted by the offeree.It is clearly stated that its an offer when Andrew wrote a letter to Ben, owner of the retail shop offering to sell him 100 bags of potatoes at 10 per ba g. This is also known as a bilateral contract in the law of contract. An example to exemplify this case (Carlil v Carbolic Smoke Ball). Ben’s reply on the 23rd February is acceptance. He replied accepting Andrew’s offer but adding that if he did not hear from Andrew, he would assume that the price included delivery to his (Ben’s) shop. On the 24th February, the acceptance to be considered as an counter-offer introducing the new requirements.If in his reply to an offer, the offeree introduces a new term or varies the terms of the offer, then that reply cannot amount to an acceptance. Instead, the reply is treated as a â€Å"counter offer†, which the original offeror is free to accept or reject. A counter-offer also amounts to a rejection of the original offer which cannot then be subsequently accepted. This can be seen in the case of ( Hyde v Wrench). Based on the case given, on the 24th February, before Ben’s letter arrived. Andrew heard a rumour t hat the price of potatoes was about to slump dramatically. Andrew immediately sent a fax to Ben, stating that the price includes delivery.This is merely counter offering the previous offer. Therefore, when Ben also heard the news about the slump in the price of potatoes where upon he sent Andrew a text message stating ‘decline your offer of pots’ clearly shows that he varies the terms of the offer and it cannot amount to an acceptance. A counter-offer should be distinguished from a mere request for information. If A makes an offer on his standard document and B accepts on a document containing his conflicting standard terms, a contract will be made on B's terms if A acts upon B's communication, example by delivering goods.This situation is known as the â€Å"battle of the forms†. An example to this is the case of (Stevenson v Mc Lean). Wrapping up the case, in the case of Andrew v Ben, it is undoubtedly seen that counter-offer takes place and hence Ben’s i s competent to reject the delivery of Andrew’s pricey potatoes. Question 3 On 24 February before 10 a. m, Andrew heard rumors about the price drop in potatoes market. He immediately send a fax to Ben stating that â€Å"price include delivery†. This shows that offeror had sent a fax to offeree just to provide additional service without extra charges.As Ben already accept the offer on 23 February, and the offer is now ? 10 per bag of potatoes including delivery fee with extra service provide. The contract is still accepted by Ben and just added additional services which show in fax â€Å"price include delivery† as additional contract terms confirm that Andrew will provide ? 10 per bag of potatoes including delivery fee. Even if offeree does not want to accept additional terms from offerer, offeree is still in a previous contract position which is accepting the contract. On 24 February after 10 a. m, Ben had receive a fax from Andrew which stated that â€Å"price include delivery†.Ben accepts the offer of Andrew for ? 10 per bag of potatoes includes delivery, and so Ben posted a letter to confirm his acceptance of Andrew terms. When a letter is posted, the acceptance of the contract is consider accepted. According to Postal Acceptance Rules, once the letter is posted, it is consider as acceptance no matter it reached the offeror or not at that time (Duhaime, n. d. ). There is a similar case of Postal Acceptance Rule: Household Fire Insurance Co. V. Grant. During 30 September 1874, Grant had applied for 100 shares from Household Fire and Carriage Accident Insurance Company Ltd.The company had accepted Grant offer and allotted him 100 shares on 20 October 1874 which using letter posted the confirmation to Grant address. However, the letter does not reach Grant address which means Grant did not receive the acceptance letter from Household Fire Insurance Company. Grant though that his offer for 100 shares has not been approved. On March 18 77, Grant received a letter demanding payment upon the call of 100 shares. The jury also found that the letter of Grant allotment had been posted on 20 October 1874. For the above case Fire Insurance Co. V.Grant, the court concluded that there was a valid contract base on the Postal Acceptance Rule. Because the rule for post is the acceptance is effective even if the letter did not arrive to the parties. The Postal Acceptance Rule is design to prevent anyone try to opt out of the rule, once someone posted acceptance, the contract had came into effect. This rule can apply to Ben and Andrew case, which Ben posted a letter which confirms the acceptance of the contract terms between Andrew and Ben. Which means once the offeree posted the acceptance letter, the contract is consider bound to the offerer.However, over the lunch time, Ben also heard news about the slump price in potatoes market. Ben immediately sends a text message stating that â€Å"decline your offer of pots† to An drew. This means that after Ben knew about the slump price in potatoes, he send text message to Andrew to reject his offer. This text message is come secondly after the letter posted. According to Postal Acceptance Rule the counter acceptance or rejection will only be replace if the parties mention it from their contract, required receive by offeror in order to be treat as acceptance (Corrigan, 1997).There is a similar case of replace acceptance â€Å"Entores V. Miles Far East Corp†. Entores and Miles Far East Corp are communicated trade agreements through Telex machine. Entores was base in London and send telex for purchase of copper from company Miles Far East Corp base in Amsterdam. Entores found out that Miles Far East Corp was not fulfilled the contract and sue the Corp for damages. Entores sue Miles Far East Corp for breach of contract in English law jurisdiction. It could prove that the contract was formed within the jurisdiction.The court concluded that, when offer is made by telex or text message, the offeror must receive the acceptance. If the offeror is receiving the telex, it is consider contract is bound. This same goes to the letter of Ben post, even if the letter is not reached Andrew, the contract of acceptance is considered to be bound. The text message send by Ben afterward is decide by Andrew either to be accept or to be reject the rejection from Ben. The contract of Ben and Andrew is still ? 10 per bag of potatoes includes delivery is already accepted by Ben.According to Ben and Andrew case, when the price of potatoes drop to ? 7 per bag, Andrew immediately counter offer to Ben include delivery, Ben accept Andrew terms before knowing the price drop in Potatoes. After that, Ben realise the price drop of potatoes, he reject the offer and refuse to accept delivery of Andrew pricey potatoes. If offeree refuses to accept the delivery of offerer pricey potatoes, offeree will be breaching the contract terms and fall under offer acceptance l aw case. As the contract of Ben and Andrew is ? 10 per bag of potatoes include delivery which is accepted by Ben.The contract is still active between Ben and Andrew, once the contract is bind between offeror and offeree is not able to revoke. The following rejection by text message from Ben to Andrew is considered as another term of new offer contract which needed Andrew to be accepting. However, Andrew didn’t reply the acceptance of Ben rejection. This means that, Ben have to stick to the first terms of ? 10 per bag of potatoes include delivery. If the case is bring to the court, mostly Andrew will win the case as according to the contract terms, Ben already accept the offer of ? 0 per bag of potatoes include delivery. The offeree (Ben) had accepted the offer at first and the counter rejection of offeree will not be taken in place if the offeror (Andrew) did not want to accept the rejection from offeree. If the offeror (Andrew) did not accept the counter rejection, it consid er as Ben accept the offer and need to purchase ? 10 per bag of potatoes include delivery from Andrew for 100 bags. If Ben is still refuse to accept the Andrew offer, Ben will need to pay compensation to Andrew for breach of contract. Question 4On 21st of February, Andrew is salesman at Wholesome Vegetables Ltd, who offered to sell 100 bags of potatoes at ? 10 to Ben, owner of retail shop. On 23rd of February, Ben replied accepting Andrew’s offer but adding the delivery to his (Ben’s) shop into the price if he did not hear from Andrew. It means the price of potatoes is ? 10 per bag included delivery. On 24th of February, Andrew heard that the price of potatoes is going to fall down dramatically and later Ben is received a fax from Andrew stated that â€Å"price include delivery†. Before 10 a. m, Ben received Andrew’s fax and he accepted the offer of Andrew for ? 0 per bag of potatoes included delivery. After Ben sent a fax to Andrew about his acceptance, both of them already formed a contract of law. The issue appeared in this case when Ben knew about a slump in the price of potatoes over lunch, he sent Andrew a text message â€Å"decline your offer of pots† and he was too late to revoke his acceptance of Andrew’s term because they already made a contract after 10 a. m on 24th of February. The reason Ben wanted to revoke the contract because the price of potatoes in contract that Ben have to pay for Andrew is more expensive than after a slump in the price.Revocation is effective when it is communicated to the offeree before he or she has accepted the offer (Will and Weinstein, 2010) Revocation is one of termination of contract that has similar situation in this case: Byrne and Leon van Tienhoven [1880]. On 1st of October, Leon Van Tienhoven were defendants located in Cardiff, they sent a letter from their office to Byrne ; Co in New York offering to sell the plaintiffs 1,000 boxes of tin plates. On 11th of October, the plaintiffs immediately telegraphed acceptance of offer after they received the letter and it is confirmed in a letter posted on 15th of October.Meanwhile, on 8th of October, the defendants had written a letter to revoke their offer, and it came to plaintiffs on 20th of October. A binding contract was held, because revocation was only influenced by communication, however, the acceptance was telegraphed took effect as soon as it was sent. In this case, it took 9 days from 11th to 20th of October for plaintiffs to received revocation. On 11th of October, the contract had been made already at that time the second letter form defendants reached the plaintiffs.The contract had been existed in this case when the claimants accepted the defendants’ offer at that date. Lindley J, who was giving judgment for plaintiffs, stated that â€Å"the extreme injustice and inconvenience which other conclusion would produce† (Cheshire, Fifoot ; Furmston’sLaw of contract, 1996). This issue happened because the letter of revocation had no communication to the offeree. According to Introduction to the law of contract, the offer could be revoked by offeror without telling offeree, and the information may be conveyed by a reliable third party.In the case of business, a letter from offeror to offereeon a normal working day should be treated as a communication even if unopened (Cheshirem, Fifoot;Furmston’s Law of contract, 1996). Held: In this particular case, Lindle J had no authority in fact given by the plaintiffs to defendants to inform a withdrawal of their offer by posting the letter, the fact is the letter of the 8th of October is be treated as communicated to the plaintiffs on that day or any day before the 20th. ConclusionIn conclusion, Ben has a legal binding contract with Andrew. According to the case of Andrew v Ben, it is noticeably seen that the whole cased is based on the law of contract. A contract may be defined as a legally binding agreement or, in the words of Sir Frederick Pollock:†A promise or set of promises which the law will enforce†. The agreement will create rights and obligations that may be enforced in the courts. It is classified as a contract is deed and it is known as a bilateral contract.This imply where a promise of one party is exchanged for a promise by the other. The exchange of promises is enough to render them both enforceable. Thus in a contract for the sale of goods, the buyer promises to pay the price and the seller promises to deliver the goods. The elements involved in the contract are agreement, consideration, intention to create legal relation and consent. A contract which possesses all these requirements is said to be valid. The absence of an essential element will render the contract void, voidable or unenforceable.The terms of the contract is Ben accepting 100 bags of potatoes for ? 10 per bag of potatoes including delivery fee from Andrew. If let say offerer (Andrew) accept the rejection of offeree (Ben) text message, the acceptance contract will be terminated. However, if offerer (Andrew) still deciding to supply the stock of potatoes to offeree (Ben), Ben would have to purchase the 100 bags of potatoes with ? 10 per bag of potatoes including delivery fee. On the other hand, if offeree (Ben) refuses to accept the 100 bags of potatoes with ? 0 per bag including delivery, offerer (Andrew) can sue offeree (Ben) for breach of contract. The probability of claimant (Andrew) could win the case is high as defendant (Ben) has proven accept the acceptance contract terms. In our opinion, this case study is related to offer and acceptance rules. The oferee (Ben) should accept the 100 bags of potatoes for ? 10 per bag of potatoes including delivery fee as offerer (Andrew) has an evidence of acceptance contract binding between Ben and Andrew.

