Persuasive Paper on Video Game Violence Essay

=Today’s youth live in a time where video games are a fixture of entertainment. Video game consoles are found in almost every home, including a child’s bedroom. I believe that the portrayal of violence in video games is not the reason for the increase of violent acts committed by and against youth. Parents and the government should understand it is not the fault of the game itself. Modern parents should be engaged in the messages their children are receiving from video games and the images they are allowing them to witness. Creating more laws and legislations surrounding the sale and content of video games will not provide the protection that parents think they will. I believe that parents who refuse to engage in the content their children are exposed to must educate themselves actively and be aware of what their children are observing when they play video games. They need to actively seek out information about the game and what types of content it contains before their children start to play. Parents should not solely rely on the rating provided by the Entertainment Software Rating Board (ESRB), an independent board that provides ratings to video games. Games with the rating of Everyone, or â€Å"E†, contain mild violence. According to a study from the Journal of the American Medical Association where 55 video games were played, â€Å"27 games (49%) depicted deaths from violence† (Thompson and Haninger). Parents who do not take the time to learn about a game first risk their children killing in the game that is rated for â€Å"Everyone†. Children need their parents to talk with them and explain that what they are seeing is not real and that violence like that is not appropriate behavior. A study by the American Psychological Association found that game players self-reported that â€Å"game playing was found to elicit more fear than anger, depressed feeling, or pleasant relaxation, and respectively; however it elicited more joy than fear† (Ravaja, Saari and Turpeinen). Desire to commit violence was not one of them. Parents also need to set clear boundaries on what is appropriate and what is  not for their children, based on their own beliefs. The violence portrayed in video games exists without a call to action. The games do not command players to go outside of the game and commit the same acts. It is also not the duty of lawmakers to limit accessibility or ban content all together because they fear that the violence could incite an incident. The British Medical Journal originally published findings from the United Kingdom Millennium Cohort Study. The study was conducted over 10 years and included more than 11,000 children. It â€Å"did not find associations between electronic games use and conduct problems, which could reflect the lower exposure to games and/or greater parental restrictions on age-appropriate content for games† (Parkes, Sweeting and Wright). Parents should determine what is right for their children and what is not. The boundaries of every family are different and need to be enforced by the parents. The creators and retailers of video games often become the scapegoat for lawmakers and government officials when a violent act occurs that involves or is perpetrated by youth. Parents rely on their legislators to take up their causes and seek out laws that will promote their cause. Regulating video games on their behalf is one of those causes. Legislative bodies across the country are looking for ways to prevent incidences of violence, especially gun violence like what occurred in Sandy Hook Elementary in Newton, Connecticut and the movie theater in Aurora, Colorado. The state of New Jersey outlined a plan last year that included measures to limit and restrict how retailers merchandise games in retail outlets and would require parental consent for kids to purchase games rated â€Å"Mature† or â€Å"Adults Only† ( Friedman). The state of Massachusetts  also considered legislation that would assemble a group to â€Å"investigate the influence of violent video games and to find if there is a connection with real world violence† (GamePolitics Staff). However, these, and other laws being debated across the country, face a significant legal road block. Video game retailers already take precautions and preventative measures to keep certain games from being purchased by children and further regulation on a legal level is not needed. The Supreme Court heard Brown v. EMA, a case against California’s laws that restricted the sale of certain games to teenagers based on state’s determination that they were violent. The basis  of the case came down to a First Amendment issue because California’s specifically singled out video games and no other form of media. The Court struck down California’s law and ruled â€Å"the games, like books and movies, are protected under the First Amendment’s guarantee of freedom of speech. The Supreme Court also said it found no convincing link between the games and real world violence† (Friedman). Justice Antonin Scalia stated, â€Å"Psychological studies purporting to show a connection between exposure to violent video games and harmful effects on children do not prove that such exposure causes minors to act aggressively† (Friedman). Regulation by the government is a clear-cut defense for parents who battle with their kids about certain games being purchased and played. It is easier to tell a child that they cannot have something because someone else restricts it and not because the parent forbids it. It means the child is not upset with the parent and diverts their displeasure. Parents do not have to be the â€Å"bad guy† because a law takes care of that for them. I have personally witnessed parents telling kids that they cannot purchase a particular game because it is too graphic or not for their age. Most of the children are less than pleased by the response and show it. I imagine most parents want to avoid that reaction from their child in a store. Creating legislation that the Supreme Court found infringes on the collective’s First Amendment rights or circumventing the current self-regulation of the video  game retailers is not the solution. Today’s parents should stop seeking a solution for interference outside of their own decisions as a parent by increasing legislation on games. Parents to the next generation are severely taxed by the demands of day to day life. The one item that they cannot be relaxed about is the entertain they choose for their children. Buying a video game console and unleashing a child into the world of gaming is almost a rite of passage for parents, especially parents that grew up playing Super Mario Bros. It is unwise to do so without rules, boundaries, and some due diligence on their part. They should be educating themselves on the games and need to be reviewing game content information available from web sites like IGN.com. Parents should be supervising their kids playing the games that they may not be familiar with yet many do not. They should also be looking at what they can control in their own home, including utilizing  parental control settings on the consoles themselves and restricting online and downloadable content. Parents should not lean on lawmakers to establish those confines for them nor does not lie in society’s hands. The ultimate responsibility lies with parents who are willing to unplug what video game content they do not want their child to play. Works Cited Friedman, Matt. â€Å"Game over? Christie’s plan to restrict video games would likely be overturned, experts say.† 24 April 2013. NJ.com. Web. 3 March 2014. GamePolitics Staff. Massachusetts State Senator Proposes Study on Violent Video Games. 14 November 2013. Web. 3 March 2014. Parkes, Alison, et al. â€Å"Do television and electronic games predict children’s psychosocial adjustment? Longitudinal research using the UK Millennium Cohort Study.† British Medical Journal (2013). Web. Ravaja, Niklas, et al. â€Å"The Psychophysiology of James Bond: Phasic Emotional Responses to Violent Video Game Events.† American Psychological Association (2008): Vol. 8, No. 1, 114-120. Thompson, ScD, Kimberly M. and Kevin Haninger. â€Å"Violence in E-Rated Video Games.† Journal of the American Medical Association (2001). Web.

Introduction of Kfc

Harland David Sanders was a founder of Kentucky Fried Chicken (KFC), who was born September 9, 1890 in Indiana, USA. He is the man popularly known as the face and logo of KFC. The spectacled Colonel Sanders could easily be recognized by his walking cane, black string tie, crispy white suite, and clean. In past, there were many travellers stopped at his service station wanting snacks and food. The Colonel saw this as a business opportunity and decided to offer food to these customers.The Colonel enjoyed making his customers happy – he loved about entertaining them with excellent food and outstanding service. Harland David Sanders was testing for many years to find the right combination of ingredients, Kentucky Fried Chicken recipe blends of 11 herbs and spices, he was truly satisfied that he had created the best chicken he had ever tasted – he wanted to share it with the world! The Colonel decided that his Original Recipe needed to be introduced to people further from hi s home and from his state.At the age of 66, he started selling his idea of Kentucky Fried Chicken by travelling from town to town, preparing his famous chicken recipe for restaurants and their employees. By the early 70's, that special recipe reached Malaysia. Today, KFC Malaysia continues to serve finger lickin' good, juicy pieces of chicken. The flavourful blends of 11 herbs and spices give KFC's delicious aroma. With the chicken's natural juices sealed-in, leaving a unique mouth watering taste that cannot be replaced.Today there are more than 500 KFC Restaurants nationally and still counting. It is one of the largest fast food corporations in the world. Great tasting chicken has become identical with KFC and Malaysian has enjoyed from the time when. The Original Recipe of 11 Herbs and Spices is one of the biggest secrets in the world until now – â€Å"the Finger Lickin Taste† like a mark for KFC. We are going to find out the problems of customer service of KFC which is getting worse and we have given some suggestions and solutions to solve the customer service problems.

