Why Everyone Is Talking About Cause and Effect Essay Ideas Topics and What You Need to Do

Why Everyone Is Talking About Cause and Effect Essay Ideas Topics and What You Need to Do Have a look at the list of the most fascinating cause and effect essay topics available to create your essay stick out! Essays are not difficult to writethey all follow the identical structurewhich I will demonstrate in an instant. Writing essays is part of formal education. For example, you can take persuading essay, expository essay help and aid in writing argumentative essays too. The History of Cause and Effect Essay Ideas Topics Refuted Cause and effect is a typical way of organizing and discussing ideas. It's a fact that smoking gives a sense of pleasure. Because it's not a bit of cake to create a distinctive idea with a cause and effect connection which will be simple to write and research. Cause and Effect Essay Ideas Topics: the Ultimate Convenience! Once you explore the explanations for why something happened, you must explain what you found out to the readers. 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In the event you need your custom made cause and effect essay achieved by a non-native English speaker, you will produce that option and we'll provide you with a writer best suits your writing needs. If you're searching for inspiration for your subject, you might come across ideas from the subsequent list. Then, the next thing to do is to learn about which topic your inner writer wishes to write. When selecting a topic to cope with, you should make certain it's in clear connection with the the inner workings of the issue under review. It is crucial to note that if selecting a topic on history and world events, you will need to be sure that there's enough details on it. Check the way that it goes, how you are feeling. The Good, the Bad and Cause and Effect Essay Ideas Topics An outline will act as a guide during the writing process. Make certain you have enough data which you may use as an effective evidence. Topics for cause and effect essay could be variable, but the paper presupposes that the author should do lots of analyses and discover the root of the problem under review, the factors for it and the resultant results. Locating an excellent topic for your paper is easily the most significant part the practice. The cause and ef fect essay mainly consists of the discussion regarding the reason for the occurrence of a specific thing together with the impact of occurrence of the exact same. Maybe you can create 1 effect or several consequences. You may wind up with single or a number of consequences. You may be angry or frustrated, but there might be long-term effects too, including a potential increase in blood pressure. The Appeal of Cause and Effect Essay Ideas Topics Following that, you have to compose the most fascinating and distinctive argument for impacting your audience. What other impacts possess the uprisings had. 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Should Same Sex Marriage Be Legal - 2556 Words

Alia Thompson Wanosky APUSH, Block F June 10, 2015 US History: Definition of a â€Å"Real Marriage† Can the US government define a marriage in 2015? In the United States, marriage is defined as â€Å"a formal union between a man and woman† [New York Times]. It is estimated that 229 million people currently are legally married in United States [Freedom to Marry]. But at the same time only thirty-six states including the District of Columbia is where same sex marriage is legal [Freedom to Marry]. Recent controversy about same sex marriage has become a forefront for young political activists who are trying to challenge the government whether or not it has legal justification to define whom one can and can’t marry based on the 14th amendment. This year, the Supreme Court will now have decide once again how to define marriage in the 21st century. This issue is not new to the United States Supreme Court, as the forty-eight years ago they unanimously ruled that the Virginia s anti-miscegenation laws were unconstitutional. Therefore the 1883 Pace v. Alabama case was overturned [Ryan, Joe]. This allowed Mildred Delores Loving and Richard Perry Loving, the plaintiffs in the landmark United States Supreme Court case Loving v. Virginia, to legally live as an interracial couple in the state of Virginia. The case of Loving v. Virginia was not only a major turning point of the Civil Rights Movement, but an imperative step toward equitable treatment for all Americans. The Supreme Court notShow MoreRelatedSame Sex Marriage Should Be Legal1288 Words   |  6 Pages Marriage is not precisely the same as it used to be interpreted. For example, women used to be their husband’s property. Sometimes the women were forced to marry who ever their parents wanted them to marry and most of the time they couldn’t leave the marriage. Nowadays women have more freedom. They can vote, they can run their own business, and they can marry whichever man they want to. The laws change as the people’s mind change. As they get more comfortable with the idea, they become more openRead MoreSame Sex Marriage Should Be Legal Essay1475 Words   |  6 PagesSame sex relationships relate to when a man or woman are attracted to someone of the same gender of themselves. It is being rejected as same gender marriage denies the obvious purpose between a man and a women which is procreation (Richardson-Self, 2012). Denying same sex couples the legal right to get married, could mean that they are being denied their basic human rights to enjoy human benefits (Richardson-Self, 2012). However, the opposing view is that if gay marriage was granted the legal rightsRead MoreSame Sex Marriage Should Be Legal1403 Words   |  6 Pages Same-Sex Marriage â€Å"I now pronounce you†¦Ã¢â‚¬  At some point in a person’s life, they have heard or will hear those words. What follows, however, has changed somewhat over the years; although, the commitment has remained the same. Those words historically indicate that until the death of a spouse, that couple shall remain together. Who should be able to determine whom that spouse is for that person? Some people judge others for their sexuality and how it is affecting them, but they never stop andRead MoreSame Sex Marriage Should Be Legal1144 Words   |  5 PagesGay Marriage There are many issues the revolve around same-sex marriage. Many issues like: Whether same-sex should be legalized and should there be an amendment on same-sex marriage? There are multiple side to view this, but gay marriage but in my opinion gay marriage is socially accepted. it should be legal and it does affect American teens in a broad spectrum of ways. There have been a lot of issues on whether or not same-sex marriage should be legal or not. According to Burns, â€Å" The unionRead MoreSame Sex Marriage Should Be Legal998 Words   |  4 PagesSame sex marriage ought to be legalized on the grounds that it is uncivilized and unmerited. Marriage is a commitment between two people that cherish one another. In almost every country and culture, marriage is a commitment of loyalty and love. Marriage is an authority contract gathering two individuals together, furnishing them with profits of holy matrimony such as tax cuts and clinical privileges. The debate throughout most countries today is whether or not the rights of these profits and commitmentsRead MoreSame Sex Marriage Should Be Legal1659 Words   |  7 Pages Same-sex couples can hardly remember a time where they were not fighting for their right to marriage in the United States. After several court cases, California Proposition Six, and their struggle against the Defens e of Marriage Act (DOMA), same-sex couples found their way into U.S. society. Many misguided studies appealed to those opposing same-sex marriage, but after several years of integrating in society, same-sex couples found the support they were looking for. Before the Supreme CourtRead MoreSame Sex Marriage Should Be Legal899 Words   |  4 Pages In the United States, same sex marriage became legal nationwide on June 26, 2015, when the United States Supreme Court overruled the court in favor of same sex freedom and marriage. The victory of same sex marriage came to be recognized from the Obergefell v. Hodges case which was submitted when an American Ohio man was denied and regretted to get his name on his late husband’s death certificate. Same sex marriage has been a controversial social issue in the United States for several decades. SinceRead MoreSame Sex Marriage Should Be Legal1491 Words   |  6 PagesSame sex marriage is one of the most debatable issues in the modern world. Marriage has been accepted as the social union between a man and a woman for the past thousand years. Homosexuality was viewed with scorn, and marriages among same sex couples were prohibited in most cultures across the globe. However, gay relationships are slowly obtaining acceptance, as homosexuals have come to be expressive in fighting their rights to marry in the early 90’s. As homosexuality grows in acceptance in theRead MoreSame Sex Marriage Should Be Legal2253 Words   |  10 Pages1776). The recognition of same-sex marriage is an issue influenced by numerous factors, and debates continue to arise over whether people in same-sex relationships have the right to marriage. Marriage provides many benefits, legally, financially, and personally. Same-sex marriage can open up those in same-sex relationships to tax benefits and financial demands comparable to those afforded to and required of people in opposite-sex marriages. Same-sex marriage also gives them legal pr otections, such asRead MoreSame Sex Marriage Should Be Legal892 Words   |  4 PagesLove Same sex marriage is now allowed in all states across the country. But it took years and years for this â€Å"issue† to be finally laid to rest. The first state to legalize same-sex marriage was Massachusetts in 2004. There was not a last state to legalize gay marriage. The supreme court realized how many states were now legalizing it, so they just had all of the states left legalize it as well. ProCon.org supplies information that â€Å"Twenty-six states were forced to legalize gay marriage because