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Key Concepts in Management - Coursework Example is because machines are beneficial for increasing the overall efficiency but it cannot be considered as a tool to communicate with employees (Marchington & Wilkinson, 2008, pp. 56-57). On the contrary, organization provides an environment in which employees can enhance their competencies as well as develop their skills to sustain in the workplace for longer period of time. Machines are usually subjected to decreasing rate of productivity which is not true in context of an organization. A machine can be more powerful than an organization in the initial phases but in case of sustainability it cannot be considered to be effective. Employees or living components of an organization cannot be sustained by a machine for long run. As for sustainability productivity and efficiency are not the only vital components (Torrington, Hall & Taylor, 2005, pp.110-111). An effective operation is not enough to ensure longevity as other factors such as work collaboration, high adaptability, incorporating necessary changes etc., is equally important. It can be stated that external forces play a major role in ensuring longevity of a system. Modern organizations to some extent seem to be preoccupied with the idea of maintaining status quo in the industry. However risk is a factor which cannot be eliminated completely from the system. Status quo is often considered to be the most difficult element in terms of sustainability. In the present competitive environment organizations had to strive hard in order to maintain their respective status quo in the industry. However there is often a mindset developed that organizations are performing well and has effectively maintained their status quo. This can be considered to be a prison mindset as such situation is never real in the present business environment (Jackson, Schuler &Â  Werner, 2011, pp. 101-103). In certain context this form of prison mindset develops when a firm possesses a record of outstanding performance and has a reputed image

Compare Public Management Reform in the UK with one other country of Essay

Compare Public Management Reform in the UK with one other country of your choice. What does the comparison tell you about the factors that shape public management in each country - Essay Example The objective is to understand deeper the specific circumstances confronted by each country in public sector management. The first, command and control, involves top-down management and asserts that government can take charge and â€Å"can be highly effective† (Barber 2007, p. 21). Two such examples of the â€Å"command and control† approach is the UK government’s National Literacy Strategy between 1997 and 2001 and the UK government’s reduction of health care waiting times between 2000 and 2005 (Barber 2007, p. 21). The â€Å"quasi-market† approach attempts to provide government services as how one may provide a service in the market wherein privatisation is an option (Barber 2007, p. 21-22). According to Barber (2007, p. 22), some of the good examples of the â€Å"quasi-market† market approach are as follows: (1) the Medicare program of the United States; (2) the UK policy of encouraging the use of independent providers for routine operations in the UK health care system; and (3) the use of private providers for public schools in Philadelphia. According to Barber (2007, p. 22), evidence on the quality of impact of the â€Å"quasi-market† approach is mixed but â€Å"success seems to depend on the precise design of the program†. In third approach, â€Å"devolution and transparency,† government devolves â€Å"responsibility to the frontline units delivering the service and then use transparency† or making public the results in a way that allows comparison s to drive performance higher (Barber 2007, p. 22). On the other hand, Briggs and Fisher (2006, p. 30) advanced that the three paradigms of public sector management are the traditional public administration approach, the new public management paradigm, and the public value management. In the traditional public management approach, public managers are assumed to have the task of ensuring that rules and appropriate procedures are followed and that the public sector has the monopoly of the service ethos

How do the media portray applied psychology Essay

How do the media portray applied psychology - Essay Example (Fryer, 1950) Media is an important vehicle for getting the message across to the right frame of audience at the right time and in the right capacity possible. It would not be wrong here to suggest that the role of media in any field is more than any other social and cultural domain that has come of age in the recent times. Media can literally shake the very basis of the disciplines and professions which are existent in the current times and it would not be long before we find out for our own selves that the media would take over our lives and start ruling us like none other. The question however present here is of understanding the relationship between the applied psychology and the representation of the same in the different media forms like electronic, print, outdoors and others. (Guilford, 1950) The relation between the different forms of media and the psychological basis depends entirely on the way the dependents, i.e. the consumers and end viewers think of it. It means the values attached with the media portrayals are important in their relation of the psychological self. The role of media in the ranks of the applied psychology brings into consideration the intricate aspects of gender portrayal as well as identity crisis at times. With this, there is the question of understanding the media activities and the players who actually run the whole show. (Groome, 2004) Applied psychology applies both at the industrial level within the media and also goes down towards the organizational basis. What this means is that the media stands at the crossroads of both of these significant areas. Media has a much larger role than it is perceivable at any point in time. Applied psychology regards the role of the media in the same light as it would give to any other significant feature within the cultural and social perspective. In all essence, applied psychology studies the mental processes

John quincy adams Research Paper Example | Topics and Well Written Essays - 750 words - 1

John quincy adams - Research Paper Example ncy, born on 11 July 1767, spent most of his early years in Braintree with his parents John and Abigail Adams who taught him classics, Mathematics, and languages. John Quincy, at the age of ten, began travelling to Europe with his father who was a diplomat, enabling him to serve as a secretary of state at a young age. John Quincy spent time in Paris and studied art, music and fencing, and when he was old enough, went to Massachusetts where he specialized in law up to 1790. Quincy was a lawyer for a short period until he was drawn to civic discourse that was a precursor to his life in the public office. John Quincy became a lawyer after graduating at Harvard University, until the age of 26 when he got an appointment to become minister for the Netherlands. Quincy then got promoted to Berlin Legation and became elected in 1802, as a Senator. He worked for six years until he got an appointment of being minister for Russia. Quincy Adams was one of the greatest State Secretaries who worked under President Monroe, and this is evident in his arrangement of England’s joint occupation of Oregon country and the formulation of the Monroe Doctrine. However, Quincy declined calls from Madison to become one of the judges of the Supreme Court in 1811 (Hewson 41). The 1824 presidential elections won by John, was the first ever after the passage of the Twelfth Amendment, and with the collapse of the competition that used to exist between the Federalists and Republicans, personal and sectional conflicts arouse to replace party politics. John Quincy Adams had an embodiment regarding parties, but enforced political principles that focused on antislavery, and this challenged Jacksonian democracy. In addition, his high-minded stances weakened him as a president especially during sessions in the congress. President John Quincy had programs, which were meant to create a national market, and included the creation universities, canals, and roads among other initiatives. His strategies

Uncle Joe's Bookstore Assignment Example | Topics and Well Written Essays - 500 words

Uncle Joe's Bookstore - Assignment Example The medium-sized chain, such as Border and Waldenbooks are now memories. Lederman notes that even the giant Barnes & Noble Booksellers is struggling, although it has its own vast online division. Uncle it is a very sad state here, the independent bookstores are closing down. However, something encouraging is that the overall number of the independent bookstores has increased from 1651 in 2009 to about 2000 in 2013. It is not only the Internet that is killing the book industry Uncle, the big discount stores purchase the books in bulk and sell them at lower consumer prices than any independent bookseller could ever hope for. As the technology moves forward, it has resulted in countless demise of small bookstore retailers. Therefore, I will ensure that colleges here in the Savannah benefit maximally from the store. As for the original works Edgar Allen Poe, I will put them in the e-platform because currently almost everyone has an Internet enabled phone or has access to the internet. I will indicate that this is the first time the letters he wrote are being released. Since the Internet is accessed by a wider consumer base, I guess most people will know about the bookstore that it is the one that first released Edgar Poe’s letters. I will make sure I wear gloves before reading them. As for your old photographs that you took while you were stationed in England, I will display them at the bookstore in the history section for the readers to see the role you played in maintaining global peace. The pictures will also be of great significance for people who are interested in world history. I will make sure that the bookstore is a home for the students. I will make sure that I have good stock. As cited by McMurtry, more people will come if a bookstore has more books. Besides that, certain people do not like too much the order in the bookstore because they want to feel like they are finding

Software engineering and implementation Essay Example | Topics and Well Written Essays - 5000 words