Compare and Contrast (Wap/Wml) and Java 2 Platform Micro Edition (J2Me)

(WAP/WML) and Java 2 platform Micro Edition (J2ME) architectures CSS 422 Compare and Contrast (WAP/WML) and Java 2 platform Micro Edition (J2ME) As technology is changing there are new ways to develop programs for the many types of mobile networked devices. Wireless application protocol (WAP) and Wireless markup language (WML), which work together to design and architect an application to be sent to wireless mobile devices for users to download and enjoy. The Java 2 platform micro edition (J2ME) is a more extensive platform that is used in designing wireless applications. Wireless Application Protocol The Wireless Application Protocol is a technical standard for accessing information over a wireless mobile network. This type of browser is used for mobile devices like cell phones. You can access such things as sports, public media information, political information, news, music, etc. (Mahmoud, 2002) WAP is based exceedingly on the web programming model, which allows the user/developer to design and architect a program inside a browser to enter information. The web pages are written in the Hyper Text Markup Language (HTTP). (Mackenzie & Sharkey, 2001) Comparing A developer can design a low-level program that allows a user to access simple programs such as games. A developer can also use the web programming model to make programs that are highly functional by having a program within a program. This is called Dynamic HTML (DHTML). DHTML allows another web page to change without having to wait for the server. Contrasting There are downfalls to WAP and the reasons are; just as the DHTML allows another web page to load without having to wait for the server. On the other hand, the standard of HTML is, once a web page is loaded from the server, it will not change until another request comes from the server. This takes more time away from the user, since they must wait for request from the server. Wireless Markup Language Wireless markup language is based on XML, which is a set of rules for encoding documents into computer-readable language. Previously called Handheld Devices Markup Language (HDML), is a markup language which is intended for devices that implement the Wireless application protocol qualifications, such as, the mobile devices. Comparing The comparison between the WML and the WAP are important, because the two work together as; the Wireless Markup Language is intended for devices that function with the wireless application protocol. Like HTML, WML provides data input, navigational support, and hyperlinks. Contrasting There is a big difference between WML and J2ME, because the Java 2 platform provides much more memory than WML. This may be a concern for Wireless Markup Language, because there could be a point that J2ME will contain more memory, and WML will be something of the past. This has happened with other stages in technology, such as Java going from HTTP to HTML. Java 2 Platform Micro Edition (J2ME) The Java 2 platform micro edition (J2ME) is an embedded system that operates on smartphones, PDA’s, and user appliances. The J2ME devices implement a profile called Mobile Information Device Profile. MIDP allows a user to write downloadable applications and services for network connected devices such as the devices listed above. When MIDP is combined with Connected Limited Device Configuration (CLDC) they create the special run-time environment that is on the latest mobile devices. (Oracle, 2011) Comparing Combining MIDP and CLDC they provide the core functions needed for mobile applications. If these two devices did not work together the services they provide would not be available to our mobile gadgets. Contrasting Unlike WAP/WML, J2ME uses a K Virtual Machine, which is a specialized virtual machine to interpret support for devices with limited retention. The virtual support along with the CLDC/MIDP makes the implementation superior to the WAP’s/WML’s. Conclusion As technology grows and changes so do the ways developers use their programming language to design new wireless applications for wireless mobile devices. It is exciting to see how far technology has come in the way wireless devices are made to use the simple and extensive wireless applications. References: Mackenzie, D. , Sharkey, K. (2001, 20 August). InformIT: Building the user interface with web forms. Retrieved August 7, 2011 from http://www. informit. com/articles/article. aspx? p=131102 Mahmoud, Q. (2002, February). Oracle: J2ME, MIDP, and WAP complementary technologies. Retrieved August 6, 2011 from http://developers. sun. com/mobility/midp/articles/midpwap/ Oracle. (2011). Mobile information device profile: (MIDP). Retrieved August 6, 2011 from http://www. oracle. com/technetwork/java/index-jsp-138820. html

Health Care Reform and Effect on Prescription Drug Costs Research Paper

Health Care Reform and Effect on Prescription Drug Costs - Research Paper Example Introduction The Patient Protection and Affordable Care Act, or PPACA, and the Health Care and Education Reconciliation Act of 2010, better known as Health Care reform law enacted on March 23, 2010 have been viewed with both appreciation and concerns by the major stakeholders of the health care system. Healthcare reform legislation’s general impact and consequences on the prices of prescription drugs are not quite easy to comprehend, by the fact that certain provisions will not take effect for several years, courts actions and rulings, conflicts and contentions at state level, or partisan stand in Congress and Senate could cause significant delays or major revisions to the legislation. Nonetheless, there is going to have significant impact on the healthcare economy and bottom line of manufacturers as there are many provisions in the health-care-reform law that are likely to have the direct or indirect consequence of increasing the volume of product sales that include prescript ion drugs. The supply chain of prescription drugs from manufacturers to consumers has a series of stakeholders, for example, wholesalers, pharmacies, and insurers. The impact of any legislation on prices is quite complex due to intricate mechanisms of fixing prices that involve many stakeholders in the value chain. The price paid by a pharmacy to buy a brand-name drug from the manufacturers is generally not the net cost of buying the drug from the manufacturer because manufacturers give discounts/rebates on brand name drugs to insurers. There are many different prices paid along the supply chain. It will be interesting to analyze the impact of new reform law on the prescription drugs. Healthcare System before the Enactment of Reform Law The current U.S. system of federal healthcare came into being in 1965 through Congress’s amendment of the Social Security Act and the establishment of Medicare and Medicaid. Medicare began as a national health insurance program for persons age 65 and over, regardless of income or wealth. In 1973, coverage was extended for those on disability for at least two consecutive years. Medicare provides enrollees with a basic program of hospital insurance and supplementary assistance program to aid in paying healthcare bills (Raffel and Raffel 1994). Through this, everyone who is old enough receives some healthcare.   Medicaid is also a national health insurance program, but it is administered by states and it can potentially assist a broader range of people than Medicare. It serves to provide services for the â€Å"categorically needy,† such as those who are blind, aged, or disabled, and for the â€Å"medically needy,† those who can afford to live, but cannot afford to pay for medical care (Raffel and Raffel 1994). People may enroll in these independent health insurance plans through their employer or on their own if they can pay for it.  It is meant for a person with high medical costs and is not old enough. H owever, financial burdens greatly limit the system’s accessibility. Census estimates from 1999 indicate that 43 million Americans live without health insurance even though 75 percent of them have a full-time job or live in a household with at least one member working full-time (Mueller 2001) for Medicare. The Americans

English CASE 4 Essay Example | Topics and Well Written Essays - 750 words

English CASE 4 - Essay Example Her husband being a highly repute physician by profession, constantly ignores her and never believes that she is sick (Jeffrey, 1985, p.64). He calls it a "temporary nervous  depression† and explained that it is a kind of mild hysteria that she was going through. He communicates the same thing to all their relatives and friends and Gilman’s brother himself was a renowned physician who agrees with his brother-in-law. Thus everyone believed that she is fine and doesn’t require any further treatment. She used to lead a confined life. She was never allowed to work until she gets well again. She spent her days in the company of the tonics, exercise, and journeys. She wished to take up some work and firmly believed that if a work gives pleasure and satisfaction to a person then it also aids in the fast recovery process of the person. But Gilman was not allowed to work. The narrator further mentioned that she didn’t like her room which had a single window rather she liked a room downstairs, but her husband paid no attention to her. Gilman started to feel obsessed with the yellow wall paper in her room. The wall paper made her depressed and she was gradually drifting into psychosis. It was evident from her words where she says, â€Å"Sometimes I think there are a great many women behind, and sometimes only one, and she crawls around fast, and her crawling shakes it all over†. Her thoughts connected her to the wall paper in a strange way. She hated the patterns of the wallpaper but still she felt attracted towards it. She even mentions in her journal her child’s nanny Mary who took perfect care of their baby. The narrator’s obsession regarding the wall paper grows and at a certain point of time she starts discovering faint and creeping structure behind the wallpaper’s pattern. During the night she could clearly see a lady behind the bars within the patterns of the wallpaper. She didn’t inform anyone about t hose images and structures she could see. She had become paranoid and believed that neither her husband John nor his sister Jennie would be able to find out the images which she can see as they are not deeply interested in the wall paper as she herself is. Her hallucinations made her think that the woman behind the bars is shaking those bars strongly to get rid of the obstacle. She started seeing several other women behind the pattern of the wallpaper. These images made her to strip down the wallpapers. Gradually at the end of the story we can find that the narrator turns into an obsessed person affected by psychosis. She refused to recognize her husband even and crept all over the ground (Stetson, 1892). The entire story is a tragic narration of events experienced by a confined woman. From the standpoint of a woman it can be stated that the entire journal is an outcry of Gilman where she constantly strives to be free and to go outside of the boundaries. In other words, Gilmanâ€⠄¢s journal represents the American society of those days which considered women as an object which has got no wishes, desires or ambitions. Women were treated during those days as a showpiece to be presented in front of the outsiders and then again to decorate her and place her within the showcase. The statement â€Å"

Statement of purpose Personal Example | Topics and Well Written Essays - 500 words - 11

Of purpose - Personal Statement Example This career path will allow me to combine my inclination towards the two subjects into a powerful personal and professional skill (Brown 24). The statistics program at Columbia is especially appealing to me because it is both challenging and inspiring. The learning environment is also perfect for me, particularly the diversity and academic achievements of the institution. Last year, I earned my undergraduate degree from the University of Miami. I majored in management but also undertook minors in finance, marketing, mathematics, accounting, and economics. However, being a very ambitious individual, I immediately set my minds on enhancing my academic and professional pedigree. As stated before, I am keen on working in the business statistics field, but it is so competitive that an undergraduate degree alone will not propel me to the greater heights I aspire to. The graduate program in statistics will provide me with the technical and soft skills I require to succeed in business statistics. I believe that the program will prepare me for the rigors of business statistics and give me the motivation to inspire, innovate, and impact. Over the years, my work experience has paved the way for me to complete my undergraduate degree and pushed me to hunger for further studies. I have worked as a sales assistant at Jiangsu GPRO Group Company in Nanjing, where I participated in the company’s sales and marketing activities. I have also worked as an intern at Bank of China, New York, which is one of the largest and busiest banks in the US. Most recently, I worked in the sales division of Runton International Corporation, where I performed duties related to sales, administration, support, and marketing. These experiences taught me the value of hard work, diligence, planning, and skill development. However, the biggest lesson I learned was the value of education in career growth (Brown 24). I realized that all the senior managers I interacted with had advanced