Cooperation among Organization in Education Sector

Question: Wwrite an assignment about the cooperation among organisation in education sector. Answer: Introduction In the modern-day competitive scenario, there has been an increased demand for establishment of strategic partnerships amongst organizations. Partnership is considered as an agreement wherein two or more than two parties work together towards the accomplishment of mutual partnerships. Strategic partnerships have further played a key role in the educational sector, which is characterized by cooperation amongst organizations. Educational partnerships are considered as a situation that is characterized by two or more parties coming together towards ensuring common good of schools as well as increase the level of student learning. The partners associated with forming educational partnerships might include anyone concerned with providing an enriching educational experience to the students, schools and community. In this regard; it is worth mentioning that strategic partnerships are at the forefront of place-based education efforts. Hence, it is vital to develop an understanding of forming partnerships in education (Kiely Nielson, 2003). In this context, there is a need to develop an understanding of the importance of forming partnerships in education, particularly in the context of place-based education. In addition to critiquing the role of partnerships in education, the essay highlights some of the recommendations for successful partnership and sustainability. Literature Review Educational Partnerships Education partnerships have played a key role in the development of children as well as schools that aim towards enhancing the growth opportunities for their students. Herein, it must be noted that education partnerships are directed towards providing the children with best possible level of education at all the levels. In addition, there is a need to emphasize on the fact that educational partnerships are created in order to foster public relations, working towards accomplishment of a specific goal, overcoming educational challenges and seeking additional funds, amongst others. Several school districts are associated with creating partnerships with their communities or family members with respect to their educational goals (Education Scotland, 2016). Benefits of Partnership in Education Partnership in education offers a number of benefits to the people and enables providing better educational possibilities for the children. Specifically mentioning, the partnerships are directed towards benefitting the school, community, teachers, family members as well as administrators. Partnerships in education provides benefits to the school in the form of enhancing communication amongst all the involved parties, enhanced level of discipline, lower amount of violence, proper working conditions, acceptance of diverse students, development of interpersonal relationships, increased family participation and increased level of communication amongst students, teachers and family members. In addition to providing benefits to school, partnership in education further offers benefits to families by providing them with enhanced understanding regarding education, establishment of closer relationships, foster community support, provide better communication facilities and ensuring high level o f knowledge regarding the manner in which children can learn. In addition, partnerships in education further provide the benefit of better understanding pertaining to instructions and curriculum. Correspondingly, it enables creating better opportunities to work in close coordination with the teachers, wider access to community resources and empowerment to take decisions, apart from creation of creation of better expectations pertaining to home learning practices (Victoria State Government, n.d.). Partnerships in education further offer numerous benefits to the students. Emphasis needs to be placed on the fact that partnerships in schools offer children with high level of motivation and achievement to learn, creation of a positive attitude towards school, foster higher quality homework and strong attendance rates, lower level of discipline problems, higher level of self-confidence and positive family relationships. With regards to benefitting teachers, it must be noted that partnerships in education offer a number of benefits such as improving the level of morale, enhancing positive teacher experiences, provide increased levels of support as well as appreciation from the family members and reduced discipline problems (Obrien, 2012). Correspondingly, partnerships in education further provides the benefits underlying lower levels of stress and frustration, higher level of awareness regarding stereotyping, stronger relationship with the students and higher level of expectations. Administrators further benefit from the partnerships in education through focusing upon establishment of better partnerships with the children, teachers and family, lower level of complaints, making proper use of resources, enhanced communication with the family members and fostering community and family support. Partnership in education further offers numerous benefits to the community since it enables students to work in collaboration as members associated with the society, fostering relationship with families who provide education development along with benefitting the schools that are associated with working over a broader community (Powers, 2004). Examples of Partnerships in Education There are a number of partnerships in schools that are determined on the basis of needs of the students. Although, educational professionals and families play a key role in establishment of partnerships in education, it must be noted that partnerships can also be formed with broader communities such as sports teams, media agencies, local corporations and citizens. Furthermore, there is a need to highlight the fact that schools and teachers must engage them in working in close association with the partners in order to focus on determination of goals, assessment of time required to implement a partnership and areas pertaining to the curriculum that aim towards taking advantage of partnerships. Community partnerships, family-school partnerships and professional education partnerships might be considered as some of the forms of partnerships in education (Smith Sobel, 2014). A number of characteristics can further be noted with regards to establishment of effective strategic partnerships in education. In this regard, due consideration needs to be placed on the fact that effective educational partnerships encompass characteristics such as respect, common goals, commitment, leadership, meaningful goals, linguistic differences and accountability, amongst others. Partnerships in education are created based on a mutual understanding, communication, respect and trust among all the involved parties. Cultural relevance and appropriateness of educational partnerships can play an important role in facilitating lifelong learning amongst the children (Crown, 2016). Educational Partnerships and its Types A partnership is regarded as the agreement amongst two or more individuals, which might be implicit or explicit in nature. In case of schools, it must be noted that the partnerships amongst communities as well as family members is considered explicit in nature. Specifically mentioning, partnerships in educations can be categorized into explicit, implicit and null partnerships. In case of explicit partnerships, the partners such as communities, schools and families focus upon explicitly highlighting strategies, written goals and outcomes that are associated with increasing the level of education amongst the children. Correspondingly, in case of implicit partnerships, communities, schools and family members are associated with establishing conversation with each other regarding common goals. However, there does not exist any specific outcome, goal or strategy. In relation to null partnerships, it must be noted that groups as well as individuals are associated with occupying the same pl ace; however, there does not exist any specific communication pertaining to specific strategies, goals and outcomes pertaining to the partnerships (Roberts, Downes, Cook, Heiner Caffery, 2014). It must further be noted that such types of partnerships in education results in the development of various types of collaborations that can be categorized into no-collaboration collaboration, one-time collaboration, arms-length collaboration, arm-in-arm collaboration and hand-in-hand collaboration. In case of no-collaboration collaboration, there is an agreement amongst two parties who are concerned with the accomplishment of individual wants, and hence, is also regarded as a partnership underlying convenience. In case of one-time collaboration, it must be noted that such type of collaboration is considered as a service offered for the rendering of similar services. These partnerships are short-lived and encompass limited amount of communication. Correspondingly, the arms-length collaboration is associated with ensuring that each of the involved parties in the partnership has some amount of contribution that needs to be offered. This type of collaboration further aims at creation of shared values amongst the partners (Rural Schools Collaborative, n.d.). The arm-in-arm collaboration is yet another significant collaboration wherein, the involved parties are associated with bringing and making use of complimentary resources that is further directed towards value creation. In this type of collaboration, there is an ongoing commitment with regards to development of a common goal wherein all the engaged parties consider that working together enables meeting mutual needs of the partners, rather than self-interests. Finally, the hand-in-hand collaboration is yet another important type of collaboration underlying partnership in education that is associated with focusing upon creation of shared products and values rather than emphasizing on the self-interests of each of the involved parties. It is further based on characteristics such as trust and respect that are considered ongoing for a continued period of time (Smith, 2002). Importance of Partnerships in School Partnerships have an important role to play in creation of awareness in schools that enables them to showcase a creative approach towards teaching and become innovative learning centers. It further incorporates participation from the parents, apart from highlighting education as the top priority. Teachers benefit from extending themselves in creating learning opportunities in classrooms, and are further able to gain appreciation with respect to rewards of