Software engineering and implementation - Essay Example It has a close relationship with a large number of other disciplines such as mathematics, physics and computer sciences (ACM, Inc., 2006). Basically, software engineering provides a wide variety of principles, practices and tools for software engineers throughout the software development process. However, the software development process is followed through a software development life cycle. In this scenario, a software development life cycle is a conceptual framework or a map, which defines the stages of a software development process. Basically, a software development life cycle divides the software development process into a number of stages. Additionally, each stage of a software development life cycle is aimed at achieving a particular objective (Rouse, 2009). Up till now, a large number of software development process models have been developed taking into consideration the objectives of a particular software. For instance, waterfall process model, spiral model, iterative models, agile models and so on. Though, each software process model is based on a specific ideology. However, the basic objective of all the software process models is to support the software development process by dividing the development effort into a number of stages. In this scenario, each software development model divides the software development process into different stages such as: requirements analysis, system design, coding, testing, implementation and maintenance. In addition, the execution of these stages depends on the requirements of a particular software (Kumar, Zadgaonkar, & Shukla, 2013). However, the execution of these stages flows in a sequence from upper to lower stage. This paper presents a detailed analysis of two most important stages of a traditional software development life cycle, these stages are: requirements analysis and software

Brain Drain Essay Example for Free

Brain Drain Essay The first think that click in yur mind about brain drain is movie newyork,the thing that happened to john abrahim ,he was basically a nice person but he was torchured so much in jail that his niceness was removed ,and he became a terrorist his brain was completely drained, but u all r wrong with the assumptions. Brain drain which is also known as human_capital_flight means refers to the emigration of intelligent, well-educated individuals to somewhere for better pay or conditions, causing the place they came from to lose those skilled people, or brains. Typically, emigrating brains have learned English and move to the United Kingdom, the US or some other English-speaking country. The developed nations concerned saves her pounds and dollars on professional education and training and in the process obtains the services of trained doctors/ engineers who/earn very much more than their native counter parts and have more comfortable styles of living. There have been several efforts to define the concept of brain drain, mainly by international organisations. For example, we can read the following in a 1969 UNESCO report .the brain drain could be defined as an abnormal form of scientific exchange between countries, characterized by a one- way flow in favour of the most highly developed countries. One of the most comprehensive report the main characteristics of brain drain as follows: a) There are numerous flows of skilled and trained persons from developing to developed countries; b) They are characterised by large flows from a comparatively small number of developed countries and by small flows from a larger number of developing countries; c) In these flows engineers, medical personnel and scientists usually tend to predominate; d) The above flows have grown with increasing rapidity in recent years f) The flows respond increasingly to the changed g) The migratory trends are stimulated both by the character of national educational systems by lack and inadequate planning for the training of students from developing countries, in developed states as well as the proper utilisation of their-skills in their home country; and h) Except possibly for south America, there are no signs that the migration of talents is decreasing and there are fairly definite signs that its increase will,  under present conditions, continue to accelerate. Types of brain drain Organizational: The flight of talented, creative, and highly trained employees from large corporations—e.g. Yahoo,HubSpot,[4]and Microsoft— that occurs when employees perceive the direction and leadership of the company to be unstable or stagnant, and thus, unable to keep up with their personal and professional ambitions. Geographical: The flight of highly trained individuals and college graduates from their area of residence, for instance, those migrating from the mid-western United States to the coastal states and large metropolises. Industrial: The movement of traditionally skilled workers from one sector of an industry to another. For example, jobs in the United States and other governments, also known as the public sector, have experienced significant generational brain drain as tenured boomer generation employees retire. Heightened competition for talent from the private sector and budgetary constraints have made it increasingly difficult to attract replacements f or these retirees.

Eisenhower Presidency Essay Example for Free

Eisenhower Presidency Essay Republican candidate General Dwight D. Eisenhower was inaugurated as the 34th President of the United States on January 20, 1953, becoming the first Republican in twenty years to be elected as president. President Eisenhower broke tradition by reciting his own prayer after taking the oath instead of kissing the Bible and jumping right into his inaugural speech. When elected for a second term, his inauguration fell on a Sunday (January 20, 1956), so President Eisenhower was sworn in privately by Chief Justice Earl Warren in the East Room of the White House (Eisenhower Public Library and Museum 2012); his public inauguration into office followed the next day. President Eisenhower was 62 years old when he was sworn into office in 1953. Due to the ratification of the 22nd Amendment Eisenhower became the first president to be constitutionally prevented from running for re-election to the office after serving the maximum two terms allowed (Eisenhower Public Library and Museum 2012). President Eisenhower’s ability to perform his role as president came after a long career in the United States Army. In 1911 Dwight D.  Eisenhower entered the United States Military Academy at West Point, NY, graduating in 1915 as a 2nd Lieutenant, going on to serve as a young officer through World War I and World War II moving his way up the chain of command until reaching the rank of five star general after leading the D-Day invasion in 1944, the highest rank an officer can reach in the United States Army. In 1948 General Eisenhower Resigned from the Army (Eisenhower Public Library and Museum 2012). President Eisenhowers military role with world leaders transitioned over into his role as president seamlessly. President Eisenhower’s tenure as the 34th president was full of accomplishments and milestones: ending the Korean War, enduring the Supreme Court rulings on ending segregation, enforcing the rulings, balancing the budget three times in his eight year tenure, Hawaii and Alaska becoming the 49th and 50th States during his presidency, to signing the bill establishing National Aeronautics and Space Administration (NASA), to delivering his Farewell Address to the Nation warning of the â€Å"Military- Industrial Complex† (Eisenhower Public Library and Museum 2012) are only a few of the highlights of Eisenhower’s presidency. No other president before Eisenhower was given the amount of chaos that he contended with in his presidency. â€Å"Eisenhower was confronted with major Cold War crises every year he was in office: Korea, Vietnam, Formosa, Suez, Hungary, Berlin and the U-2. While more than once America seemed on the brink of war and those around him clamored to drop the Bomb, Eisenhower always kept a level head. He dealt calmly and rationally with each situation, always finding a solution that avoided war without diminishing America’s prestige (NPS 2012). He endured and kept our beloved country at peace during his presidency despite the numerous crises’s the country faced. President Eisenhower’s first major accomplishment in the oval office and true to his campaign promise, attempted to end the Korean War. â€Å"In July 1953 after President Eisenhower threatened to use nuclear weapons, an armistice was signed, ending the Korean War. Despite the Korean War, Korea remains divided at the 38th Parallel. President Eisenhower’s leadership style of sincerity, fairness, and optimism helped to comfort the nation after the war (AP 2012). This also called for a demilitarized zone and voluntary repatriation of soldiers in the armistice. In December 1953, President Eisenhower gave â€Å"Atoms For Peace speech† at the United Nations proposing an international atomic energy agency and peaceful development of nuclear energy; thus, making it very clear the power of America’s nuclear arsenal in his first year in office. On July 29, 1957, the United States ratified International Atomic Energy Agency to pool atomic resources for peaceful use as proposed by President Eisenhower in his speech to the United Nations previously (â€Å"US History 2012†). During his first term, President Eisenhower endured the ruling of the Supreme Court in â€Å"Brown Vs. Topeka Board of Education† in 1954 with the Supreme Court ruling segregated schools are â€Å"inherently unequal† and unconstitutional. In 1955, the Supreme Court reaffirmed its stance on principles of school segregation, ordering gradual compliance by local authorities. On September 9, 1957 President Eisenhower signed the Civil Rights Act of 1957, the first since the reconstruction amendments over eighty years before (Dwightdeisenhower 2012). On September 27, 1957 President Eisenhower ordered federal troops to the scene of violence at Little Rock Central High School in Little Rock, Arkansas to enforce integration of Negro students who had been barred by the National Guard as ordered by Arkansas Governor Orval Faubus (Eisenhower Presidential Library and Museum 2012). Then â€Å"Nine Negro students entered the high school doors, under Army guard sat thru a full day of classes. The governors of southern states then asked the president to remove the troops, and the president’s reply was: â€Å"his own responsibilities under the Constitution were not subject to negotiation. (Korda, p 698). † Thus, Eisenhower resolved the crisis. This action was the most serious domestic challenge of his presidency. President Eisenhower felt that desegregation should start small like with parks and restaurants also with the Armed Forces then move up steadily until every citizen was equal. Today, we still see areas of racial problems that President Eisenhower faced during his presidency. On several occasions Eisenhower had expressed distaste for racial segregation, though he doubtless believed that the process of integration would take time (Encyclopedia Britannica 2012). † These are only a few of the tremendous milestones that President Eisenhower endured or accomplished during his tenure in the Oval Office. Today we still see the effects of his accomplishments and milestones. Although most do not realize that President Eisenhower was a brilliant man, he had one image, and behind the scenes he was an outstanding leader who could bluff anyone. When President Eisenhower turned over the Oval Office to newly elected John F. Kennedy, Eisenhower let it be known that he would like his title of General of the Army (5 Star General) be restored. This required Congressional legislation; the new president asked a military assistant why Eisenhower would want to give up the title of Mr. President to be called General. The military assistant explained that the military was an integral part of Eisenhower’s life. President Kennedy then understood, created the legislation, and the bill was passed in March 1961(Korda, p. 61-762). † Eisenhower and George Washington were the only two United States President with military service to reenter the Armed Forces after leaving the office of President (Eisenhower Presidential Library and Museum 2012). Nine years later at the age of seventy eight, Eisenhower passed away from heart failure, as he was dying Eisenhower gave one last order â€Å"Lower the shades! I want to go. God take me (Korda, p. 723). † Per his wishes General Eisenhower was taken by train from Washington, DC to Abilene, Kanas for burial after his body laid in state at the capital.