Contemporary Issues In Marketing Essay Example | Topics and Well Written Essays - 2500 words - 1

Contemporary Issues In Marketing - Essay Example Marketing has over the years emerged as a prime business concept and pertinent organisational function. It has been observed that marketing is a key towards attaining desired level of success for every company. With the emergence of 21st century, technology has started to play a vital role for the organisations to prepare their marketing mix related strategies and also their overall product assortment (Brown, 2001). In the 21st century, the traditional approaches related to marketing have started to depict their limitations owing to the fact that companies have quite less amount of direct contact with their existing as well as prospective customers. The aspect of information which is quite readily obtainable through the advent of internet has made consumers to become more passive as well as homogenous. Therefore, companies are increasingly finding the need to devise strategic initiatives to retain their customer base. Customer need identification has become one of the leading strategies incorporated in marketing to derive competitive advantage. Companies are also attempting to create inimitable marketing strategies to lure the customers towards their offerings which would in turn enable them establish their brand recognition in the market (Kamei, 2000). In order to comprehend the changing scenario in marketing in the 21st century, Tesco Plc has been selected.Tesco was founded back in 1919 as a m arket stall in London’s East End. From its foundation to till now the company’s business has attained tremendous growth in its global operations. Presently, the company functions in fourteen markets of Asia, North America and Europe. It employs over 500,000 people and serves 10 million customers worldwide in a single week (Tesco Plc, 2012). The company’s headquarter is located in Hertfordshire, United Kingdom. Tesco is committed to offer the best shopping experience to its diverse range of customers. Moreover, the company is determined to serve its varied customers, communities and partners in best possible way (Tesco, 2012). At present, the company is regarded as one of the largest and successful food retailers operating in the United Kingdom along with its operations in more than 2318 stores located across the world. The company sells more than 40,000 food items in its distinctly located superstores. Additionally, the company is also engaged in clothing and no n-food product activities (University of Exeter, 2004). The 21st century has witnessed drastic socio-economic changes along with information technology changes. These changes help various organisations to overcome a few of their limitations related to business operation and provided organisations with numerous opportunities to expand their business and earn substantial profit. These changes along with the globalisation and liberalisation process have drastically influenced the business doing processes including marketing. The changes brought new ideas and terms in the marketing sector such as E-Commerce and have reasonably influenced marketing ethics as well as the concept of brand and brand development have got tremendously popular among the organisations and widely distributed customers. E-Marketing Marketing is a broad concept, apart from selling and purchasing of tangible or intangible (services) goods, it comprises all those activities that are related with selling and purchasi ng of goods and services. The present marketing concept significantly varies from those of the traditional concept. The recent development in the marketing segment has given a birth to E-Marketing, relatively new term which has increased the scope of marketing and has provided business and customers a convenient way for interacting with each other. Electronic marketing or E-marketing essentially refers to utilisation of marketing techniques through electronic media, particularly

Construction development in China Lab Report Example | Topics and Well Written Essays - 3750 words

Construction development in China - Lab Report Example ith luxurious boutiques that appear to be housed in a traditional lane house is a re-imagination of Shanghai’s old streetscape and customer experience. It reminisces and elicits nostalgia in the historical preservation. Ever growing labyrinth of skyscrapers is the new face of Shanghai. The skyscrapers stretch further than the eye can see from an observation deck in Pudong, a relatively rural district from across the river from Shanghai’s original settlement. The area was just a farmland twenty years back. It has now experienced a viral growth of skyscrapers and symbolizes the urban future of China. Architectural development in Shanghai is so fast that it is estimated that five more satellite towns will be set up from scratch to house the growing population of the city. Pudong is part of the strategic places for development to support humanity in Shanghai. Close to 18 million people live in the greater Shanghai. The figure is expected to inflate by more than one third by the year 2020. The construction of the satellite towns is urgent. Experts are more impatient that policy implementers and they have the urge to build an entire town from scratch in two or three years. Shanghai is re-inventing itself as an urban megalopolis. Shanghai is a city with a long history. In the long-term development, it has formed its own unique city scene and varied cultures and arts. Up to now, a lot of cultural relics beginning in the Tang (618-917) and Song (960-1279) Dynasties, many museums and contemporary memorial halls are well preserved. There are a lot of tourist centers in urban districts and suburbs of Shanghai, which form many tourist areas, tourist lines and special-interest tourist items. (Shanghai National Information, 2013). Throughout the past century, Shanghai has had numerous name tags attached to it; like "Paris of the Orient" and "Pearl of China". Images of Shanghai more than any other Chinese city, are bountiful in the west. A visit here therefore, is naturally

Application of different moral philosophies to an analysis of Term Paper

Application of different moral philosophies to an analysis of individual decision making - Term Paper Example The consequences of the ethical violations of the present case may not be the exact same but yet the ethical implications and the issues related to the present case is most certainly a reflection of the ethical violations in the business practices. The case study has Carla and Jack as the two central characters and all the aspects related the business ethics revolves around those central characters only. One of the first ethical issues related to the case could be the listed as the denying of Jack from a potential partnership deal by the organization. As per the case study, Jack has been working for sixty to seventy hours a week for the last ten years. The contribution made by jack towards the organization can be analyzed. Hence it can be said that based on the contributions and the amount of time spent by Jack in the company (more than 17 years), the company could have decided to provide a partnership deal. Although it has been identified as a potential issue, it has to be said that the reasons for which the company decided to deny Jack from the partnership deal has not been mentioned in the case study. The next ethical issue is the behavior of Jack after being denied of the deal. As per the case study, Carla one day found out that Jack has been behaving strangely. Also it was found that Jack was copying some software used by the company for consulting and auditing purpose. It is also believed that Jack had got hold some clients from the internal database of the company and was using them for own benefit. Jack also had a plan to open a new firm. Next case of ethical violations is associated with Carla. As per the case study, Carla has been using the office phones for personal calls and other issues like using the company machine for personal usage. Although the magnitude of the violation may not be as immense as the ones conducted by Jack but it may be notified as a case of ethical violation. However the next phase of the case could lead to severe consequences . Carla decided to keep some of the facts in mind that she has been using the company resources for personal usage also. Add to that Jack has been with the company for a long period of time and the company may not believe her. She also did not want to leave the job. Such a behavior may lead to potential disaster for the company not from a financial perspective but also it may actually threaten the existence of the firm also. Answer 2 Teleology is one of the most important among the six major types of moral philosophy. It describes the acts by any human beings according to a specific situation where the acts need to be acceptable or morally right in terms of achievement of expected results (no author, Chapter 6, 2006). An example of teleology is clear understanding of utility or self interest. Therefore, according to the behavior of Jack with respect to the specific situation in the case, it can be stated that teleology would be the most suitable moral philosophy that describes the b ehavior and acts of Jack in the case. To be really honest the readers of the case would have full sympathy with Jack, for denied a position of partner but not for the acts after being denied. The probable options for Jack have been discussed in this section. There is very little doubt over the fact after putting

How To Fix A Social Security Number Essay Example for Free

How To Fix A Social Security Number Essay The fastest growing crimes in America are Identity theft. Identity thieves are dishonest people that’s steals ones information or identity through ones Social Security number. Most of the time identity thieves use your number and your credit to apply for more credit in your name. Then, they use the credit cards and do not pay the bills. It’s a cankerworm that is eating deep into the American economy. This essay however looks at ways by which a social security number can be fixed. Social security number as a form of identity is a confidential and private number given to every citizen of United States. However, thieves get social security numbers through stealing wallets, purses, personal information provided to an unsecured site on the Internet, among others. When a social security number is stolen, there are some specific steps to take in order to get it fixed. In the first instance, a call would be made to the creditors who approved the credit (follow up with a letter). Also, a report would be filed with the police. After that, a contact would be made with the fraud department of the major credit bureaus in the country in order to make some rectifications. Finally, if all have been done to fix the problems resulting from misuse of the social security number but nevertheless someone is still using the number, then a new number may be assigned by the Federal Trade Commission subject to some stringent conditions and restrictions. REFERENCES 1. Advisory Council on Social Security. 1997. Report of the 1994- 1996 Advisory Council on Social Security (Washington: Government Printing Office). 2. Boice Dunham Group, Inc. 1993. The Nature and Scale of Economically-Targeted Investments by the 104 Largest U. S. Public Pension Plans, Prepared for Goldman Sachs. 3. Diamond, Peter A. 1997. Macroeconomic Aspects of Social Security Reform, Brookings Papers on Economic Activity, 2.