teaching. Correspondingly, students benefit from learning that the community is aware about their education as well as their academic success. In addition to extending the classrooms, partnerships play a key role in bringing human and financial resources to schools that possess the capability of enhancing the ability of schools to offer quality education. Even if partnerships are not associated with the financial component, it must be noted that funding is considered as an important part of the partnership program. In addition, part nerships for learning further play an important role in offering personalized experiences to young people and children. Partnerships in education further have an important role to play in engaging parents and families in making positive decisions, creation of successful partnerships, develop partnerships at the community levels, school-college partnerships and offer support materials (Parker Vernet, 2009). In Australia, the Australian Council for Education Research published a report with regards to evidence base for National Australia Banks Schools First Awards. It provided an understanding of the fact that educational partnerships were capable of playing an important role in benefitting the children by making enhancements in academic accomplishments, development of reading skills, lower levels of drop-out rates, enhancement in students readiness to learn and increased levels of transition, development of learning opportunities, better access to targeted support and development of opportunities directed towards decision-making experiences. Multi-Academy Trusts (MATs) can further play an imperative role in the development of relationships amongst schools. MATs enable sharing the most appropriate teaching practices and economies of scale. Additionally, flexible staffing arrangements, retaining of most appropriate school teachers and development of school leadership roles further play an important role in development of school leaderships (Smith, 2013). Role of Place-Based Education in School Partnerships Place-based education enables associating students with the local experiences, culture, heritage and landscape that act as a foundation for the development of language arts, science and mathematics, along with other subjects. Specifically mentioning, place-based education plays an important role in providing encouragement to students regarding use of public lands, schoolyards and community, along with other special places that are aimed towards turning communities in classrooms. Place-based education has an important role to play in energizing teachers. Teachers are able to develop their leadership skills and confidence, apart from gaining a better understanding of the local community scenario. In addition, place-based education has a vital role to play in bringing transformations pertaining to school culture through integrating local nature centre and schoolyards with the classrooms. Students are further motivated to asking critical questions and develop new learning experiences. It further enables the students to learn and make association with their environment with regards to incorporating new experiences. Establishing connection between communities and schools is yet another significant role underlying partnerships in education (Sobel, 2004). In addition, place-based education partnerships further play an important role in enhancing students to become environmental stewards, apart from enabling students to become active citizens. Place-based education efforts are further based on a number of principles that are associated with fostering child education in classrooms. Herein, emphasis needs to be placed on the fact that partnerships in education are able to create a shared vision as well as accountability for results, strong partnerships, high expectations, develop community strengths and foster respect for diversity and decision-making. In addition, the benefits underlying place-based education encompasses development of community connections that enables involvement of parents in decision-making as well as share their experiences. Additionally, it creates a positive impact with respect to student learning since students feel more concerned regarding their feeling towards the community (Potapchuk, 2013). Challenges in Placed-based Education In addition to providing several benefits, place-based education encompasses a number of challenges that can be categorized into internal and external challenges. Herein, there is a need to note that teachers do not consider responding to changes and hence resist changes. In addition, the external challenge pertaining to place-based education includes an increased amount of risks since classes are operated outside the classrooms (Green, Somerville Potts, 2013). Another significant challenge underlying place-based education can be associated with absence of a set-structure. Parent backlash can be considered as another important challenge facing place-based education. Negative student behavior, weather and influence of outsiders can be considered as yet another significant factor underlying negative influence of place-based education. Improper implementation of student ideas and lack of time that can be devoted to implement changes in curriculum can be considered as other challenges f aced with respect to place-based education (Hall, 2015). Schools face the challenge of enacting such partnerships in the long-term scenario. Moreover, there is a need to develop an understanding of the fact that in several situations, there has been a negative influence upon educational partnership as a result of disconnection amongst teachers and parents, existence of stress pertaining to standardized testing, apart from negative information that is showcased in media sources. Arguably, miscommunication and lack of experience are considered some of the factors associated with hindering the establishment of strategic partnerships in schools. On a similar note, the diverse cultural beliefs pertaining to families and teachers, work obligations along with lack of time with respect to busy daily schedules further have created a negative impact on the establishment of strategic partnerships (Qiu, 2015). Synthesis and Critique Argument of Place Based and Standard Based Education For certain time, rural school supporters and investigators have pronounced anxieties over standards based education and place based education in schools. Most of the critique do not concentrate on setting severe ideals for students or even make schools liable for reaching rigours standards in education (Kannapel, 2000). Rather the critiques concentrate on the body that define standards and the way they are evaluated. Issues about who determine standards are dual. Some critiques fear that externally developed standards corrode local control and reject the society the prospect to define which the students should learn. The procedure of establishing standards in local society, make the objective of schools explicit and enhance the possibility of society members to a mutual comprehension of those objectives. The other critiques are concerned with the fact that externally resulting standards reduce local requirements and interests, and as they frequently request that tutors cover a wides pread level of education component, they also force out whatever locally derivative curriculum teachers formerly have utilised (Jennings, 2000). Anxieties regarding the objectives of standard based improvements worry that state standards homogenise what gets taught in schools and focus a curriculum geared toward educating students what they know learn and be capable of competing in the international field, rather than local stadium (Kannapel DeYoung, 1999). Although placed based education is not an exceptionally rural school occurrence, it is at the core of many rural school improvements. Since the year 1950, rural school have confronted persistent risk of closure and alliance. A closed school is frequently the first phase in societys demise, thus it is comprehensible the reason a curriculum which highpoints the significance of local school to its position and highlights for students the significance of supporting the local communities. Given the manners in which various rural education advocates and researchers define place based education, there is conflict with standard based education. The Rural School and Community Trust (2004) depicts the idea of place based education as the learning which is entrenched in local, unique history, environment, culture, economy, literature and art of specific place. The society provides the setting for learning, student performance concentrates on community requirements and interests and societal mem bers act as resources and associates in every facet of education and knowledge. Theobald (1997) states that place based education assist students to observe the interdependence of their lives and their societies and situations. The objective of place based education is to enhance students gratitude of their local environments with an ultimate objective of assisting students to study means to withstand their local atmosphere. Thus the students learning in different places will possess diverse characteristics and different intentions as the background of learning varies. The primary objective of place based education rests in the way it serves to strengthen childrens association to others and to the regions in which they live. By re-joining rather than unravelling children from the world, place based education serves both people and societies, assisting individuals to experience the value they hold for others and permitting societies to obtain advantage from the obligation and involve ment of their members. In this perspective, place based education not only utilises place as a background for education, but has the provision and sustainability of place as an objective. Given this aspect, state standards and evaluations are almost by definition adversative to place based curriculum (Jennings et. Al., 2005). Conceptualization of Place Although place is a core idea of geography and omnipresent in geography education, its meaning is disputed in the academic area (Major, 2010). On the basis of geographic encouragement, the description attributed to place can be extensively different. Massey (1994) frequently describe place as not territorially restricted, but open and absorbent. Place do not have sole identities; rather it has manifold, variable and contested identities. Place is not something static, but it is dynamic and always changing. She suggested that place should not be observed as points or areas in a geographical map, rather it is regarded as incorporations of space and time. There is no denying that place has certain significance