Poverty and Educational Achievement | Literature Review

Poverty and Educational Achievement | Literature Review This assignment will review the paper written by Anne West ( 2007) entitled Poverty and educational achievement: why do children from low income families tend to do less well at school? The assignment will identify the key elements in the research and discuss the research methods used. The authors conclusion will also be discussed. West (2007) claims that the evidence which she has found while researching the links between poverty and educational achievement suggests that poverty alone is not the only reason for low academic achievement. West argues that other factors, outside of school, including the family environment, have a greater influence on a childs educational achievement. West researched many articles in her quest to prove that low educational achievement is linked to poverty. However, the research was not committed to using poverty as the only source. Others factors were included such as income, social class and socio-economic status. In attempting to find an explanation for the differences in educational achievement between children from low and high income families west examined pre-school, school, family and parental involvement. The majority of the research used to support wests argument is quantitative. She has taken data from institutions such as the Programme for International Student Assessment (PISA), the Organization for Economic Co-operation and development (OECD) and DfES. The OECD through PISA gathers data from 15 year olds in schools across the world in reading, maths and science. The quantitative data shows large differences in academic ability between pupils whose socio-economic status differed. However, a factor which seemed to greatly affect this outcome was the way in which some countries, such as Belgium Germany and Hungary, divided and separated pupils according to ability. These countries had a far greater gap than countries with a comprehensive system of educating children such as Finland and Iceland (OECD, 2001 cited in West 2007) West argues that the quantitative data gathered by the DfES ( 2007, cited in West, 2007) provides clear evidence that poverty and educational achievement are closely associated. The data showed that children who took advantage of free school meals (those from low income families) were less likely to reach the expected level in national tests than those from higher income families (48% low income 77% higher income). West also includes reference to a key study by Gershoff et al (2007, cited in West, 2007). The Gershoff et al analysis of THE US Early Childhood Longitudinal Study (ECLS) suggests that children from higher earning families have better cognitive skills because their parents spent more money on educationally enhancing resources such as books and outings. These findings appear to be supported by a study from George et al ( 2007, cited in West, 2007) which indicates that 3 year olds from low income families have much poorer expressive language skills than children of the same age from higher income families. In wests discussion she suggests that that there are many reasons why children from poorer families do less well educationally than their wealthier peers. These reasons include family life and financial resources. However, it can be argued that the link to a poor family life and less financial resources are actually due to the lack of money which leads back to poverty being the reason behind low educational achievement. West discusses the many reasons she feels that children from poorer families do not achieve well at school. These include pre-school provision, or the lack of it, and early years education. West includes the provisions which the government have put in place in an attempt to lessen the gap in attainment levels between rich and poor, such as sure start centres and early years provisions. Although these schemes may be of benefit to many they could be seen to exclude those people most in need. This could include families who live in rural areas who do not have the financial resources to take public transport or run their own vehicle which would allow their children to attend the schemes offered. Parents may suffer from depression or have a disability which would make it either difficult to ensure their child could attend or difficulties in physically getting their child to the school. Therefore it could be argued that the children from low income families are at a disadvantage from an early age even when positive steps are put in place in an attempt to improve their educational outcomes. It may be the case that the children for whom these provisions would most benefit are the least likely to be able to attend for various family, medical and financial reasons. Therefore, it could be argued that the government should take further steps to ensure attendance. This could include, for example, chaperoned mini-buses to collect children from their homes and return them when the session has finished. West concludes that family involvement is a major factor in lessening the achievement gap; however she also states the many obstacles that stand in the way of family involvement, especially those from low income families. Parents are often unable to help their children as they were also classed as being low educational achievers, they may work unsociable or long hours and many do not like the fact that their private, family life is, in a way, being invaded. West also suggests that financial and material resources are a significant factor in lessening the achievement gap. It could be argued that west is actually stating the obvious as the whole paper is actually pointing to the fact that poverty is the main cause of educational under achievement with all of the other factors interlinked. West indicates that the government focuses its policies on schools in an attempt to lessen the gap. However, she suggests that the money would be better spent on helping to raise the income levels of less well off families. Word count 979 References DfES. (2007). National Curriculum Assessments, GCSE and equivalent attainment and post 16 attainment by pupil characteristics in England 2005/06(Revised) Statistical first release 08/2005. London: DfES. George, A., Hansen, K., Schoon, I. (2007). Millenium Cohort Study: Cognitive Development, Briefing 1. London: Centre for Longitudinal Studies, Institute of Education. Gershoff, G. T., Aber, J. L., Raver, C. C., Lennon, M. C. (2007). Income is not enough:incorporating material hardship into models of income associations with parenting and child development. Child Development , 78 (1), 70-95. OECD. (2001). Knowledge and skills for life: first results from OECD Programme for International Student Assessment 2000. Paris: OECD. West, A. (2007). Poverty and educational achievement: why do children from low income families tend to do less well at school? Benefits: The Journal of Poverty and Social Justice , 15 (3), 283-297.

SELLARS AND THE MYTH OF THE GIVEN :: essays research papers

SELLARS AND THE "MYTH OF THE GIVEN" To be presented at the Eastern Division APA Meeting to be held at the Washington Hilton & Towers (Washington, DC) on Dec. 27 - 30, 1998: Book discussion: Wilfrid Sellars's Empiricism and the Philosophy of Mind (International Ballroom West, Wed., Dec. 30, 1:30 p.m. - 4:30 p.m.) -- Published with the permission of Prof. Alston. Since the body of the paper will be distinctly critical, I would like to begin by paying tribute to Empiricism and the Philosophy of Mind (EPM) as one of the seminal works of twentieth century philosophy. I still remember the growing excitement with which I read it when it first came out in Volume I of the Minnesota Studies in the Philosophy of Science (1956), in the Detroit Airport, of all places. (My colleague, Tamar Gendler, remarked to me that I was probably the only person there reading Wilfrid Sellars, the others, no doubt, reading best sellers.) Over the ensuing decades the excitement, though never wholly extinguished, has been adulterated by numerous second thoughts, some of which will be expounded here. Having already taken issue with Sellars' general argument against immediate knowledge in section VIII of EPM and elsewhere, in my essay "What's Wrong with Immediate Knowledge?"1, I will concentrate here on his complaints about "the given". But I must admit at the outset that it is not easy to pin down the target to which Sellars applies that title. At the beginning of EPM Sellars makes it explicit that though "I begin my argument with an attack on sense-datum theories, it is only as a first step in a critique of the entire framework of givenness". (128)2 But just what is this "framework of givenness" of which sense-datum theory is only one form? A bit later he says ". . . the point of the epistemological category of the given is, presumably, to explicate the idea that empirical knowledge rests on a 'foundation' of non-inferential knowledge of matter of fact". (128) That makes it sound as if any foundationalist epistemology is a form o f the "myth of the given". And I am far from sure that this is not the way Sellars is thinking of it. Nevertheless, for present purposes I will construe the commitment to the given as more restricted than that, identifying it with one particular way of thinking of "non-inferential knowledge of matter of fact".

Nayar of India Essay -- Sociology, Horticulture, Hinduism

The Nayar live is a caste that is located in the India state of Kerala. They are considered to be horticulturalist which is non-mechanized and non-intensive form of plant cultivation. Although, they depend on plants they do hunt and collect wild food such as fruits and nuts. The Nayar can also be considered industrialists because they either own or have some type of involvement with the many industries. In this paper you will read about their Kinship, gender relations, beliefs and values. The Nayar group within India is very different people than anyone else in the world. They consist of many types of lineages and different spectrums of wealth. They are considered to be horticultures and some are considered to be industrialists. But their families are all made up of the same ancestors. The Nayar practice Hinduism and are matrilineal. When it comes to their family unit things begin to get a little strange. Their family unit consists of brothers, sisters, and latter children. Within the old and aristocratic families sometimes the households would consist of fifty to eighty people all the way up to two hundred people. The Nayars undivided family may live under the same roof but the males have to occupy other rooms separate from the females. But if a particular family is considered to be rich the males may live within a neighboring compound. The Muttam is a closed piece of ground that is located in front of the families’ house (Panikkar, 1918). Sometimes this piece of land is used as an ornamental garden and no men are allowed to step foot on this particular piece of ground. Even though the men are not allowed on that piece of ground the children are allowed to play in it during the day but by night the females perform their da... ... railway also brought coconuts and pepper for export as well as the cashew which was the first introduced by the Portuguese and became a very important cash crop. Rice among other imports has become greatly needed from Europe. Since all the new trade the larger villages have started selling of British or American toilet articles, glass, metal ware and other goods (Gough, 1952). The Nayars have a generation type system of kinship. So they can organize by sex, age and gender which are the most important principals. Although they quite frequently over turn their lineage affiliations so they can perform rituals. So as you can see the Nayars are an odd group but rather interesting. They have rituals that they follow and adhere to in their daily lives. The Nayar also do rituals and traditions that we as Americans would not even think about doing in our own lives.

2pac Shakur :: essays research papers

Tupac Shakur grew up around nothing but self-delusion. His mother, Alice Faye Williams, thought she was a "revolutionary." She called herself "Afeni Shakur" and associated with members of the ill-fated Black Panther Party, a movement that wanted to feed school kids breakfast and earn civil rights for African Americans. During her youth she dropped out of high school, partied with North Carolina gang members, then moved to Brooklyn: After an affair with one of Malcolm X's bodyguards, she became political. When the mostly white United Federation of Teachers went on strike in 1968, she crossed the picket line and taught the children herself. After this she joined a New York chapter of the Black Panther Party and fell in with an organizer named Lumumba. She took to ranting about killing "the pigs" and overthrowing the government, which eventually led to her arrest and that of twenty comrades for conspiring to set off a race war. Pregnant, she made bail and told her husband, Lummuba, it wasn't his child. Behind his back she had been carrying on with Legs (a small-time associate of Harlem drug baron Nicky Barnes) and Billy Garland (a member of the Party). Lumumba immediately divorced fer. Things went downhill for Afeni: Bail revoked, she was imprisoned in the Women's House of Detention in Greenwich Village. In her cell she patted her belly and said, "This is my prince. He is going to save the black nation." By the time Tupac was born on June 16, 1971, Afeni had already defended herself in court and been acquitted on 156 counts. Living in the Bronx, she found steady work as a paralegal and tried to raise her son to respect the value of an education. From childhood, everyone called him the "Black Prince." For misbehaving, he had to read an entire edition of The New York Times. But she had no answer when he asked about his daddy. "She just told me, 'I don't know who your daddy is.' It wasn't like she was a slut or nothin'. It was just some rough times."When he was two, his sister, Sekyiwa, was born. This child's father, Mutulu, was a Black Panther who, a few months before her birth, had been sentenced to sixty years for a fatal armored car robbery. With Mutulu away, the family experienced hard times. No matter where they moved-the Bronx, Harlem, homeless shelters-Tupac was distressed. "I remember crying all the time.