Reducing Inequalities in Healthcare

Reducing Inequalities in Healthcare Background Equity in health and reducing inequalities are considered as the main goals of all health systems (1) which is the absence of systematic disparities in health or in the social determinants of health between social groups with different levels of social advantage(2). Health inequalities are structural and systematic differences in health status between and within social groups in society. There is a difference between the inequality and inequity in health so that inequity is regarded as avoidable inequalities (3). The term health inequity has been recognized as a root cause affecting health and is closely related to social determinants of health (SDH)† including place of residence, race/ethnicity/culture/language, occupation, gender/sex, religion, education, socioeconomic status, and social capital requirements. Inequity in health is more important than other inequities because the health is the first prerequisite to achieve other capacities(4,5). Studies, for example, show that the richer individuals are healthier than the poorer ones(6). However inequalities do exist in health care (notably in access to care), they should not be considered as the principal cause of inequity in health status(7). In response to growing concern over the continuation and expansion of these inequalities, the World Health Organization Commission on Social Determinants of Health was established and made recommendations to develop and systematically monitor the equity in health and social determinants of health at the local, national and international levels. They may lead to design appropriate interventions and facilitate evidence-informed policy-making process(8). Monitoring health inequalities through producing appropriate evidence can promote accountability and continuously improve equity-oriented health plans including moving toward universal health coverage(9). Given the importance of the issue, various countries have initiated the development of such surveillance systems(10). Health equity surveillance systems include the analysis of groups in terms of socio-economic status, age, gender, race, ethnicity, residence and other key factors determining socio-economic advantages or disadvantages (11) The above list of factors identified may not include the underlying causal factors and pathways of health inequality from the developing countries perspective. As there are differences from country to country, addressing health inequalities may need country-specific indicators. Identifying causal factors at country level is essential for prioritizing policy interventions (12). The accurate selection of appropriate indicators can affect the proper and reliable measurement of inequality rate. General important considerations for selection the indicators include the cost of data collection, data quality issues, availability of data for monitoring at proper time intervals, cultural appropriateness, sensitivity to the policy interventions and the required technical capacity for the analysis(13, 14). Some countries use the World Health Organization health equity indicators. In Iran, the basis for development of health equity indicators was the Urban HEART (urban health equity assessment and response tool) indicators. Urban HEART, developed by WHO, is a simple tool and guide to identify health inequity in urban areas which was tested in some countries including Tehran (Iran)(15,16). In this regard, In Iran the responsibility of the development of health equity indicators was delegated to the Ministry of Health and Medical Education. To develop these indicators, several expert meetings were held and 52 indicators were determined using the Urban HEART and after several refinements. Some of these indicators are international and some other are based on the local circumstances of Iran. The indicators have been determined in five domains including health (20 indicators), human and social development (17 indicators), economic development (4 indicators), physical environment and infrastructures (7 indicators) and governance (4 indicators). In addition, appropriate practical classification variables to calculate were determined for each indicator. Data associated with 12 indicators will be collected using survey studies while data related to 40 other indicators will be gathered through the routine data recording system(14). To ensure the enforcement of the health equity indicators, they were announced to the relevant organizations after its approval. In order to plan for reducing inequalities, stakeholders should have sufficient knowledge and awareness of the issue of the equity in health and its indicators and reach a consensus about the system for monitoring these factors. It is necessary to clarify challenges and consequently relevant scientific and practical solutions can be applied using the international, national and local evidence. Objectives Given the importance of awareness of the health equity indicators and its implementation challenges and lack of study in this area in the country, this study aimed to investigate stakeholders perspective on equity in health and its 52 indicators in Iran. The results of the study can help policy makers to better understand the issue in order to effectively plan and implement the health equity indicators. Materials and Methods In this qualitative study, data were gathered through semi-structured interviews and the review and analysis of relevant documents including meetings minutes, working plans and working progress reports. The interviews were conducted using a topic guide developed according to a literature review and expert opinion. It was pilot tested using interviews with three policy makers and executives and based on their comments it was revised and finalized. The participants were given the information sheet and consent form prior to the interviews. After research ethics committee approval, interviews conducted in-person on a one-to-one basis after consent was provided by the research director and two trained colleagues. All interviews were recorded and later transcribed verbatim. A framework analytical approach was used for data analysis. Participants were selected using purposive sampling method and were policy makers involved in developing the indicators and executives responsible for implementing and calculating the indicators. A total of 23 individuals were invited, 8 of whom refused to take part in the study for various work-related reasons or the lack of willingness to participate. There were five policy makers and 10 executives. Among the executives, two were governors of major cities. Interviews continued until data saturation was reached and no new code was found. The focus of the policy makers’ interview questions was primarily on the process of indicators development and participation and interaction of various sectors in this process the developing indicators as well as steps of indicators development process. Executives answered questions mainly regarding their perception of the health equity and related indicators’ calculation and implementation processes. The member check strategy was used and the comments were incorporated in the final analysis. It helped to ensure that the findings were congruent with participants perceptions, beliefs and opinions. All the stages in the study were recorded to make it possible to track of each stage and clarify the procedures. Discussion The equity and equity in health are not only the issue of international interest but also have been considered in Iran development plans. Furthermore, committee on social determinants of health in the final report from the World Health Organization (2008) titled closing the gap in a generation emphasized on national and global health equity surveillance systems for routine monitoring of health inequity(8). The issue of stewardship in health equity is a matter of great importance. Health system need to lead by taking a stewardship role in supporting a cross-government approach that focuses on the social determinants of health and performing as catalysts to all society. The Health in All Policies programs of the European Unionand South Australia promote inter-sectoral collaborations to health equity (17). The establishment of a common language for health sector and other agencies is considered as an important challenge in its leadership. Gopalan et al. suggested that a lack of awareness among stakeholders restricted the inter-sectoral convergence on combating health inequities(18). In Iran, the Ministry of Health is the steward of health equity goals and it is suggested that a secretariat or an independent office be established for health equity. According to the definitions of equity concepts provided by the stakeholders, the difference between viewpoints is obvious and their perceptions on the main concepts of equity in health are different from each other. This study showed that many executives and some policy makers disagreed on key concepts of equity in health and the executives had insufficient information about the concept of equity in health as desired by the policy makers. In general, many executives considered the equity in health mainly as fair access to and distribution of health system resources. Also, Low study showed that access to health services alone is not sufficient to achieve equity in health(19). However city governors and medical science universities are executives responsible for implementing the indicators in the region, they lack sufficient attitudes and awareness towards the issue of equity in health. It seems that orientation programs by the Ministry of Health should be more comprehensive and with an aim of emphasizing a higher priority of the issue for executives. The establishment of these indicators requires capacity building, training and shifting the attitudes of the executives implementing this program. So training and improving the awareness of the key actors are main effective steps for the establishment of health equity indicators. Training and improving the awareness of executives are facilitated by providing regulatory requirements helping the decision-making. Beheshtian et al suggested that the Consensus-Oriented Decision-Making (COMD) model for more intersectoral collaboration and consensus among other areas can be used in Iran (14). After the development of the indicators and in the establishment step, interaction between politicians, policy makers and regulatory authorities is essential in order to establish these indicators. There are some challenges regarding the calculation of the health equity indicators in the country. However 40 out of 52 health equity Indicators are collected through routine system, investigation and survey are needed for remaining 12 indicators. The routine system itself needs to be reformed and improved including hardware and software improvements. Furthermore, the preparation and participation of organizations to change their statistics and reporting systems are also required. Therefore, gaining a wide intra and intersectoral participation is needed to collect data for the indicators and change statistical forms. This participation should be established at levels of policy makers and high authority officials. In addition to the above mentioned issues, creating the infrastructure for electronic data recording and defining access level may help to the establishment of the indicators. The establishment of indicators requires financing, training and empowerment of organizations employees, legal requirements, and finally a clear action plan. A report from the Pan American Health Network on the development of health equity indicators in Canada also cited the similar challenges such as the need for financial resources, being time consuming as well as limitation of sources of information (20). As the establishment of the indicators is in its the primary steps, so the executives responsible for implementing the indicators have not had the possibility for complete and necessary adaptation to ministry of health instructions and gaining more support for the executives, training them as well as laying the proper groundwork for calculation these indicators are obviously necessary. It is debatable whether these indicators show the extent of the health equity in the country. Many policymakers stated that the World Health Organization and international indicators provided the basis for the country indicators but some changes were made in them according to cultural and social conditions of the country. In this regard, an important point mentioned by the policy makers is that as these indicators had not previously been identified, so the development of them can be considered as a positive step and they will be revised in the future according to feedbacks from universities and other organizations. Braveman in his study argued that data utilization to develop interventions is far more important than data collection itself(2). The results of this study are in consistent with those of current study, because many policy makers argued that the establishment of these indicators can be helpful if appropriate interventions are developed based on information they provide. It is, therefore, necessary to specify solutions for using the indicators in decision making. Policy making for reducing inequity in health is too difficult because it is an intersectoral policy making requiring various areas and organizations involvement and this, in turn, demands the specification of common goals, integrated accountability and increased organizational responsibilities (14). Overall, the results of the study showed the inadequate awareness of stakeholders on equity in health, lack of proper infrastructure and insufficient support from stakeholders are the important challenges regarding the establishment of the indicators; these findings are consistent with those of a study by Gopalan et al(18). Limited access to some policy makers and executives was a limitation. A small number of the governors and executives were interviewed while there were more policy makers and stakeholders participating in the development of the indicators. Conclusion: As the establishment of the indicators is in its the primary steps, so the executives responsible for implementing the indicators have not had the possibility for complete and necessary adaptation to ministry of health instructions and gaining more support for the executives, training them as well as laying the proper groundwork for calculation these indicators are obviously necessary. The development of the indicators requires a shared understanding among policy makers and executives. As the attention has been focused recently on the issue, in addition to knowledge improvement, proper solutions with intersectional collaboration approach in order to tackle challenges should be considered. References: 1. Murray CJ, Frenk JA. Framework for assessing the performance of health systems. Bull World Health Organ 2000; 78(6):717-31. 2. Braveman P, Gruskin S. Defining equity in health. J Epidemiol Community Health 2003; 517:254-8. 3. Whitehead M. Whitehead M. The concepts and principles of equity and health. Int J Health Serv 1992;22(3):429-45. 4. Marmot, M. Achieving health equity: from root causes to fair outcomes. The Lancet 2007;370(9593): 1153-63. 5. ONeill J, Tabish H, Welch V, Petticrew M, Pottie K, Clarke M, et al. Applying an equity lens to interventions: using PROGRESS ensures consideration of socially stratifying factors to illuminate inequities in health.J Clin Epidemiol 2014;67(1):56-64. 6. Exworthy M, Blane D, Marmot M. Tackling health inequalities in the United Kingdom: the progress and pitfalls of policy. Health Serv Res 2003; 38(6 Pt 2): 1905–22. 7. Davidson R, Kitzinger J, Hunt K. The wealthy get healthy, the poor get poorly? Lay perceptions of health inequalities. Soc Sci Med 2006; 62(9):2171-82. 8. Commission on Social Determinants of Health. Closing the Gap in a Generation: Health Equity through Action on the Social Determinants of Health. Geneva: World Health Organization, 2008 .Available at: http://whqlibdoc.who.int/publications/2008/9789241563703_eng.pdf 9. Hosseinpoor AR, Victora CG, Bergen N, Barros AJ, Boerma, T. Towards universal health coverage: the role of within-country wealth-related inequality in 28 countries in sub-Saharan Africa. Bull World Health Organ 2011; 89(12): 881-889. 10. Cristina C, Caroline C. Can we build on existing information systems to monitor health inequities and the social determinants of health in the EU? Brussels: Euro Health Net, 2010. 11. Kelly PM, A. Bonnefoy J, Butt J, Bergman V. The social determinants of health: developing an evidence base for political action. Geneva: World Health Organization, 2007. 12. Eshetu, EB, Woldesenbet SA. Are there particular social determinants of health for the world’s poorest countries?.Afr Health Sci. Mar 2011; 11(1): 108–115 13. Wirth M, Delamonica E, Sacks E, Balk D, Storeygard A, Minujin A. Monitoring health equity in the MDGs: a practical guide. Center for International Earth Science Information Network, 2006. 14. Beheshtian M, Manesh AO, Bonakdar SH, Afzali HM, Larijani B, Hosseini L, et al. Intersectoral Collaboration to Develop Health Equity Indicators in Iran. . Iran J Public Health 2013;42(1):31-5. 15. Asadi-Lari M, Vaez-Mahdavi MR, Faghihzadeh S, Montazeri A, Farshad AA, Kalantari N, et al. The application of urban health equity assessment and response tool (Urban HEART) in Tehran; concepts and framework Med J Islam Repub Iran 2010;24(3):175-85. 16. Asadi-Lari M, Vaez-Mahdavi MR, Faghihzadeh S, Cherghian B, Esteghamati A, Farshad A. Response-oriented measuring inequalities in Tehran: second round of Urban Health Equity Assessment and Response Tool (Urban HEART-2), concepts and framework. Med J Islam Repub Iran 2013;27(4): 236-48. 17. Baum F.E, Bà ©gin M, Houweling T.A, Taylor S. Changes not for the fainthearted: reorienting health care systems toward health equity through action on the social determinants of health. Am J Public Health. 2009; 99(11): 1967–74. 18. Gopalan SS, Mohanty S, Das A. Challenges and opportunities for policy decisions to address health equity in developing health systems: case study of the policy processes in the Indian state of Orissa. Int J Equity Health 2011; 10(1):55. 19. Low A, Ithindi T, Low A. A step too far? Making health equity interventions in Namibia more sufficient. Int J Equity Health 2003; 2(1):5. 20. Pan-Canadian Public Health Network. Indicators of Health Inequalities. Pan-Canadian Public Health Network. Pan-Canadian Public Health Network. [cited 2014 Sep 24]; Available from: URL: http://www.phn-rsp.ca/pubs/ihi-idps/pdf/Indicators-of-Health-Inequalities-Report-PHPEG-Feb-2010-EN.pdf Acknowledgements The authors would thank people who participated in this study and Iran University of Medical Sciences for financial support. Financial Disclosure There is not any conflict of interests. Funding/Support This work was supported by Iran University of Medical sciences [IUMS/SHMIS-15748]. Authors’ Contributions Ravaghi and Oliyaee Manesh jointly designed the study. Arabloo and Goshtaei collected the data. Ravaghi, Goshtaei and Oliyaee Manesh contributed to data analysis and interpretation of the results. Arabloo, Goshtaei and Abolhassani prepared the manuscript. All authors read and approved the final manuscript.