and uniqueness. She argues that particularity of place depends in a mix of associations to that which lies beyond. In other words, places are determined by other places, developed out of a specific group of social relations, meetings and interlacing together, at a particular locus . An additional component of specificity of place is the added history of place, the outcome of layer upon layer of diverse set of connections, both local and to the broader world. Hence, the accumulation of procedures and connexions that build places, spread beyond the local, frequently at locations far detached in time and place (McInerney et. al., 2011). The conceptualisation of place is vital for comprehending place based education. It frequently signify local place as standardised, static and restricted; as leftovers of the past (Israel, 2012). Gruenewald Smith (2008) situate place based education as a portion of local movement to mitigate against the possibly damaging influence of globalisation. This critiques points out that every place has separate blend of extensive and more local social relationship that places are created by the network of power association and the uneven distribution of resources within and across places. However, McInerney et. al., (2011) pointed out that many urban and rural environments are far from pleasant places for students. It is easy to have feeling of strong sense of attachment to an appealingly lovely place, but it can be insecure for education, particularly which is broken by social, economic and racial divisions. From this viewpoint, location based education can attend to an international sens e of place and an understanding that place is both, internally manifold and a product of relationships which spread out way beyond it (Preston, 2015). Place and Education It is evident from the researches and various voiceprints that there is increasing attention, curiously and critiques on placed based education. Many researchers claim that place based education lack precise theoretical tradition due to its wider application to numerous fields of study. Place based education is regarded to not passably make link between the global and the local. However, this link observed to be indispensable if observing place based education as a reaction to existing economic, social and environmental concerns (Gruenewald, 2003). This argument and a distinguished lack of critical viewpoints in place based education are pooled by various academics. In the light of every aspect which has been introduced in the issues created by low level of clear definition for place based education, certain features are evident. Place based education do not appear like conventional education. In this kind of education, students act and converse in groups and habitually leave the sch ool itself, to involve in acts in the area of society. And the teachers do not focus on drilling students for high stakes examination, depending instead on forms of comprehension and knowledge which appear more progressively by actual life examinations and problem solving (Smith, 2007). It is characterised by interconnectedness of students, tutors, schools, society and local resources. It is chastised in resources, issues and values of the local society, designed to inspire school and society partnerships, which include environmental, cultural, social, economic and political viewpoints in formal and informal manners (Powers, 2004). Recommendations The review of literature have influenced that education should be undertaken as isolated effort, rather in order to make it sustainable, there is need to develop infrastructure comprising partnership between school and community. Thus, it is recommended that The trust should enthusiastically hold an incorporated model of place based education as one of the most powerful approach for nurturing in students the knowledge, feeling of personal liability, connectedness to society and readiness to perform that characterise efficient environmental factors There is need to make sure that place based education initiative reflect plans to establish reliability in local schools. Acceptance by the schools in the initial phase of application and institutionalisation. In order to be accepted by schools, particularly in the existing environment of high-stakes, consistent evaluation, place based education must be appropriately associated to specific learning goals within classroom and the schools over bending prospectus. There is need to make sure that the influence of place based education on students knowledge, approaches and activities is considerately evaluated and given the objective of increasing environmental stewards, that the portion of such an assessment explicitly addresses the influence of stewardship. Accountability in the form of thorough and thoughtful assessment will act to improve the trustworthiness of place based initiative. Trustworthiness makes it possible for a school to accept place based education as an instructional model. In order to sustain place based education, it necessitates bigger obligation on the portion of school. It is also recommended that the trust should make sure that the design of place based education acknowledges the significance of school culture and supports its development. A supporting school culture is geared to students who are active and intrusive learners, teachers, having access to proper resources and professional development and administrators who value pertinent, actual world learning and comprehend that societies are partners, rather than opponents in the delicate procedure of educating students. Culture in school is determined by rules, guidelines and relationship sand these aspects have significant influence on place based education. In particular, professional development and continuing support of participating teachers is crucial to the long run effectiveness of place based education. In this vein, it is recommended that there is need to ensure the design of place based education comprise a synchronised plan for the professional development of every involved teachers in participating schools. Such a plan must address the duties of the employees, leaders and administrators who work at local schools and the participating teachers Tutor who holds the place based education as instructional approach; require a specific kind of professional development. Thus, it is recommended that the professional development for tutors in support of place based education should be observed as a constant attempt which establishes their content information, skill in enabling students question and the capability to perform collaboratively and efficiently with society. There are various examples of efficient programs of professional development which methodically attend to many components of teachers practice. Leaders of place based learning face particular challenge as they require to address the aspects of tutors, students and the societies. Conclusion Partnerships in education have a key role to play in the development of students, schools, administrators and community. It aims at enhancing the level of learning and educational opportunities in schools. It further offers benefits such as overcoming educational challenges, accomplishment of a specific goal and seek additional funds, enhanced understanding regarding education, establishment of closer relationships, foster community support and provide better communication facilities. The study further highlighted partnerships that can be categorized into community partnerships, family-school partnerships and professional education partnerships. Partnerships in education have several characteristics such as respect, common goals, commitment, leadership, meaningful goals, linguistic differences and accountability. In addition, there are a number of challenges in place-based education such as miscommunication, lack of experience, absence of a set-structure, lack of time and lack of imp lementation pertaining to student ideas. References Gruenewald, D. A., Smith, G. A., (2008). Introduction: Making room for the local. Lawrence Erlbaum Associates. Gruenewald, D., (2003). The Best of both worlds: A critical pedagogy of Place. Educational Researcher, 32(4), 3-12. Green, M., Somerville, M., Potts, M. (2013).Place-based Education for Sustainability in Gippsland Schools: A Report for Participating Schools and the Wider School Communities in Australia about the Implementation of Place-based Sustainability Curriculum: March 2013. Israel, A. L., (2012). Putting geography education into place: What geography educators can learn from place-based education, and vice versa. Journal of Geography, 111( 2), 7681. Jennings, N., (2000). Standards and Local Curriculum: A Zero-Sum Game? Journal of Research in Rural Education, 16, 193201. Jennings, N. et. Al., 2005. Place-Based Education in the Standards-Based Reform EraConflict or Complement? American Journal of Education, 112, 44-65. Kannapel, P., (2000). Standards-Based Reform and Rural School Improvement: Finding the Middle Ground. Journal of Research in Rural Education, 16, 202208. Kannapel, P., DeYoung, A., (1999). The Rural School Problem in 1999: A Review and Critique of the Literature. Journal of Research in Rural Education, 15, 6779. Kiely, R., Nielson, D. (2003). International Service Learning: The Importance of Partnerships.Community College Journal,39, 41. Massey, D., (1994). General introduction. Polity Press. Major, B., (2010). Aspects of place. Teaching Geography, 35(3), 9092. McInerney, P., et. Al., (2011). Coming to a place near you? The politics and possibilities of a critical pedagogy of placebased education. Asia-Pacific Journal of Teacher Education, 39(1), 316. Obrien, A. (2012). The Importance of Community Involvement in Schools. Potapchuk, W.R. (2013). The Role of Community Schools In Place-Based Initiatives. Powers, A. L. (2004). An evaluation of four place-based education programs. The Journal of Environmental Education,35(4), 17-32. Preston, L., (2015). The Place of Place-Based Education in the Australian Primary Geography Curriculum. Geographical Education, 28, 41-49. Powers, A. L., (2004). An evaluation of four place-based education programs. The Journal of Environmental Education, 35( 4), 17-32. Smith, G. A., 2007. Place based education: Breaking through the constraining regularities of public school. Environmental Education Research, 13(2), 189-207. Smith, G. A. (2002). Place-based education.Phi Delta Kappan,83(8), 584. Smith, G. A. (2013). Place-based education.International handbook of research on environmental education, 213-220. Smith, G. A., Sobel, D. (2014).Place-and community-based education in schools. US: Routledge. Sobel, D. (2004). Place-based education: Connecting classroom and community.Nature and Listening,1-4.