Dickens’s other novels Essay

This passage shows how Joe is willing to inconvenience himself, and make himself look stupid, to protect what he has with Pip. The fact that the hat will never stay where Joe puts it highlights the precariousness of the relationship, and shows that try as he might, there are other forces, namely Pip’s expectations, working against him to ruin the relationship. â€Å"†¦ finally splashing it into the slop-basin, where I took the liberty of laying hands upon it. † (p183) The hat ending up in the slop basin is symbolic of how the relationship has broken down. And Pip finally picking it up and taking it away from Joe, is symbolic of Pip not wanting Joe to keep trying to save it. This incident is an example of how humour is combined with symbolism in Great Expectations to convey a serious message to the reader in a light-hearted, unsentimental manner. The effect of this is entertaining the reader whilst at the same time giving them deeper insight into the important relationships in the story. Dickens uses understatement to create humour in the opening of the book. When the convict says ‘Darn me if I couldn’t eat (Pip’s cheeks), Pip ‘earnestly expressed (his) hope that he wouldn’t. This creates humour because obviously Pip would be more adamant about not being eaten alive. This light-hearted portrayal of the situation diffuses the tension of a potentially terrifying moment, allowing the reader to feel less concerned for Pip, and therefore less afraid of the convict. This prepares us to like the convict later in the story. Wemmick, the dry lawyers clerk who leads a double life as the whimsical architect and smallholder at Walworth, provides a lot of the humour in the novel though his eccentric behaviour. He refers to his profoundly deaf father, as ‘the Aged’ there are several comic scenes in which Pip and Wemmick nod exaggeratedly at him as a means of communication. Wemmick, his Walworth home and his humorous ways are used to diffuse tension. For example, Wemmick’s rushed marriage to Miss Siffkins is sandwiched between the Magwitch’s capture and his trial. Dickens also uses irony to entertain and engage the reader, and point to some of themes of the novel. The first obvious example of irony is about Mrs Joe Gargery. She has taken her husbands names, and this is usually a symbol that a wife is her husband’s property. However, their relationship is completely the opposite, and he treats Joe as no more than a child. This reverts the typically stereotype that women are more weak-willed than men are. Satis house is also ironically named. It means enough, and is the root of the word satisfaction. However there can be no satisfaction there for Miss Havisham, Estella or Pip. Dickens uses the mists as a metaphor for Pip’s mind. When he is about to leave for London, he says, â€Å"the mists had all solemnly risen now and the world lay spread before me† (p152), it shows that in Pip’s mind, everything has been resolved, and he is on his way to where he belongs. There are many themes interlaced with the story. Firstly that of class and what makes a true ‘gentleman’. Pip associates being a ‘gentleman’ with having money. However through the characters in the story, Dickens shows that this is not true. Bentley Drummle is rich, yet has many undesirable characteristics. He is Pip’s nemesis. Herbert Pocket on the other hand is poor, but Pip admires and loves him. Miss Havisham also represents a paradox in Pip’s world of money = happiness. She is extremely rich; however, her money is the worst thing that happened to her. It is the reason Compeyson started a relationship with her and then broke her heart. Through the story, Pip learns that money is not the most important thing in the world, when he accepts the convict as his benefactor and friend. Another theme central to the novel is that of justice. Justice is always done. Joe behaves admirably throughout the novel, and Pip does not. In the end Joe is rewarded by winning Biddy. Estella mocks Pip for being common and breaks his heart. However, she marries Drummle who treats her badly, and in the end it is she, with a convict as a father, who is of the lowest class. Compeyson and Magwitch are both criminals, but Compeyson is by far the worse of the two. They both die, as penance for their crimes, but Compeyson’s death is horrific and painful, whereas Magwitch’s is a more dignified affair. Another theme is that pride and revenge are destructive. Miss Havisham sets out to destroy the male sex, but in the end only ruins the lives of two females, her and Estella. The historical context is another reason why Great Expectations is a great novel. Britain had just undergone an industrial revolution, which had widened the gap between the rich and urban dwelling poor. A similar situation in France had led to a political revolution. The British authorities were mindful of this and thus imposed a harsh regime – executions and transportations were commonplace. Dickens felt that this was wrong, so one of the ‘good’ characters in the story was executed to highlight this and the law that transported convicts were not allowed to return is one of the obstacles in the story. Dickens own family situation is also shown in the novel, which makes it not only entertaining, but also informative and reliable. His father was a criminal and Dickens spent some of his childhood living in a debtor’s prison. This gave him an unfavourable impression of the British justice system and this is shown in the novel when Pip first comes to London, and sees the gallows and the prison. Also, Jaggers is the main exponent of the law and he is cold and unforgiving. So in conclusion, Dickens combines complex characters, a wide range of underlying themes and many literary techniques with other things to create a successful novel. These wide ranges of techniques and devices help the play to engage the audience on many different levels, by stimulating them verbally, emotionally and intellectually. The novel also entertains and informs at the same time. Although, for analytical purposes, I have divided these things up, the reader responds to them as a whole and they all work together to make an impact. However, literature, by definition is an art. So although great Expectations is technically a good novel, due to the subjective nature of the literature, it is up the individual whether they enjoy it or not, and whether they prefer it to any of Dickens’s other novels.