Isadora Duncan :: essays research papers

The fine art of modern dance is like many other fields in that it is based on the actions and deeds of those who were pioneers in the field. These pioneers helped to mold modern dance into what it is today. Of the many people who are partially responsible for this accomplishment is Isadora Duncan. Duncan, often referred to as the â€Å"mother of modern dance,† inspired many other dancers to the extent that the art of dance would not be the same today without her many contributions.   Ã‚  Ã‚  Ã‚  Ã‚  Isadora Duncan who was born in the late 1870’s in San Francisco, was raised alongside three siblings by her mother alone. This may possibly be what led her to become in her own time what we today would considered to be a feminist. She fought against the many restrictions placed on women in her personal life as well as in her form of dance. Because she was such a feminist, Isadora Duncan was strongly opposed to marriage. For this reason both of her children were born out of wedlock, each with a different father. Duncan unfortunately lived a life filled with tragedy. Both of her children died alongside their nanny when a car that thy three were seated in, rolled into a river. Grief-stricken by the death of her children, Isadora’s dancing career was temporarily put on hold until she finally opened up a dance school. She later met a Russian man whom she fell in love with and married in order to be able to bring him to the United States. When she arrived in the United States with her new husband, she was unwelcome because of the fear that the Americans had for the Soviet Union at the time. Angrily, she left the United States vowing to never return again. Subsequently, her husband, who was not well mentally, loft her and eventually he committed suicide. Isadora Duncan’s life came to an end in a fittingly tragic manner when her scarf became entangled in the wheels of a car in which she was riding pulling her out the window of the car and strangling her as she was dragged down the street to her death.

Summary of Canins Emperor of the Air :: essays research papers

RR - â€Å"Emperor of the Air† Connections Our traditions are what keep families together. From a gold locket to an old photograph, these items are irreplaceable. What they hold to them are memories of those before us and moments in history that have passed. In the story, â€Å"Emperor of the Air† by Ethan Canin, an elderly man is forced to give up the one thing that his family has left behind: a two hundred year old elm tree. It holds the memories of his childhood and still shows signs of life that may still last for years to come. As the story begins, the narrator, introduces himself as â€Å"sixty-nine years old, [who] lives in the same house [he] was raised in, and [has] been the high school biology and astronomy teacher† (3) in the same town. Though he is married, he has no children which gives both he and his wife Vera opportunities to travel the world. However, due to a heart attack, his wife now travels solo because his body has weakened from the occurrence. He often feels lonely because his wife travels for weeks and his only entertainment are stars. A sudden situation erupts between he and his neighbor, Mr. Pike. His neighbor informs the man that he must cut down the old elm tree because it is infected with insects that may cause the tree to fall on his home. However, the man is reluctant in doing so because it is over two hundred years of age and holds value to him. It is considered a family heirloom. In an attempt to preserve the tree’s life, the elderly man combines several poisons and spreads it around the tree. For a short while it actually works, but soon the insects reappear causing the situation to escalate. Mr. Pike with no other alternatives, contacts the authorities and the request to cut down the elm tree is granted. In order to save his tree, the old man decides to take some insects from his tree and spread it to his neighbor’s elm trees.