What do we learn about Blanches character Essay Example For Students

What do we learn about Blanches character? Essay In this essay I am going to explore what the text in Scene 9, page 98 (from Its dark in here up to page 99 believe you was straight) tell us about Blanches character. This passage is essentially based on and has emphasis on, symbols such as shadows and light, a paper lantern hiding ugliness, words with double meaning it is an obvious metaphor of Blanches conception of reality. In this passage Blanche is made to appear nervous about Mitch having such a radical change of humour in comparison to the last time she saw him. Blanche keeps chattering uncontrollably and the audience would start to see her laugh breathlessly from the moment in which Mitch declares I dont think I ever seen you in the light. Thats a fact! Blanches only way to evade talking about her physical appearance and, eventually, her age, is to answer with a short and artificial Is it? , pretending not to understand him. As a response, Mitch then tears the Chinese paper lantern off the light bulb and switches on the light. She is portrayed as a woman afraid of aging and light. We will write a custom essay on What do we learn about Blanches character? specifically for you for only $16.38 $13.9/page Order now She is always shown trying to hide from any type of thing which is likely to give a clue about what is her real age. The reader is already aware of this earlier in the play. Williams uses this passage to illustrate that she likes darkness. For Blanche, light is to be feared while darkness is a kind friend on which she can rely to hide her fading beauty and, metaphorically, the ugliness and cruelty of the real world. A world in which she has had many bad experiences that no longer wants to remember. We can see an example of Blanches panic towards light when she says (fearfully) Light? Which light? What for? As Mitch shows a clear an interest in Blanche, she is afraid he will find out about the chapter in her life when she is acting almost as a prostitute. Stanley finds out about this and threatens to tell. Another incident the audience is already aware of is when Blanches husband committed suicide, a heartbreak for which she felt responsible and guilty. This passage partly explains Blanches character by exposing her reaction to these events, she has had a hard time accepting them and tries to replace truth with utopia. It is easy for an audience to understand why Blanche wants magic instead of realism after having witnessed this information about her fragile persona during the play. It is the only way to maintain her illusions, and if her illusions disappear, her sanity vanishes. Even though Blanche may be a dreamy character, with dreamy thoughts, and hard to know when she is telling the truth or just making up a lie, she is really aware of being this way. She is shown here to be clear-headed and frank about her need to camouflage reality, to disguise the truth. I misrepresent things to them. I dont tell the truth, I tell what ought to be the truth. Finally, when she is conscious about having lost Mitch she adds And if that is sinful, then let me be damned for it! This also tells us that Blanche can have a wiser half, but can also have a bad temper if she gets excessively irritated about something she cares, as we can see some pages later, before the end of Scene 9, when Mitch has to run away in a startled grasp. It could be said that Blanche is represented as a character dependant on male admiration and desire in order for her to have some self-esteem and this is reinforced in this passage when she says There is some obscure meaning in this but I fail to catch it and What are you leading up to? , as she wants to try to evade the conversation to make Mitch preserve the image of a good-looking lady he has about Blanche, even though she surely knows that Mitch is wishing to have a closer look at her. .ud8e4b26d5b8e622431c15e761e6eabf9 , .ud8e4b26d5b8e622431c15e761e6eabf9 .postImageUrl , .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text-area { min-height: 80px; position: relative; } .ud8e4b26d5b8e622431c15e761e6eabf9 , .ud8e4b26d5b8e622431c15e761e6eabf9:hover , .ud8e4b26d5b8e622431c15e761e6eabf9:visited , .ud8e4b26d5b8e622431c15e761e6eabf9:active { border:0!important; } .ud8e4b26d5b8e622431c15e761e6eabf9 .clearfix:after { content: ""; display: table; clear: both; } .ud8e4b26d5b8e622431c15e761e6eabf9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud8e4b26d5b8e622431c15e761e6eabf9:active , .ud8e4b26d5b8e622431c15e761e6eabf9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text-area { width: 100%; position: relative ; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud8e4b26d5b8e622431c15e761e6eabf9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud8e4b26d5b8e622431c15e761e6eabf9:hover .ctaButton { background-color: #34495E!important; } .ud8e4b26d5b8e622431c15e761e6eabf9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud8e4b26d5b8e622431c15e761e6eabf9 .ud8e4b26d5b8e622431c15e761e6eabf9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud8e4b26d5b8e622431c15e761e6eabf9:after { content: ""; display: block; clear: both; } READ: Alexander Pope poem EssayIn conclusion, this passage of the play reinforces the idea of Blanche not just being a character with lunatic dreams. She is proved here to be intelligent and self-aware of creating an imaginary disguised world in which she can retreat and hide from the ugliness of reality. We discover a more mature version of Blanche. Her foolish way of acting is cleared away to illustrate her true feelings, which are profounder than what the reader could have imagined at the beginning of the play.