Eymp 1

EYMP 1 Context and Principles for archaean on geezerhood Provision 1. 1 permit off the legal status and principles of the relevant earlier years frame consumes and how national and local anaesthetic steer shape up materials argon field disclosed in cathode-ray oscilloscopes. fryren deserve and command the lift out execu evade drive in their lives in cast for them to fill their full potential in their run intoing and culture (Terry, 2009). A happy, goodish and brookive tiddlerhood get out inspection and repair chel arn to achieve the topper that they possibly potbelly (Smeyers and Wring, 2007).In 2003 the Laming base was indite following a re al unneuroticy serious case of churl vilification involving a girl c in ei on that pointd capital of Seychelles Climbie who was corpore whollyy ab practiced by her expectant aunt and a nonher adult male. The ab office was so bad, a doctor abstruse in Victorias emplacement mortem stated that in that asse ss re every(prenominal)y is non all toldwhere that is sp argond thither is scarring all over the body. The shroud hence goes on to excuse how the local political science k nonted in the complaint of this new girl were to sentence for her death, as on that point was evidence of consult harm and nonhing was practice.Similar try on Approaches to Promoting Well macrocosm and ResilienceThe local neighborly spirt de forkment dealing with her case unsym cartroadetic it on the day that she died. next the Laming Report the government green paper was write in 2003 all Child Matters (electronic countermea undisput lights). The aims of this were to bowdlerize the occurrences of cultivation failure, ill wellness, abuse and neglect, puerile pregnancy, substance misuse and crime and anti- br unalike(a)ly demeanour among electric s imbiberren and preadolescent plurality. It a resembling gave pincerren a interpreter and lay offed them to decide what they regar d by creating the phoebe bird out stimulates, which atomic number 18 * Being healthy Staying synthetic rubber * Enjoying and achieving * Making a positive function * Economic intimately- cosmos The Children Act 2004 alterd the E very(prenominal) Child Matters to be melt uped and was written next in cast to move over the legislative spine on which the repair of baby birdrens services is establish. It aims to improve and meld pincerrens services, campaign too soon intervention, cater strong leadership and bring unneurotic distinguishable professingals in multi-disciplinary teams in order achieve positive outcomes for squirtren and teenage passel and their families. (Surrey County Council, 2004) Next came the Child deal out Act 2006 which gave a new reference to local authorities in the improvement of the Every Child Matters outcomes, providing baby bird cautiousness for working(a) p atomic number 18nts and providing rise upal erudition services (DoE , 2012). This act overly go ind the inspection of nipper make do premises and the registration of peasant mission workers as a essential (OFSTED, 2012). This was then, when the executing of the EYFS came into work on.The Early Years rear end percentage point was brought in to achieve the five ECM outcomes and it did this by * Setting the standards for feelledge and c ar induced in tiddler c be settings * Providing for e woodland of opportunity and ensuring that all employment is anti-discriminatory and all minorren be let ind in activities despite culture, race, religion and gender * workings in federation with fires and excessively maintaining multi-agency working to assure the exceed thinkable breeding and consider for baberen * Improving attribute and concord to give all nipper boot settings a world(a) set of standards that moldinessiness be followed and also loose the decline to commit all settings inspected * Laying a assure foundation fo r distri exclusivelyively teeny-weeny frys future identifying and shifting outment to be aforethought(ip) well-nigh the boors soulfulness ineluctably and come tos (DfCSF, 2008) at that place ar six landing fields that be covered by the EYFS and they essential(prenominal)inessiness all be conditionn in to account as they ar very authorized in for all(prenominal) matchless babys bring closelyment. These aras argon * Personal, companionable and worked up organic evolution * Communication, phrase and literacy * Problem-solving, cogitate and numeracy * Knowledge and sympathiseing of the sphere * somatogenic climbing * inventive increment (Meggitt et al, 2011) The 4 themes of the EYFS receive up how we raft serve up nestlingren to break-dance and bring out and roll in the hay their kidskinishness, these are * A unique child- this looks at all children being able selecters and having their take in unique placeions in which th ey alike(p) to learn and research. Children should be patronage to be esilient, capable, confident and self-confident in order to be fitting learners from birth. * Child exploitation- babies and children are all disparate and wherefore pass water different offices in which they learn outgo. Children also learn at different rates and slightly need extra acquit. This looks at all areas of enlightening including social, emotional, animal(prenominal), cognitive and spiritual. * Inclusive place- this is very master(prenominal) to allow children to belief that the miscellanea of their families and communities is respected and that no children are discriminated against. * retention Safe- the vulnerability of young children need to be protected to enable them to develop resilience.This croup be d mavin by the adults that mission for them protecting their somatic and psychological well-being. * wellness and wellbeing- a childs health is a fundamental part of their s ocial, emotional, environsal and spiritual well-being. both of these areas contri entirelye to and loftylight the aims and the grapheme that EYFS tacticss in the information and scholarship of all children in earlier long term settings. As child business organisation superiors we must use all of the resources inwardly the EYFS in our day-after-day practice, including utilize it when prep, when nonice children and affiliationing what we fit to scenes of the EYFS, to develop policies and procedures in spite of appearance our setting, to update our child care practice and to reverberate on our current practice. 1. formulate how different cuddlees to work with children in the beforehand(predicate) historic period concur influenced current provision in the UK. In the ago in that location bring on been heap that boost to had theories that connect to child development and teaching of children in child care settings these people are cognise as directi onal pi iodiners and are well respected as their theories make up changed child care for the remediate (Meggitt et al, 2011). Friedrich Froebel(1782-1852), the great German educator, is famed pre-eminently for his radical insight that the commencement ceremony reading find outs of the very young are of pivotal sizeableness in influencing non only their afterwards educational doings just also the health and development of confederacy as a whole (Weston, 1998).Friedrich Froebel had the sen measurent that children learn best d whizz with(predicate) piddle and by having real experiences and from these theories he was the fall with with(predicate) of the first ever kindergarten in 1840 (Meggitt et al, 2011). Following the possible action that children learn best by agency of play, Frobel introduced toys that he called, Froebel Gifts or gaben which included balls, wooden blocks, rings, tiles and sticks which were all the report elements of Froebels kindergarten ( Watson, 2002). Froebels ideas are very similar to those that ready the EYFS that all child care providers use today. present is a table show uping a summary of his ideas and how they are similar to and affaire with the EYFS Froebel EYFS Schools should be closely heterogeneous with parents and that they should be welcome to join their children in their scholarship and development. Creating the framework for compact working amid parents and professionals, and amid all the settings that the child at bunks function 1- Introduction- purpose and Aims of the EYFS 1. 2 (p. 7) constructive Relationships differentiates how children learn to be strong and autonomous from sphacelate of engaging and rock-steady affinityships with parents and/or a light upon person. The commitmentsare focused nigh respect coalition with parents rein pressurering learnedness and the role of theKey person. fraction 1- Introduction- A scrupulous Approach 1. 11 (p. 9)Creating the Framework for Partnership Working 1. 16 (p. 10) Parents were the first educators for their children and that child care providers working with parents en aver benefit the child greatly, be former they know them better than any(prenominal)one. The EYFS sets standards to enable primeval years providers to reflect the rich and personalizedisedExperience that many an(prenominal) parents give their children at place. Like parents, providers should deliver individual(a)ised study, development and care that enhances the development of the children inTheir care and gives those children the best possible start in living. discussion section 1- Introduction- Setting the Standards 1. 13 (p. 9)Close working surrounded by early years practitioners and parents is full of spiritedness for the identification ofChildrens eruditeness unavoidably and to consider a dissolute response to any area of particular fractiousy. Parentsand families are central to a childs well-being and practitioners should comport this in-chief(postnominal)Relationship by share-out information and go project for extending acquire in the home. portion 1- Introduction- Creating the Framework for Partnership Working 1. 16 (p. 10) Children essential to exhaust some(prenominal)(prenominal) m indoors and outdoors to enable them to have experiences with movement, games and the study of nature outdoors. The visible development of babies and young children must be supercharged finished with(predicate) theprovision of opportunities for them to be ready and inter agile and to improve their skills ofCoordination, control, utilization and movement. Section 2- The accomplishment and reading Requirements- corporeal education 2. 15 (p. 15)Children must be jut out in under veritable the knowledge, skills and watching thatHelp them to make esthesis of the world.Their acquisition must be supported through offeropportunities for them to use a lay out of tools safely encounter creatures, pe ople, plants andobjects in their earthy milieus and in real-life situations undertake practical experimentsAnd work with a range of materials. Section 2- The discipline and Development Requirements- Knowledge and Understanding of the mankind 2. 13 (p. 14) The introduction of finger play, apprisal and rhymes into education. The emboldenment of humanities and crafts, including literature along with a mathematical understanding. Singing songs, moving and dancing. Childrens creative sound offing must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and destiny their thoughts, ideas and olfactory sensationings, for font, through a innovation of art, medication, movement, dance, visionary and role-play activities, mathematics, and aim and technology. Section 2- The conditioning and Development Requirements- Creative Development 2. 17 (p. 15) Children should have the freedom to move arou nd and have healthy sensible regimen to eat. The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulation and movement. They must be supported in using all of their wizards to learn roughly the world around them and to make connections in the midst of new information and what they already know.They must be supported in growing an understanding of the importance of physical employment and making healthy choices in relation to food. Section 2- The reading and Development Requirements- Physical Development 2. 15 (p. 15)Where children are provided with meals, snacks and swallows, these must be healthy, balanced andNutritious. Section 3- The benefit Requirements- Safeguarding and Promoting Childrens wellbeing (p. 27) The use of typic demeanor within a childs play. Imaginative play was also important and children should pret end and imagine things to show their highest level of encyclopaedism. Explores different media and responds to a innovation of sensory experiences. Engages inrepresentational play. Appendix 1- Creative Development (p. 8)Childrens creativity must be extended by the provision of support for their curiosity, explorationand play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, fanciful androle-play activities, mathematics, and design and technology. Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15) The use of activities such(prenominal)(prenominal) as forgeling with clay, lottery and making collages were useful in fanciful play. Expresses feelings and preferences in response to artwork, drama and music and makes somecomparisons and links amongst different pieces.Responds to own work and that of former(a)swhen exploring and commu nicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play. Appendix 1- Creative Development (p. 48) rise of playing with toys, such as wooden blocks, balls, etc. Finds out about and identifies the uses of quotidian technology and uses information andcommunication technology and programmable toys to support her/his learnedness. Appendix 1- Knowledge and Understanding of the military man (p. 47)Experiments with a range of objects and materials showing some mathematical awareness. Appendix 1- Problem Solving, cerebrate and Numeracy- Shape, Space and Measures (p. 47) Children should be allowed to play freely (free-flow play). on-going observational appraisal to inform prep for each childs act developmentthrough play- base activities. Section 1- Introduction- Laying a pay off Foundation for Future Learning 1. 18 (p. 10) (Meggitt et al, 2011) (DfCSF, 2008) female horse Montessori (1870-1952) was an Italian doctor who began her work with c hildren with learning seriousies (Montessori, 2004). She was ofttimes more(prenominal) focussed on learning through being taught in a structured carriage, sooner than the theory previously discussed of Froebels, learning through play (Meggitt et al, 2011). During her studies she found that Froebels theory was establish more along the philosophical view, rather than the scientific aspect of a childs learning and development (Montessori and Gutek, 2004).She came to the conclusion that children were active learners and that they passed through stark naked periods of development whilst being particularly reactive to certain areas of learning (Kramer, 1976). Montessoris theories link with the EYFS because her methods provide an enabling environment for financial backing the learning through the commitment of children within the care of the facility. here is a table showing a summary of female horse Montessoris ideas and how they link to the EYFS * Structured article of belie f programme base on observing children with learning difficulties. * Challenging the difficulties by giving the child a task that they are unable to do, in the hope that they apprize learn to do it- relates to EYFS loosen 4. course and exploration * The use of informative materials to encourage children to use their hands. * Working alone rather than with parents, teachers, carers- this encouraged children to become independent learners. * polarization of the aid is where the child is completely smooth and focussed on what they are doing- relates to EYFS Card 4. 3- Creativity and critical thinking * Children should learn as part of a rank learning sequence and non through play. Play was allowed once children had completely their learning. * Children are active learners and should learn through role play, working with others, etc. relates to EYFS Card 4. 