Heart of Darkness and Things Fall Apart Essay -- comparison compare co

My interest in Joseph Conrad is centered around understanding what brought him to the Congo and how the events that transpired there influenced his attitudes in Heart of Darkness. I also wanted to gain a greater understanding of the historical events that led to the colonization of the Congo. This interest is basically grounded in the fact that prior to my exposure to Heart of Darkness and Things Fall Apart, I knew virtually nothing about what actually led to the colonization of the area. It is my hope that through researching these areas I will have a deeper understanding of the two novels that focused on the Congo. In the article, "Post-colonial Literatures and Counter-discourse," Helen Tiffin raises a number of issues in regards to the hybridization of the colonized and how European universals invariably clash with that of the native. From the very beginning of the article, Tiffin notes that there is a "call to arms" (so to speak) that encompasses the "demand for an entirely new or wholly recovered 'reality,' free from all colonial taint" (95). This hope is idealistic, especially when evaluating the role that the English language plays in the lives of those who are colonized. Tiffin realizes this fact and views most post-colonial literature as a "counter-discursive" mode of expression that is highly involved in "challenging the notion of literary universality" (96). The most interesting challenge raised by this European universality is the fact that many post-colonial authors use English as the means to express or disassemble notions of these supposed commonly held mores, thereby creating a hybridized literature. Tiffin notes that in a "canonical counter-discourse . . . [the] post-colo... ...Victory, an Island Tale, 1915. Within the Tides, 1915 (contents: "The Partner," 1911; "The Inn of the Two Witches," 1913; "Because of the Dollars," 1914; "The Planter of Malata," 1914). The Shadow-Line, a Confession, 1917. The Arrow of Gold, a Story Between two Notes, 1919. The Rescue: A Romance of the Shallows, 1920. Notes on Life and Letters, 1921. The Secret Agent, Drama in Four Acts, 1921 (adaptation of the novel). The Rover, 1923. Laughing Anne, a Play, 1923 (adaptation of "Because of the Dollars"). The Nature of a Crime, With Ford Madox Hueffer, 1924 (written in 1908). Suspense, a Napoleonic Novel, 1925 (incomplete). Tales of Hearsay, 1925 (contents: "The Black Mate," 1908; "Prince Roman," 1911; "The Tale," 1917; "The Warriors Soul," 1917). Last Essays, 1926. The Sisters, 1928 (written in 1896, incomplete).

Starbucks Solvency Case

STARBUCK’S ASSIGNMENT Question 2 Short-term liquidity: Starbuck’s current ratio has increased from 1. 29 to 1. 83 between 2009 and 2011. At the same time its quick ratio has also increased to a healthy 1. 36 percent in 2011. It is clear that current liabilities are decreasing at a faster rate than current assets. Thus the company’s ability to meet its obligations in the short-term should not be a problem. Starbucks’ liquidity looks healthy going forward as it has a healthy receivables turnover at 33. 95 in 2011, whilst the average collection period is at 10. 75.Long-term Solvency: The debt to equity ratio dropped from 2010 levels where it was at 0. 74 to 0. 68 in 2011 which means that there has been a reduction in financial risk and an improvement in solvency. This may largely be explained by the increase in retained earnings. The interest coverage is between 4 and 5 times meaning that Starbucks is not at any high risk of default on its debt obligations. T hus the risk of insolvency is highly mitigated. Profitability: The return on equity (ROE) for Starbuck’s has improved greatly from 14. 12% in 2009 to 30. 91% in 2011.The return on assets (ROA) has followed a similar trend growing from 9. 99% in 2009 to 25. 15% in 2011. This suggests that for any potential investors Starbuck’s is a lucrative proposition at least to the extent that past performance is a reliable predictor of future performance. P-E Ratios: Given its size Starbuck’s is not likely to see any extraordinary growth and as such a P-E ratio of 23. 65 in 2011 is reasonable even though it shows a drop from 2009 levels. Of an interest is the fact that over the same period Starbucks EPS have actually grown by up to 200% from 0. 53 to 1. 66.It is clear that investors do not expect any rapid growth in the company’s net income but rather more stable growth. Question 3 With regard to short-term liquidity it is clear that Starbuck’s is doing better than the industry where the current ratio averages out at about 0. 7 and the quick ratio at about 0. 3. Insofar as solvency is concerned Starbuck’s also does better than the industry where debt-equity ratios have reached peaks of 128. 075, whilst industry interest coverage averages out at about 1 or 2 times. Thus Starbuck’s is more solvent than a lot of its peers in the industry.Starbuck’s is also more profitable than the industry where both ROE and ROA average below 20%. Starbucks’ P-E ratio of 23. 65 in 2011 shows that the market expects Starbucks to grow its net income faster than the industry average growth rate which is given by an industry P-E ratio that averages out at about 16. Question 4 Up until 2008 Starbucks registered stable growth, growing its ROE from 14. 10% in 2003 to 29. 81% in 2007. During this same period the return on sales number remained steady around 7%. However it’s ROE plummeted in 2008 to 13. 21%, only recovering in 2010 and peaking at 30. 1% in 2011. At the same time its return on sales dropped to a record 3% in 2008. The drop in 2008-2009 is partly explained by the economic downturn of 2008. Starbucks situation was certainly not helped by the fact that it had a liquidity problem that had persisted since 2005 with quick and current ratios below 1. 0. Starbucks has since seen its short-term liquidity improve with its quick and current ratios recovering in 2010 and 2011 to levels above 1. 0. Improved liquidity has also come with improved profitability with the return on sales number peaking at 10. 65% in 2011.