Free Essays on Anglo-Saxons

Reflections from the Past A young and naà ¯ve child is convinced by an older sibling to commit a rude and senseless act in the presence of his parents. After witnessing the act, the parents then become quite irritated, and they seek out to find the one responsible for informing the child of the wrongdoing. Once the parents address the guilty sibling, he is disciplined because of his heartless intentions. In this instance, the child is not held accountable for his actions even though he was the one guilty for performing the offense; the parents might even argue that the child did not know any better, and that the older sibling is all to blame. When a person commits an act of prejudice, is it then okay to blame him or her for it, or would it be more accurate to blame the originator of all prejudicial comments? Should this person be held accountable for his or her action, or is there someone else to blame? Many of the earliest societies in time had practiced forms of prejudice for thousands of years. Are people in today’s society similar to the child in the story in that they do not know any better? The truth is that the naà ¯ve people in today’s society are continually being convinced by their â€Å"older siblings,† or past generations, to indulge in acts such as prejudice, and the initiators can truthfully go to blame. In a society there are people high in rank and others low in rank. There is a set of guidelines one must follow in order to become this rank, and this rank can depict one’s lifestyle in his or her environment. Because there are stereotypical views, each person seems to fit into a status and should adapt to the status as well as possible. The Anglo-Saxons had varying but consistent form of this modern day prejudice in their own civilization. This system existed in each individual’s home and in warfare. There were the high ranked kings and thanes, and there were the low class slaves and even women (Crossle... Free Essays on Anglo-Saxons Free Essays on Anglo-Saxons Reflections from the Past A young and naà ¯ve child is convinced by an older sibling to commit a rude and senseless act in the presence of his parents. After witnessing the act, the parents then become quite irritated, and they seek out to find the one responsible for informing the child of the wrongdoing. Once the parents address the guilty sibling, he is disciplined because of his heartless intentions. In this instance, the child is not held accountable for his actions even though he was the one guilty for performing the offense; the parents might even argue that the child did not know any better, and that the older sibling is all to blame. When a person commits an act of prejudice, is it then okay to blame him or her for it, or would it be more accurate to blame the originator of all prejudicial comments? Should this person be held accountable for his or her action, or is there someone else to blame? Many of the earliest societies in time had practiced forms of prejudice for thousands of years. Are people in today’s society similar to the child in the story in that they do not know any better? The truth is that the naà ¯ve people in today’s society are continually being convinced by their â€Å"older siblings,† or past generations, to indulge in acts such as prejudice, and the initiators can truthfully go to blame. In a society there are people high in rank and others low in rank. There is a set of guidelines one must follow in order to become this rank, and this rank can depict one’s lifestyle in his or her environment. Because there are stereotypical views, each person seems to fit into a status and should adapt to the status as well as possible. The Anglo-Saxons had varying but consistent form of this modern day prejudice in their own civilization. This system existed in each individual’s home and in warfare. There were the high ranked kings and thanes, and there were the low class slaves and even women (Crossle...

What makes you shudder And what are your commitments

What makes you shudder And what are your commitments Grammar Geeks I belong to a LinkedIn group called Grammar Geeks, where one of the most popular discussions right now, with 269 comments, is â€Å"What Makes You Shudder?†Ã‚   Each of these 269 entries contains someone’s comment (or more often complaint) about a grammar gaffe. At first I was interested in some of the conversations†¦Ã‚   but quickly, the conversation itself was the thing making me shudder.   In fact, I began to shudder each time another member of the group posted a complaint.   Even the word â€Å"shudder† began to make me shudder! from toonpool.com My shuddering at the shuddering forced me to look at my own way of being around grammatical errors.   Do people shudder when I let them know I am shuddering? A Turning Point for The Essay Expert At Unleash the Power Within, the Tony Robbins seminar I attended recently, I discovered multiple errors in the handouts we were given.   Believing I could make a contribution, I brought some of these errors to the attention of one of the staff.   This man pointed out, quite correctly, that the errors certainly did not prevent people from signing up for programs – in particular the ones that cost $10,000. â€Å"Why do you care so much about this?† he asked.   â€Å"Why is your focus on finding things that are wrong?† And â€Å"What would like be like if you started finding things right?† I took his comment seriously, and perhaps it was the corresponding self-reflection that had me shuddering at the relentless list of grammar complaints populating the Grammar Geeks conversation. A Shudder-Free Life?   Finding my Commitment Have I stopped shuddering at the things that have traditionally made me shudder?   Well, no.   But I am putting more attention on my commitment to effective expression in the world. I am also considering that there are bigger problems in the world to shudder about if I want to shudder – like the way we treat our environment, and the failures of our mental health system, and the hunger that still exists in the world side by side with opulence. And I still care deeply about clarity in writing and other verbal expression.   My job is to help people and companies say what they want to say, powerfully and precisely.   When I write, or when I edit someone else’s writing, I care that the final result is moving, compelling, and result-producing. Often grammatical correctness is required to produce an intended result.   An error in a resume, cover letter, or college application can be the difference between acceptance or rejection, an interview or no interview.   It can change someone’s life – maybe someone who is destined to find a cure for cancer, or discover new treatments for mental illness, or advocate for environmental issues (I have worked with people doing all of these things). As for the shudderers, I believe there is something to be gained from acceptance.   Not everyone will write or speak perfectly all the time, and I can accept them for who they are rather than putting distance between us with a shudder.   I think I’ll listen for the meaning of their words instead.   Because even with a grammatical error or two, I can hear what people are saying loud and clear. 🙂 I often adjust my grammar to match the situation Im in. On the streets of Brooklyn, I ask for directions by saying, Wheres the post office at? and on a dentists intake form recently changed Whom should we thank? to Who should we thank? because it just sounds more normal to the general public. Log in to Reply Judy Cullins says: September 2, 2011 at 5:35 pm I say focus on meaning and did the information enlighten you? I get a few gripes on my editiing when the meaning is clear. why do these kinds subscribe to my 170 blog posts and books when the only thing they say to me is This is a grammatical error. They miss my humor and the picture. Certainly, if they read my body of work, they would think amazing, not grammar minutia. Log in to Reply Judy Cullins says: September 2, 2011 at 5:36 pm I meant to say the BIG picture. I love blogs with humor! Log in to Reply Penelope J. says: September 6, 2011 at 3:39 pm Im afraid that I find it hard to compromise. Writers should learn, among other things, to use correct grammar and punctuation. Its a sign of respect for their readers. If there are grammatical errors, as someone above pointed out, there may be other more important mistakes in the content. Some popular bloggers maintain that its their creativity and content that count, and not their grammar. Why focus on whats wrong? is the usual retort when you point out, for example, that the possessive its does not have an apostrophe. Little do they realize how many of their so-called readers are turned off by or not reading their posts anymore for this very reason. However, spoken English is another matter. People can speak it the way they like. Anyway, the language/lingo is changing so much that almost anything is acceptable. Log in to Reply The Essay Expert says: September 6, 2011 at 4:41 pm Thanks Penelope. I admit that while I hold high standards for myself and for other writers, I also know that there are fewer and fewer great writers out there. Hey, not everyone can have The Essay Expert edit their writing, as much as I would like to take that on! My intention is to be forgiving while not relaxing my standards. Quite a trick! Log in to Reply