2- combat-ready learning (Meggitt et al, 2011)Margaret McMillan used ideas similar to both Froebel and Montessori. She began looking at manual courtesy exercises, similar to those used by Montessori. precisely as she celebrated her work, she used more and more of Froebels ideas, so they were much more relative to the EYFS. Here is a table of her ideas and how they relate to the EYFS McMillan EYFS First-hand experience and active learning are important. Relationships, ideas and feelings are dependable as important as physical aspects such as moving and learning. Children learn best when they are healthy, safe and secure, when their individual involve areMet and when they have positive relationships with the adults fondness for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. Section 3- The Welfare Requirements- Overview of the welfare requirements (p19) authoritative Relationships describes how children l earn to be strong and independent from aBase of loving and secure relationships with parents and/or a strike person. The commitmentsare focused around respect federation with parents supporting learning and the role of theKey person. Section 1- Introduction- A Principled draw near (p. 9) Children become whole people through play and play helps them to harbor their knowledge and understanding to life. On-going observational assessment to inform grooming for each childs continuing development through play-based activities. Section 1- Introduction- Laying a secure foundation for future learning (p. 10) no(prenominal) of these areas of Learning and Development bottom of the inning be delivered in isolation from the others. They are evenly important and depend on each other to support a travel approach to child development. alone the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities. Section 2- The Learning and D evelopment Requirements- Overview of the learning and development requirements (p. 11)Childrens creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative andRole-play activities, mathematics, and design and technology. Section 2- The Learning and Development Requirements- Creative Development (p. 15) Close partnership with parents is important and parents should be encouraged to develop alongside their children. Creating the framework for partnership working amongst parents and professionals, and surrounded by all the settings that the child attends. Section 1- Introduction- Purpose and aims of the Early Years Foundation confront 1. 2 (p. )Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect partnership with parents supporting learning and the role of theKey person. Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 11(p. 9) Nursery cultivates should be an extension of the home environment and should be welcoming to both parents and children. They should enable children to experience fresh air, trees, rock gardens, vegetables, herbs, fruit trees, sandpits, flowers, lawns and the wilderness. equal premises, environment and equipmentOutdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Section 3- The Welfare Requirements- the general welfare requirements (p. 20)Wherever possible, thither should be irritate to an outdoor play area, and this is the expectedNorm for providers. In provision where outdoor play space endure non be provided, outings should be planned and taken on a routine al-Qaida (unless circumstances make this inappropriate, for example unsafe weather conditions). Suitable premises, environment and equipment (p. 35) Children merchantmannot learn if they are undernourished, unwell with health problems or poorly looked after. Children learn best when they are healthy, safe and secure, when their individual ask areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. Section 3- The Welfare Requirements- Overview of the welfare requirements (p. 19) These different theorists have contri only ifed massively to the ways that our government produces their order in order to maintain a safe, healthy and educational environment for children to be cared for (Taylor and Field, 2003). 1. 3 develop why early years frameworks emphasise a per sonal and individual approach to learning and development Valuing childrens individuality, ideas and feelings is an important aspect of developing a personal and individual approach to learning and development (Meggitt et al, 2011).What we do for the children in our care must be child centred and the child is key in all decisions made about their care and education (Sinclair, 2006). All children are different and the EYFS duologue about a unique child which highlights this point. It recognises that either child is a competent learner proficient from birth and that they dirty dog be resilient, confident, capable and self-assured (DfCSF, 2008). at that place are different categories of involve that a child whitethorn have, which are * frequent needs- these are fundamental to all children as they are their basic needs including food, drink and shelter. If these are not being met a child provide struggle to view any urther needs, such as education (Super and Harkness, 1986 ). * Psychological needs- these include love, affection, stable relationships and friendships, gifted stimulation and independence (Meggitt et al, 2011). These are vital to children as they maintain a childs quality of life be making them feel self-worthy and loved (Harter, wet and Whitesell, 2008). * Developmental needs- these are what the child needs in order to develop gain educationally (Shelton, 1987). It grass be difficult to execute the developmental needs of all children in our care, as they whitethorn be at different stages of development because it is best to work as a conclave but to focus each on each child (Eccles, 1999).The childs age, intellectual abilities, emotional development, social skills, experiences, physical abilities and relationships must all be key aspects when working with children to assist with their modifiedised developmental needs (Meggitt et al, 2011). The EYFS states that Children are competent learners from birth and develop and learn in a wide variety of ways. All practitioners should, accordingly, look carefully at the children in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience across all the areas of Learning and Development. (DfCSF, 2008)When working with children using the EYFS, we value a childs individuality by considering their ability, personality feelings and ideas to enable us, as childcare workers, to provide an impressive learning environment. We have to take into devotion that the rate in which children learn and develop send away differ therefore we must adjust our approaches to each individual childs abilities. We must recognise and tint each childs needs considering their age, physical maturity, intellectual ability, emotional development, social skills, past experiences and relationships with others. In order to converge the childs individual needs, we must keep abreast children in play to establish their current ability. 3. apologize the partnership model of working with carers The parent is a late important person to the child, and the relationship between parent and child is invariably very emotional (Meggitt et al, 2011). As childcare providers we must develop relationships with children and babies in our care that are consistent, affectionate and warm and this must then be coherent with working in partnership with parents to provide the best quality care and education for these children (Sinclair and Grimshaw, 2006). It is important to recommend that the relationships childcare providers have with the children in their care are very different to those that children have with their parents (Lamb, 1999).One of the main aims of the EYFS is to clear the framework for partnership working between parents and childcare providers in order for us to identify and maneuver the needs of the child (DfCSF, 2008). As childcare professionals we must rem ember that all families are different and therefore bequeath have different needs and wants for themselves and their children (NCMA, 2009). Most parents will always want the best for their children but sometimes are not sure what is the best and whitethorn ask for direction (Rosenbaum et al, 1998). The only experiences we have of family life are our own, therefore we must respect the determine and methods that families have and understand that different parents bring up their children in different ways (David, 2003).Parents will a great deal be go around to suggestions from childcare professionals if they seek some guidance but we must not force them to do as we say and must respect their wishes (Curtis and OHagen, 2005). Parents have the recompense to bring their children up as they please, although we whitethorn not agree with their methods (Forehand and Nousiainen, 1993). Here are some examples of different parenting methods * Permissive Parenting- the parents allow the chil d to do as they please. childcare providers must have ground rules in place for children to maintain order and calm, but if the child has not been taught that they must plunk for by rules, this could prove very difficult for the childcare provider and other children. dominating Parenting- the parents are very controlling of the behaviour of their children and children must do exactly as they say. This outhouse be difficult for childcare providers, especially if they are asked by the parents to sustain rules that are in place in the family home that the childcare provider does not agree with. * Uninvolved Parenting- the parent is deserted of their child and allows them to be unkempt, dirty, hungry and not meet their basic needs. This is a safeguarding burn and the childcare provider must report this to the appropriate agencies. * Democratic Parenting- the parent sets slip away boundaries for the child and shows them physical affection. This would be the way in which many of u s will conduct the care of children. (Robinson et al, 1995)A very important part of an effective relationship and partnership between childcare professional and parents is trust. Parents whitethorn have had previous experiences where they have been let deal by somebody involved in the care of their child and therefore gained their trust is important to be able to communicate, in order to provide the best possible care and education of the child (Meggitt et al, 2011). The partnership model of working with parents and carers is therefore a mix of all the above points- respect, trust, information gathering and sharing. We can promote this by talking to parents and discussing each childs day with parents and carers. 3. 2 check up on barriers to participation for carers and explain ways in which they can be chastise.The partnership between parents and child care professionals is a workable and essential way to increase the developmental opportunities for children (Christianson, 2003) . Weve talked about the importance of partnership with parents, but this can go ravish, as there are barriers to effective partnership working. Here are some examples of barriers and how they can be beat * Parents can often feel guilty or sad about leaving their child and may feel like they are missing out on their child growing up. This may make them feel paranoid that others may judge them for leaving their child, especially if they leave them to enable themselves to have a break and do something for themselves. It is important to make the parent understand that what they are doing is not wrong and nothing to feel guilty about.Focus on some of the positive aspects that the child will be having whilst in a childcare setting, for example, the experiences they will have and the friends they will make. feed in the parents some sources of support that will be able to help them through this emotional time. (ways2work, 2010) * Culture and language can be a barrier as our family gro ws to be more and more multi-cultural we come across different people from other cultures, some that may not use English as their first language and may not speak any English at all. This can be overcome by using translating devices such as Google translate to communicate and also be used to translate written policies and procedures, which can be printed out and given over to parents. The same can be done for news earns, emails, letters, handover books, etc.This way, the partnership between the parent and childcare professional is not affected because the unfitness to communicate. (Joint Improvement Team, 2009) We must ensure that parents understand the legal requirements for our country and their rights and responsibilities. This may be different in their country and if it is not explained in the first instance, this could prove a difficult situation. * Different methods of parenting can cause barriers in partnership working as they may be clash with how the childcare provider ca res for children in their setting. For example, a parent may use the permissive parenting method which can cause problems like the child not following rules and doing exactly what they want.If a parent uses the authoritative, this could cause problems because the parent may want the childcare provider to continue their rules from home, which they may not agree with. These can be overcome by ensuring that parents understand the ground rules, policies and procedures before their child starts be a setting. This way, difficulties can be overcome and the parents wishes are respected. A parent may use the un anguished method of parenting, which could mean children dont understand boundaries that are set and they can become withdrawn from the rest of the children in the setting. This can be overcome by explaining to parents the importance of routines and consistency. Hubbs-tait et al, 2008) * Parents may become justificative if they are approached about something that is causing problem s for their child. As childcare providers we must communicate with parents if we have any concerns about children to provide the best possible care and education. This can be overcome by being wanton, comprehendible and having a friendly attitude. (McClure, 2012) 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. There are a number of different ways that childcare professionals can have good partnership with parents to enable parents to pick the one that suits them best (Meggitt et al, 2011).Here is a table showing some of the ways in which childcare professionals can work in partnership with parents and the positive and negative aspects of them slipway to work in partnership Positive Negative Learning Journeys- a sustained journey through which children build on all the things they have already experience and come across new and enkindle altercates. Every childs learning journey takes a personal path based on their own individual interests, experiences and the programme on offer (Hutchin, 2007). * Learning journeys with photos and comments are a great way to show carers all of things that their child has been doing as well as charting their progress. * We might quest the parent to come into the setting to have a look at the learning journey or we may mail it home. * Parents that are not so eager about their childs learning may not find this method very useful, as they may not want to read through the learning journey. Parents that do not have abundant time may not like this method either. Handover books- a book that goes home for parents to add to, then comes back to the setting for the childcare professionals to write in. Usually just general information about the childs day is written in this book. * Parents and childcare professionals are communicating regularly about the progress of the child. * Any trends in the childs behaviour can be identified easily by just looking back throug h the book. If parents are in a make haste picking up or confoundping off they may not always want to have a verbal handover, therefore the handover book is much easier as the parent can read it later when they have more time. * Parents may not find it easy to write down things about the child- may not know what to write. * Parents may not have time to write down things and a quick chat when dropping off or picking up may be quicker and easier. Verbal handover- when parents or carers drop off or collect the child they may just want to verbally handover how the child has been or if there is anything that the childcare professional may need to know. * quick chat is beneficial for parents that have slight time before and after work. Parents may find it easier just to have a chat rather than writing information. * Builds trust and friendship between parents and childcare professionals. * Things are not documented therefore there is no proof that something has been said if you ma y need it for any problems that could possibly occur. * entropy may not be dumb by either party. Newsletter- a letter containing information about topics that are being covered within the setting, any special activities or trips coming up, holidays, new children commencement and just general information that parents may need to know. * Fun and informal way of communicating important information. * Parents may think it is information that is not important and may not read it. Partnership with parents can be effective but there may be occasions where it can be particularly challenging. As a childcare professional it is important to quell positive about the situation and not give up. Information must be shared with parents by some(prenominal) means necessary, whether they reciprocate or not. 3. 