Eymp 1

EYMP 1: Context and Principles for Early Years Provision 1. 1 Explain the legal status and principles of the relevant early year’s frameworks and how national and local guidance materials are used in settings. Children deserve and need the best possible start in their lives in order for them to fulfil their full potential in their learning and development (Terry, 2009). A happy, healthy and supportive childhood will help children to achieve the best that they possibly can (Smeyers and Wring, 2007).In 2003 the Laming Report was written following a very serious case of child abuse involving a girl called Victoria Climbie who was physically abused by her great aunt and another adult male. The abuse was so bad, a doctor involved in Victoria’s post mortem stated that â€Å"there really is not anywhere that is spared – there is scarring all over the body. † The report then goes on to explain how the local authorities involved in the care of this young girl were to blame for her death, as there was evidence of deliberate harm and nothing was done. Similar essay: Approaches to Promoting Wellbeing and ResilienceThe local social services department dealing with her case closed it on the day that she died. Following the Laming Report the government green paper was written in 2003 ‘Every Child Matters’ (ECM). The aims of this were to reduce the occurrences of education failure, ill health, abuse and neglect, teenage pregnancy, substance misuse and crime and anti-social behaviour among children and young people. It also gave children a voice and allowed them to decide what they want by creating the five outcomes, which are: * Being healthy Staying safe * Enjoying and achieving * Making a positive contribution * Economic well-being The Children Act 2004 enabled the ‘Every Child Matters’ to be established and was written next in order to provide the legislative spine on which the reform of children’s services is based. ‘It aims to improve and integrate children’s services, promote early in tervention, provide strong leadership and bring together different professionals in multi-disciplinary teams in order achieve positive outcomes for children and young people and their families. (Surrey County Council, 2004) Next came the Childcare Act 2006 which gave a new role to local authorities in the improvement of the ‘Every Child Matters’ outcomes, providing childcare for working parents and providing parental information services (DoE, 2012). This act also introduced the inspection of childcare premises and the registration of childcare workers as a must (OFSTED, 2012). This was then, when the implementation of the EYFS came into play.The ‘Early Years Foundation Stage’ was brought in to achieve the five ECM outcomes and it did this by: * Setting the standards for learning and care received in child care settings * Providing for equality of opportunity and ensuring that all practice is anti-discriminatory and all children are included in activities d espite culture, race, religion and gender * Working in partnership with parents and also maintaining multi-agency working to ensure the best possible education and care for children * Improving quality and consistency to give all child care settings a universal set of standards that must be followed and also giving the right to have all settings inspected * Laying a secure foundation for each child’s future learning and development to be planned around the child’s individual needs and interests† (DfCSF, 2008)There are six areas that are covered by the EYFS and they must all be taken in to account as they are very important in each child’s development. These areas are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development (Meggitt et al, 2011) The 4 themes of the EYFS highlight how we can help child ren to develop and learn and enjoy their childhood, these are: * A unique child- this looks at all children being competent learners and having their own unique ways in which they like to learn and explore. Children should be encouraged to be esilient, capable, confident and self-assured in order to be competent learners from birth. * Child Development- babies and children are all different and therefore have different ways in which they learn best. Children also learn at different rates and some need extra support. This looks at all areas of development including social, emotional, physical, cognitive and spiritual. * Inclusive practice- this is very important to allow children to feel that the diversity of their families and communities is respected and that no children are discriminated against. * Keeping Safe- the vulnerability of young children need to be protected to enable them to develop resilience.This can be done by the adults that care for them protecting their physical a nd psychological well-being. * Health and wellbeing- a child’s health is a fundamental part of their social, emotional, environmental and spiritual well-being. All of these areas contribute to and highlight the aims and the role that EYFS plays in the development and learning of all children in early years settings. As childcare professionals we must use all of the resources within the EYFS in our daily practice, including using it when planning, when observing children and linking what we see to aspects of the EYFS, to develop policies and procedures within our setting, to update our childcare practice and to reflect on our current practice. 1. Explain how different approaches to work with children in the early years have influenced current provision in the UK. In the past there have been people that have had theories that relate to child development and learning of children in childcare settings; these people are known as educational pioneers and are well respected as their theories have changed childcare for the better (Meggitt et al, 2011). â€Å"Friedrich Froebel  (1782-1852), the great German educator, is famous pre-eminently for his radical insight that the first learning experiences of the very young are of crucial importance in influencing not only their later educational achievements but also the health and development of society as a whole† (Weston, 1998).Friedrich Froebel had the idea that children learn best through play and by having real experiences and from these theories he was the founder of the first ever kindergarten in 1840 (Meggitt et al, 2011). Following the theory that children learn best through play, Frobel introduced toys that he called, ‘Froebel Gifts’ or ‘gaben’ which included balls, wooden blocks, rings, tiles and sticks which were all the key elements of Froebel’s kindergarten (Watson, 2002). Froebel’s ideas are very similar to those that construct the EYFS that all childcar e providers use today. Here is a table showing a summary of his ideas and how they are similar to and link with the EYFS: Froebel| EYFS| Schools should be closely involved with parents and that they should be welcome to join their children in their learning and development. â€Å"Creating the framework for partnership working between parents and professionals, andbetween all the settings that the child attends;†Section 1- Introduction- Purpose and Aims of the EYFS 1. 2 (p. 7)â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership with parents; supporting learning; and the role of theKey person. †Section 1- Introduction- A Principled Approach 1. 11 (p. 9)Creating the Framework for Partnership Working 1. 16 (p. 10)| Parents were the first educators for their children and that childcare providers working with parents will benefit the child greatly, because they know them better than anyone. â€Å"The EYFS sets standards to enable early years providers to reflect the rich and personalisedExperience that many parents give their children at home. Like parents, providers should deliverindividualised learning, development and care that enhances the development of the children inTheir care and gives those children the best possible start in life. †Section 1- Introduction- Setting the Standards 1. 13 (p. 9)â€Å"Close working between early years practitioners and parents is vital for the identification ofChildren’s learning needs and to ensure a quick response to any area of particular difficulty. Parentsand families are central to a child’s well-being and practitioners should support this importantRelationship by sharing information and offering support for extending learning in the home. Section 1- Introduction- Creating the Framework for Partnership Working 1. 16 (p. 1 0)| Children needed to have some time indoors and outdoors to enable them to have experiences with movement, games and the study of nature outdoors. | â€Å"The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulation and movement. †Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Children must be supported in developing the knowledge, skills and understanding thatHelp them to make sense of the world.Their learning must be supported through offeringopportunities for them to use a range of tools safely; encounter creatures, people, plants andobjects in their natural environments and in real-life situations; undertake practical ‘experiments’;And work with a range of materials. †Section 2- The Learning and Development Requirements- Knowledge and Understanding of t he World 2. 13 (p. 14)| The introduction of finger play, singing and rhymes into education. The encouragement of arts and crafts, including literature along with a mathematical understanding. Singing songs, moving and dancing. | â€Å"Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15)| Children should have the freedom to move around and have healthy sensible food to eat. | â€Å"The physical development of babies and young children must be encouraged through theprovision of opportunities for them to be active and interactive and to improve their skills ofCoordination, control, manipulatio n and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know.They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food. †Section 2- The Learning and Development Requirements- Physical Development 2. 15 (p. 15)â€Å"Where children are provided with meals, snacks and drinks, these must be healthy, balanced andNutritious. †Section 3- The Welfare Requirements- Safeguarding and Promoting Children’s Welfare (p. 27)| The use of symbolic behaviour within a child’s play. Imaginative play was also important and children should pretend and imagine things to show their highest level of learning. | â€Å"Explores different media and responds to a variety of sensory experiences. Engages inrepresentational play. †Appendix 1- Creative Development (p. 8)â€Å"Children ’s creativity must be extended by the provision of support for their curiosity, explorationand play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative androle-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development 2. 17 (p. 15)| The use of activities such as modelling with clay, drawing and making collages were useful in imaginative play. | â€Å"Expresses feelings and preferences in response to artwork, drama and music and makes somecomparisons and links between different pieces.Responds to own work and that of otherswhen exploring and communicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play. †Appendix 1- Creative Development (p. 48)| Encouragement of playing with toys, such as wooden blocks, balls, etc. | â€Å"Finds out about and identifies the uses of everyday technology and uses information andcommunication technology and programmable toys to support her/his learning. †Appendix 1- Knowledge and Understanding of the World (p. 47)â€Å"Experiments with a range of objects and materials showing some mathematical awareness. †Appendix 1- Problem Solving, Reasoning and Numeracy- Shape, Space and Measures (p. 47)| Children should be allowed to play freely (free-flow play). â€Å"on-going observational assessment to inform planning for each child’s continuing developmentthrough play-based activities. †Section 1- Introduction- Laying a Secure Foundation for Future Learning 1. 18 (p. 10)| (Meggitt et al, 2011) (DfCSF, 2008) Maria Montessori (1870-1952) was an Italian doctor who began her work with children with learning difficulties (Montessori, 2004). She was much more focussed on learning through being taught in a structured way, rather than the theory previously discussed of Froebel’s, learning through play (Meggitt et al, 2011). During her studies she found that Froebel’s theory was based more along the philosophical view, rather than the scientific aspect of a child’s learning and development (Montessori and Gutek, 2004).She came to the conclusion that children were active learners and that they passed through sensitive periods of development whilst being particularly responsive to certain areas of learning (Kramer, 1976). Montessori’s theories link with the EYFS because her methods provide an enabling environment for supporting the learning through the commitment of children within the care of the facility. Here is a table showing a summary of Maria Montessori’s ideas and how they link to the EYFS: * Structured teaching programme based on observing children with learning difficulties. * Challenging the difficulties by giving the child a task that they are unable to do, in the hope that they can learn to do it- re lates to EYFS Card 4. – Play and exploration * The use of ‘didactic materials’ to encourage children to use their hands. * Working alone rather than with parents, teachers, carers- this encouraged children to become ‘independent learners. * Polarisation of the attention is where the child is completely silent and focussed on what they are doing- relates to EYFS Card 4. 3- Creativity and critical thinking * Children should learn as part of a graded learning sequence and not through play. Play was allowed once children had completely their learning. * Children are active learners and should learn through role play, working with others, etc. – relates to EYFS Card 4. 2- Active learning (Meggitt et al, 2011)Margaret McMillan used ideas similar to both Froebel and Montessori. She began looking at manual dexterity exercises, similar to those used by Montessori. But as she continued her work, she used more and more of Froebel’s ideas, so they were mu ch more relative to the EYFS. Here is a table of her ideas and how they relate to the EYFS: McMillan| EYFS| First-hand experience and active learning are important. | | Relationships, ideas and feelings are just as important as physical aspects such as moving and learning. | â€Å"Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. †Section 3- The Welfare Requirements- Overview of the welfare requirements (p19)â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership wit h parents; supporting learning; and the role of theKey person. †Section 1- Introduction- A Principled approach (p. 9)| Children become whole people through play and play helps them to apply their knowledge and understanding to life. â€Å"On-going observational assessment to inform planning for each child’s continuing development through play-based activities. †Section 1- Introduction- Laying a secure foundation for future learning (p. 10)â€Å"None of these areas of Learning and Development can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities. †Section 2- The Learning and Development Requirements- Overview of the learning and development requirements (p. 11)â€Å"Children’s creativity must be extended by the provision of support for their curiosity, exploration and play.They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative andRole-play activities, mathematics, and design and technology. †Section 2- The Learning and Development Requirements- Creative Development (p. 15)| Close partnership with parents is important and parents should be encouraged to develop alongside their children. | â€Å"Creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. †Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 2 (p. )â€Å"Positive Relationships describes how children learn to be strong and independent from aBase of loving and secure relationships with parents and/or a key person. The commitmentsare focused around respect; partnership with parents; supporting learning; and the role o f theKey person. †Section 1- Introduction- Purpose and aims of the Early Years Foundation Stage 1. 