Shwood Eyewear Essay Example | Topics and Well Written Essays - 500 words

Shwood Eyewear - Essay Example Artists combine precision technology and exceptional artistry. The business operates in the apparel & fashion industry (Shwood, 2014). Its location is along Arctic Dr. Beaverton in Oregon, US. It is a privately held business started in 2009 (Shwood, 2014). It manufactures and supplies naturally simple sunglasses to the highly populated city of Portland. The city has a neighborhood of a large population that ensures it has a good market base. The business mission statement is â€Å"Experiment with Nature† (Eyes+ Edge, 2012). It aims at producing leading and unique products that make clients feel elegant and stylish. Innovation and creation constitute key aspects of the business’s production methods. The business has eleven to fifty employees (Shwood, 2014). The employees are mainly engaged in cutting lenses, shaping and finishing sunglasses. Shwood business acquired its capital from the family savings and donations. The business values creativity and innovative ideas that are unique to the demands of its clients. Shwood Eyewear products are unique wooden sunglasses. The artisans serving as the business employees are highly skilled that makes them competent in their work. Besides the production of sunglasses, Shwood business also offers quality services to its clients. The services it offers include replacement of broken and worn out glasses. The business also distributes wooden glasses to homes of its clients on order and new sales missions. The idea of creating uniqueness that blend with the environment has prompted the use of wood to make the sunglasses. Shwood capitalizes on the originality of its production that most of its competitors do not have. Using wood and stones to make sunglasses renders it an environmentally sustainable business. It also majors in cost effective production that do not burden consumers of its final products in terms of cost. The business promotes its products through online marketing, display, and exhibition.

Mistakes Made in Casey Anthony Trial Investigation and Prosecution Research Paper

Mistakes Made in Casey Anthony Trial Investigation and Prosecution - Research Paper Example The accused was acquitted on July 5th, 2011. The Orlando, Fla., jury held that Casey Anthony was never guilty of killing her daughter culminating in a stunning end to the trials that had significantly fixated the country, thus, raising serious similar questions of forensic expertise and evidence featuring in The Child Cases. The case was weakened by a flawed state’s forensic case hence attracting a lot of questions concerning the strength of the forensic evidence. The Florida prosecutors never proved beyond a reasonable doubt how the two-year-old died. Also, they never proved where the body had been prior to being uncovered in garbage bags in swampy woods adjacent to the Anthony’s family home. Therefore, the case greatly relied on cutting-edge forensic evidence that the defense tagged, ‘junk science’ and too experimental for the Courtroom. Therefore, there was a real danger from the case as scientific precedents turned out scary. Therefore, a greater percentage of the forensic techniques relied on the prosecution team had never been permitted in any trial in the U.S. Indeed, an average juror lacks such an advanced expertise to distinguish between ‘junk science’ and ‘good science’ therefore; the Court expunges then to eliminate dubious evidence. Howeve r, there could have been a mistake made by jurors in this particular elimination of the ‘dubious evidence’ The Court juror never bought the evidence and attempted to validate the functionality of the system. Therefore, the state’s case had a number of hard questions unanswered leaving the juror with a single option to acquit the accused. Charging someone with murder must result from the evidence of how she is killed or why one might have killed someone. Also, it calls for where, when why and how someone was killed or might have been killed. However, the prosecutor relied on junk science that had never answered a single question. Indeed,

Research Proposal Essay Example for Free

Research Proposal Essay Correctional inmates engage in drug-related and sexual risk behaviors, and the transmission of HIV, hepatitis, and sexually transmitted diseases occurs in correctional facilities. However, there is uncertainty about the extent of transmission, and hyperbolic descriptions of its extent may further stigmatize inmates and elicit punitive responses. Whether infection was acquired within or outside correctional facilities, the prevalence of HIV and other infectious diseases is much higher among inmates than among those in the general community, and the burden of disease among inmates and releases is disproportionately heavy. A comprehensive response is needed, including voluntary counseling and testing on request that is linked to high-quality treatment, disease prevention education, substance abuse treatment, and discharge planning and transitional programs for releases. General area being studied Sexual activity among inmates is a complex phenomenon that occurs along a continuum, from the entirely consensual to the violently coerced. The New York Times detailed a gang-run system of sexual slavery in a Texas prison, where at least 1 gay inmate claimed he was bought and sold numerous times and â€Å"forced into oral sex and anal sex on a daily basis. 9 Recent federal legislation called for research into the prevalence and patterns of rape and other sexual victimization within correctional facilities to inform policy changes aimed at controlling these abuses. 9 A Human Rights Watch report presented accounts of sexual slavery from inmates in Texas, Illinois, Michigan, California, and Arkansas and asserted that sexual victimization threatens inmates’ essential human rights. Importance of the studied area Conditions vary widely between correctional facilities and among these conditions is an opportunity for inmates to engage in sexual activity and drug use. Despite the denials of many correctional administrators, sexual activity and illicit drug use do take place in prisons and jails. A survey of inmates in a southeastern state prison system estimated that, on average, 44% of the inmates had sexual contact with other inmates. 1 Studies of US correctional systems published between 1982 and 2002 found that anywhere from 2% to 65% of inmates had homosexual contact while incarcerated. Studies of incoming, current, and former inmates in New York City, Illinois, Canada, Hungary, Thailand, and many other countries showed the prevalence and the riskiness of inmates’ sexual and drug use behaviors. 2–7 Because of the general lack of condoms and sterile needles/syringes, such behavior may involve greater risk within correctional facilities than on the outside. 8 Stated Problem During the early years of the AIDS epidemic, prisons and jails were commonly called breeding grounds for AIDS. Such statements are still made today. A Google search on May 19, 2005, of the terms breeding ground AND HIV AND prisons yielded more than 800 entries from newspapers, United Nations agencies, AIDS activist groups, and human rights organizations around the world. However intended, such opinions imply that unprotected sex and the sharing of drug injection equipment are rampant in prisons and that these activities commonly result in the transmission of HIV, hepatitis, and sexually transmitted diseases (STDs). Background of problem Overall, there are uncertainties about the extent and the nature of infectious disease transmission within correctional facilities. Some of the aforementioned studies reached qualitative conclusions about the extent of transmission that are not supported by their analyses. Moreover, even when studies estimated the annual incidence of infection among inmates, the meaning and significance of such figures are not clear. On its face, an annual incidence rate of 0. 5% seems low. Yet, if such rates are applied to the total prison population, or even to that proportion of prisoners who engage in high-risk sexual or drug use behaviors, they may translate into substantial numbers of infections. However, even such numbers do not justify the use of metaphors such as â€Å"breeding ground† to characterize correctional facilities. Although some inmates are clearly being infected as a result of drug-related and sexual risk behaviors while incarcerated, the vast majority of cases among inmates probably are the result of exposure while in the general community. Sexually transmitted diseases are known to be more prevalent in correctional facilities. Although, sexual activity is prohibited in prisons sex acts still takes place. Transmitted diseases are higher among jail and prison population because inmates do not have access to condoms. Correctional facilities see giving condoms to inmates as encouraging homosexuality. However, numerous local screening studies and several national literature reviews reveal that women specifically girls in juvenile facilities and women in adult correctional facilities are more likely to have a sexually transmitted disease than men in these type facilities (Hammett, 2009). According, to the HIV and Aids Sexually Transmitted Diseases and Incarceration, among Women National and Southern perspectives study; the prevalence of HIV and other Sexually transmitted diseases are higher amongst female than male population in jail and prison facilities. This study advises the infectious disease HIV is three percent to two percent nationally. However HIV is found to be more common among prisoners released from correctional facilities in the south. In 1999 twenty six percent of people living with HIV were released from prison or jail that year. The study also reflects fifteen percent of women with HIV were correctional releases; the study also suggests that incarceration rates are higher in the south than majority of other regions and most women with HIV are poor African American women from rural areas (Hammett, 2009). However, one must ask themselves does this study reflect inmates going in to serve a sentence or inmates being released from prison. Because there are several ways in which males can contract HIV.