4 Explain how effective multi-agency working operates within early years provision and benefits children and carers. When working in a caring profession we have a responsibility and a du ty of care to the people we are looking after. This means that we must care for them to the best of our ability (Rostgaard and Fridberg, 1998).In order to care for children effectively we must aim to meet all of their needs. As a childcare professional we may not have the knowledge to meet each individual need of the child as it may well be out of our expertise. This is when we must call upon another professional and work in concert with them to help the child (Sloper, 2004). For multi-agency working to be effective, good communication skills are needed by all professionals involved (Easen, Atkins and Dyson, 2006). The information shared must be relevant and only shared on a need to know basis to protect the confidentiality of children and their families (Richardson and Asthana, 2005).Childcare professionals must gain acquiesce from parents regarding the information sharing between other professionals, unless there is a possibility of a child protection issue, then this can be ove rruled. When sharing information with other professionals we must be leadd and professional so that we are able to give, receive and record accurate information to ensure that the childs care is not compromised by poor information sharing (Watson, Townsley and Abbott, 2002). Multi-agency working and partnership with parents are the key factors in good quality care for children. However, partnership with parents can sometimes be difficult but as childcare professionals we must remain positive and not give up as the important thing is to ensure information is given to parents or other professionals by whatever means necessary.Eymp 1EYMP 1 1. 1 Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a childs experiences between birth and age five have a major(ip) pertain on their future life chances. A secure, safe and happy childhood is important in its own right. replete(p) pa renting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.The Early Years Foundation Stage framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure childrens school readiness and gives children the free range of knowledge and skills that provide the right foundation for good future progress through school and life. The guidance materials are used to ensure settings provide quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly partnership working between practitioners and with parents and/or carers equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS framework specifies requirements for learning and development and for safeguarding children and promoting their welfare. . 2 Here is a mention of different approaches Reggio Emilia Montessori habitual core Reggio Emilia The Reggio Approach gets it find out from its place of origin, Reggio Emilia, a city determined in Emilia Romagna in Federal Italy. After the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, join teams with the parents of this region to provide child care for young children. Over the lead 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.Of special interest is the emphasis on childrens symbolic languages in the context of a project-oriented course of instruction. The Reggio Emilia approach is made possible through a carefully a rticulated and collaborated approach to the care and education of young children. Here are the key points of the Reggio Emilia Community support and parental involvement Administrative policies and organisational features instructors as learners The role of the environment Long-term projects as vehicles for learning The hundred languages of children Community support and parental involvementTraditions of community support for families with young children comes from Italys cultural view of children as the bodied responsibilities of the state. The parents role is the same as the communitys, at both school wide and the classroom level. Parents have to take part in discussions about school constitution, child development concerns and curriculum supply and evaluation. Because most parents are employed meetings are held in the evenings so that all who want to take part can do so. Administrative policies and organisational featuresA head administrator reports immediately to the town c ouncil, who works with a group of curriculum team leaders, each of them coordinates the efforts of teachers from 5 or 6 centres. Each of these centres is laged by two teacher per classroom, in which there is 12 children in infant classes, 18 in toddlers classes and 24 in pre-primary classes, one teacher trained in arts who works with classroom teachers in curriculum development and documentation and several addendum staff. There is no principle, and there is not a hierarchical relationship between teachers.This staffing plan along side with the policy of keeping the same group o children and teachers together for the 3 year period, advances the sense of community that characterises relationships between children and adults. Teachers as learners The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the childs learning by planning activities and lessons based on the childs interests, asking questions to further understanding, and actively engaging in the activities alongside the child, preferably of sitting back and observing the child learning.Teachers long-term commitment to enhancing their understanding of children is at the root of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They remediate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests.The lack of externally imposed mandates is joined by the imperative that teachers become adroit observers of children in order to inform their curriculum planning and implementation. When working on projects with the child, the teacher can also expand the childs learning by collectin g data such as photographs, notes, videos, and chats that can be reviewed at a later time. The role of the environment The organization of the physical environment is crucial to Reggio Emilias early childhood program, and is often referred to as the childs third teacher.Major aims in the planning of new spaces and the remodeling of old ones include the integrating of each classroom with the rest of the school, and the school with the surrounding community. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas. The pre-schools tend to be filled with indoor plants and vines, and awash(predicate) with natural light.Classrooms open to a central piazza, kitchens are open to view and get at to the surrounding community is assured through wall size d windows, courtyards, and doors to the outside in each classroom. Long-term projects as vehicles for learning The curriculum is convertd by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, turn the rest of the class occupys in a wide variety of self-selected activities typical of preschool classrooms.The projects that teachers and children engage in are different in a number of ways from those that characterize American teachers conceptions of unit or thematic studies. The topic of investigation may reach directly from teacher observations of childrens spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events that direct the attention of the children and teach ers. Reggio teachers place a high value on their ability to improvize and respond to childrens predisposition to enjoy the unexpected.Regardless of their origins, boffo projects are those that generate a capable amount of interest and uncertainty to nurture childrens creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of pull up stakesing abilities and interests, including those with special needs, work together on projects. Projects begin with teachers observing and skeptical children about the topic of interest.Based on childrens responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. magic spell some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Therefore, curriculum planning and implementation revolve around unrestricted and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children.Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in accepted tasks. The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to fork up their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a childs drawing or other form of representation lives up to the expressed intent.Revision of drawings and of ideas is encouraged, and teachers allow children to repeat activities and modify each others work in the col lective aim of better understanding the topic. Teachers protect childrens involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange. (Source www. reggiokids. com and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) Maria Montessori She began her work as a doctor in one of the poorest areas in Rome, in the root word of the 1900s.She worked with children with learning difficulties. She spend hours observing children. This is one of the strengths of her work. Her conclusion, which is now supported by raw research that children pass through in the buff periods of development when they are particularly undefendable to particular areas of learning. She saw children as active learners, just like Piaget. Here is a summary of Montessoris ideas She put together a structured teaching programme, which she based on her observations of children with learning difficulties. The work of an ed ucator called Seguin, was also used by Maria Montessori.He had given manual dexterity exercises to children with physical disabilities. He done this as he believed that if they could learn to use their hands, they would then be able to get a contemplate later on in life She designed a set of didactic materials, as she called them, which encouraged children to use their hands. She dysphoric the importance that children should work alone. She thought that this would help them become independent learners. For Montessori the highest point of a childs learning is what she like to call the polarisation of the attention.Montessori didnt see the point in play, didnt encourage childrens own ideas, until they had worked through all her graded learning sequence. Montessori has had more impact and influence on private schools than on the maintained sector of education. Common substance The Common meaning of Skills and Knowledge for the childrens custody often referred to as the Common ti cker sets out the basic skills and knowledge needed by people whose work (paid or voluntary) brings them into regular contact with children, young people and families. It supports integrated working by impart to the use of a common language.The skills and knowledge included in the Common Core have been divided into six key areas Effective communication and encouragement with children, young people and families. Children and young people development. Safeguarding and promoting the welfare of the child. Supporting transitions Multi-agency working Sharing information It aims to promote quality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and young people. Also providing more effective and integrated services. At the same time it cknowledges the rights of children and young people, and the role of parents, carers and families. (Source http//webarchive. nationalarchives. gov. uk and Children and Young Peoples Workforce, Meggitt, Kame n, Bruce, Grenier) 1. 3 Early years frameworks emphasise a personal and individual approach to learning and development because valuing childrens individuality, ideas and feelings is an important aspect in developing. It is necessary to meet the universal needs of all children, these are physical and biological needs such as food, drink, and shelter which are essential to survival.There is also psychological needs such as love, affection, secure and stable relationships, friendships intellectual stimulation, and independence. These are essential to maintain the individuals quality of life. A childs needs vary from child to child as each child is an individual and not any two are the same. It can be difficult to meet the needs of children in child care settings when they are assort together according to age. Some children will have developmental needs which are in line with the expected average for their chronological age, whereas others will have needs which are characteristic of m uch former(a) or younger children.Once recognised, the childs needs can then be met. When doing this it is important to consider each childs age, physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. 3. 2 Here is a list of barriers to participation for parents and carers Concerns about welfare, development and learning of a child Parents becoming maddened or upset Parents and carers with other priorities Parents and carers having negative attitudes Differences in rules and expectationsThis can be overcome by talking to the parent or carer in a way that shows concern for the child, and not criticising the parent or carer. The conversation can also be held in a private and confidential space, with a clear focus on the childs best interests. This can be overcome by staying calm and talking calmly offering some where private to talk. 3. 3 As carers are individuals there is no one way to have a partnership with parents/care rs, there needs to be a whole range of ways for parents to access partnerships in order for them to find the one that is most suitable for them.These may include diaries to communicate between home and the setting, meetings within in the setting, workshops run by the setting, open days and parents evenings. 3. 4. Multi agency working helps the different services and professionals to join together to bar problems occurring in the first place. This means that practitioners can work with parents and carers to help them access and organise the different services and provisions that may be helpful to them.