Francisco Franco Essay -- essays research papers

Francisco Franco was a general and authoritarian leader, who governed Spain from 1939 to 1975. He came to power shortly after the start of the Spanish Civil War. In that war, he led the rebel Nationalist Army to victory over the Loyalist forces. After the war ended in 1939, Franco held complete control of Spain. His regime was similar to a Fascist dictatorship. He carried out the functions of chief of state, prime minister, commander in chief, and leader of the Falange, the only permitted political party. He adopted the title of El Caudillo, the leader. In the early years of his regime, he tried to eliminate all opposition. He later eased some restrictions. Francisco Franco Bahamonde was born on December 4, 1892, in El Ferrol de Caudillo, Spain. His father was a naval officer. He schooled at the Infantry Academy of Toledo. After graduating from the infantry academy in 1910, he rose rapidly in the army, earning the reputation for efficiency, honesty, and complete professional dedication. He was named commander of the Spanish foreign legion in 1923. Franco became a national hero for his role in suppressing revolts in Morocco, and at the age of 33 he was made brigadier general. Having quelled a leftists revolt in Austria in 1934, he became army chief of staff in 1935. In February of 1936 the leftist government of the Spanish republic exiled Franco to an obscure command in the Canary Islands. The following July he joined other right-wing officers in a revolt against th...

Can digital art be considered fine art Essay

The debate between traditional art and digital art has been going on for some time. People argue that art is art so long as it involves universal expression of imagination creativity and storytelling. Whether it is through painting, music, painting or sculpting so long as it delivers the intended purpose. These people suggest that the medium does not matter and all that matters is the content. Some people argue that Digital art is not art, it is basically a collection of photo shops for people who don’t know how to draw. Digital art does not involve talent emotion and insight. Anyone who can take a photo can do this. Digital painters simply bash together real painters works and other various photos to form images. These people argue that digital art is computer generated therefore not real as there are infinite copies since there is no original. This notion and perception is entirely right. Digital art is not real art because it contains less aspects of creativity of art and d esign. Unlike like the traditional art and paintings digital works show less emotions and creativity of the artist. Before camera invention artist had the main role off depicting the real world. Art has been changing in the subject it shows though every time it’s a window to real world. The invention of camera and other digital machines has redefined art. The digital artists are not really talented artists because they simply rely on the computers to produce their work. Without the computers, such artists are rendered useless. The digitalized art is not as deep and moving as the traditional art. It does not show much emotion like the one done using paint and brush (Horowitz, Hill & Hayes, 2009). Traditional painting depicts more originality and authenticity. It brings out the artists true ability of creativity and imagination. On the contrary, digital art does not reveal the true capacity of the artist. The artists have just taken shortcuts. They do not cover greater depth of creating and forming the images. Digital art does not show imagination or real creativity. Anyone with the knowledge of a computer and the camera can merge the pictures and painting on a computer to come up with digital art. One does not really have to be talented to make digital art but with traditional painting it is only for the talented who are able to reach out to the audience in a more natural way. Traditional art is more effective in conveying the artist’s message. The fact that the audience can see and even feel the piece of art gives traditional painting an upper hand than the digitalized art. No printer or computer can paint in impasto. For fine art, thick and textured paint is what makes the painting unique and special. The digital print is less unique because of the uniform surface. Traditional art is more is more involving than the digital one, the artist has to pay attention to details in order to bring out the message or reach out to the audience. This gives traditional art more value. Traditional art has a special unique effect to the audience it feels more real and easy to relate to. Research shows that people have a better understanding and connection to things they can see touch and smell than things, which they just see. Digital art is not an artist’s inventiveness but rather it is it is modification and merging of different pictures. Digital art like music, is a computerized copy mere fabrication and modification of true art programs and numerical cord. It has less to do with creativity. Traditional art is rarely replicated but digital art is replicated in many ways. This dilutes the aspect of art since fine art is supposed to be original. In digital art, a person has anonymity from construction and immunity to error. Clicking ‘print’ and ‘undo’ cannot be considered equal to brush work. Digital art is a mere manipulation of the real and traditional art. It is just meant for convenience in terms of accessibility and ease . An artist is able to create many pieces of art in a shorter time using the digital medium. People prefer accessing the arts through the digitalized devices but a person who appreciates real arts goes to the galleries and exhibition stores just to feel and acknowledge the real thrill. Digital art is meant for people who have less interest in fine art. The interested people and artist who value art prefer the traditional art as they can relate and derive better meaning from it compared to the digital art (Quora, 2014). Conclusion As much as art is art, detail and degree of authenticity matters. Art is all about originality and creativity and digital art depict less of these qualities. This makes digital art to be considered irrelevant when compared to traditional art. Traditional art involves pure talent while digital art is merely the duplication and merging of different arts that already existed. Traditional art is easier to connect and relate to because they can be touched and seen at the same time. References Horowitz, P., Hill, W., & Hayes, T. C. (2009). The art of electronics (Vol. 2, p. 658). Cambridge: Cambridge university press. Quora. Is digital really art?:- December 2014. 10 Dec.2014 http://www.quora.com/Is-digital-art-really-art Source document

Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) 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 children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. 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 child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting 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 EYFS seeks to 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 specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g. , child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster †¢ Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events. †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.