11(p. 9)| Nursery schools should be an extension of the home environment and should be welcoming to both parents and children. They should enable children to experience fresh air, trees, rock gardens, vegetables, herbs, fruit trees, sandpits, flowers, lawns and the wilderness. | â€Å"Suitable premises, environment and equipmentOutdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Section 3- The Welfare Requirements- the general welfare requirements (p. 20)â€Å"Wherever possible, there should be access to an outdoor play area, and this is the expectedNorm for providers. In provision where outdoor play space cannot be provided, outings should be planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). †Suitable premises, environment and equipment (p. 35)| Child ren cannot learn if they are undernourished, unwell with health problems or poorly looked after. | â€Å"Children learn best when they are healthy, safe and secure, when their individual needs areMet and when they have positive relationships with the adults caring for them.The welfarerequirements are designed to support providers in creating settings which are welcoming,safe and stimulating, and where children are able to enjoy learning through play, to grow inConfidence and to fulfil their potential. †Section 3- The Welfare Requirements- Overview of the welfare requirements (p. 19)| These different theorists have contributed massively to the ways that our government produces their legislation in order to maintain a safe, healthy and educational environment for children to be cared for (Taylor and Field, 2003). 1. 3 Explain why early years frameworks emphasise a personal and individual approach to learning and development â€Å"Valuing children’s individuality, ideas and feelings is an important aspect of developing a personal and individual approach to learning and development† (Meggitt et al, 2011).What we do for the children in our care must be ‘child centred’ and the child is key in all decisions made about their care and education (Sinclair, 2006). All children are different and the EYFS talks about ‘a unique child’ which highlights this point. It recognises that every child is a competent learner right from birth and that they can be resilient, confident, capable and self-assured (DfCSF, 2008). There are different categories of needs that a child may have, which are: * Universal needs- these are fundamental to all children as they are their basic needs including food, drink and shelter. If these are not being met a child will struggle to meet any urther needs, such as education (Super and Harkness, 1986). * Psychological needs- these include love, affection, stable relationships and friendships, intellectual stimulation and independence (Meggitt et al, 2011). These are vital to children as they maintain a child’s quality of life be making them feel self-worthy and loved (Harter, Waters and Whitesell, 2008). * Developmental needs- these are what the child needs in order to develop further educationally (Shelton, 1987). It can be difficult to meet the developmental needs of all children in our care, as they may be at different stages of development; therefore it is best to work as a group but to focus individually on each child (Eccles, 1999).The child’s age, intellectual abilities, emotional development, social skills, experiences, physical abilities and relationships must all be key aspects when working with children to assist with their specific developmental needs (Meggitt et al, 2011). â€Å"The EYFS states that Children are competent learners from birth and develop and learn in a wide variety of ways. All practitioners should, therefore, look carefully at the childre n in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience across all the areas of Learning and Development. † (DfCSF, 2008)When working with children using the EYFS, we value a child’s individuality by considering their ability, personality feelings and ideas to enable us, as childcare workers, to provide an effective learning environment. We have to take into consideration that the rate in which children learn and develop can differ; therefore we must adjust our approaches to each individual child’s abilities. We must recognise and meet each child’s needs considering their age, physical maturity, intellectual ability, emotional development, social skills, past experiences and relationships with others. In order to meet the child’s individual needs, we must observe children in play to establish their current ability. 3. Explain the partn ership model of working with carers â€Å"The parent is a deeply important person to the child, and the relationship between parent and child is always very emotional† (Meggitt et al, 2011). As childcare providers we must develop relationships with children and babies in our care that are consistent, affectionate and warm and this must then be coherent with working in partnership with parents to provide the best quality care and education for these children (Sinclair and Grimshaw, 2006). It is important to remember that the relationships childcare providers have with the children in their care are very different to those that children have with their parents (Lamb, 1999).One of the main aims of the EYFS is to create the framework for partnership working between parents and childcare providers in order for us to identify and address the needs of the child (DfCSF, 2008). As childcare professionals we must remember that all families are different and therefore will have differen t needs and wants for themselves and their children (NCMA, 2009). Most parents will always want the best for their children but sometimes are not sure what is the best and may ask for guidance (Rosenbaum et al, 1998). The only experiences we have of family life are our own, therefore we must respect the values and methods that families have and understand that different parents bring up their children in different ways (David, 2003).Parents will often be open to suggestions from childcare professionals if they seek some guidance but we must not force them to do as we say and must respect their wishes (Curtis and O’Hagen, 2005). Parents have the right to bring their children up as they please, although we may not agree with their methods (Forehand and Nousiainen, 1993). Here are some examples of different parenting methods: * Permissive Parenting- the parents allow the child to do as they please. Childcare providers must have ground rules in place for children to maintain orde r and calm, but if the child has not been taught that they must abide by rules, this could prove very difficult for the childcare provider and other children. Authoritarian Parenting- the parents are very controlling of the behaviour of their children and children must do exactly as they say. This can be difficult for childcare providers, especially if they are asked by the parents to continue rules that are in place in the family home that the childcare provider does not agree with. * Uninvolved Parenting- the parent is neglectful of their child and allows them to be unkempt, dirty, hungry and not meet their basic needs. This is a safeguarding issue and the childcare provider must report this to the appropriate agencies. * Democratic Parenting- the parent sets clear boundaries for the child and shows them physical affection. This would be the way in which many of us will conduct the care of children. (Robinson et al, 1995)A very important part of an effective relationship and partn ership between childcare professional and parents is trust. Parents may have had previous experiences where they have been let down by somebody involved in the care of their child and therefore gained their trust is important to be able to communicate, in order to provide the best possible care and education of the child (Meggitt et al, 2011). The partnership model of working with parents and carers is therefore a mix of all the above points- respect, trust, information gathering and sharing. We can promote this by talking to parents and discussing each child’s day with parents and carers. 3. 2 Review barriers to participation for carers and explain ways in which they can be overcome.The partnership between parents and child care professionals is a viable and essential way to increase the developmental opportunities for children (Christianson, 2003). We’ve talked about the importance of partnership with parents, but this can go wrong, as there are barriers to effective partnership working. Here are some examples of barriers and how they can be overcome: * Parents can often feel guilty or sad about leaving their child and may feel like they are missing out on their child growing up. This may make them feel paranoid that others may judge them for leaving their child, especially if they leave them to enable themselves to have a break and do something for themselves. It is important to make the parent understand that what they are doing is not wrong and nothing to feel guilty about.Focus on some of the positive aspects that the child will be having whilst in a childcare setting, for example, the experiences they will have and the friends they will make. Give the parents some sources of support that will be able to help them through this emotional time. (ways2work, 2010) * Culture and language can be a barrier as our society grows to be more and more multi-cultural we come across different people from other cultures, some that may not use English as t heir first language and may not speak any English at all. This can be overcome by using translating devices such as ‘Google translate’ to communicate and also be used to translate written policies and procedures, which can be printed out and given to parents. The same can be done for newsletters, emails, letters, handover books, etc.This way, the partnership between the parent and childcare professional is not affected because the inability to communicate. (Joint Improvement Team, 2009) We must ensure that parents understand the legal requirements for our country and their rights and responsibilities. This may be different in their country and if it is not explained in the first instance, this could prove a difficult situation. * Different methods of parenting can cause barriers in partnership working as they may be clash with how the childcare provider cares for children in their setting. For example, a parent may use the permissive parenting method which can cause pro blems like the child not following rules and doing exactly what they want.If a parent uses the authoritative, this could cause problems because the parent may want the childcare provider to continue their rules from home, which they may not agree with. These can be overcome by ensuring that parents understand the ground rules, policies and procedures before their child starts attending a setting. This way, difficulties can be overcome and the parent’s wishes are respected. A parent may use the uninvolved method of parenting, which could mean children don’t understand boundaries that are set and they can become withdrawn from the rest of the children in the setting. This can be overcome by explaining to parents the importance of routines and consistency. Hubbs-tait et al, 2008) * Parents may become defensive if they are approached about something that is causing problems for their child. As childcare providers we must communicate with parents if we have any concerns abo ut children to provide the best possible care and education. This can be overcome by being open, approachable and having a friendly attitude. (McClure, 2012) 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. There are a number of different ways that childcare professionals can have good partnership with parents to enable parents to choose the one that suits them best (Meggitt et al, 2011).Here is a table showing some of the ways in which childcare professionals can work in partnership with parents and the positive and negative aspects of them: Ways to work in partnership| Positive| Negative| Learning Journeys- ‘a continuous journey through which children build on all the things they have already experienced and come across new and interesting challenges. Every child’s learning journey takes a personal path based on their own individual interests, experiences and the curriculum on offer’ (Hutchin, 2007). | * Learning journeys with photos and comments are a great way to show carers all of things that their child has been doing as well as charting their progress. * We might invite the parent to come into the setting to have a look at the learning journey or we may send it home. * Parents that are not so enthusiastic about their child’s learning may not find this method very useful, as they may not want to read through the learning journey. Parents that do not have enough time may not like this method either. | Handover books- a book that goes home for parents to add to, then comes back to the setting for the childcare professionals to write in. Usually just general information about the child’s day is written in this book. | * Parents and childcare professionals are communicating regularly about the progress of the child. * Any trends in the child’s behaviour can be identified easily by just looking back through the book. If parents are in a hurry picking up or d ropping off they may not always want to have a verbal handover, therefore the handover book is much easier as the parent can read it later when they have more time. | * Parents may not find it easy to write down things about the child- may not know what to write. * Parents may not have time to write down things and a quick chat when dropping off or picking up may be quicker and easier. | Verbal handover- when parents or carers drop off or collect the child they may just want to verbally handover how the child has been or if there is anything that the childcare professional may need to know. | * Quick chat is beneficial for parents that have little time before and after work. Parents may find it easier just to have a chat rather than writing information. * Builds trust and friendship between parents and childcare professionals. | * Things are not documented therefore there is no proof that something has been said if you may need it for any problems that could possibly occur. * Inform ation may not be understood by either party. | Newsletter- a letter containing information about topics that are being covered within the setting, any special activities or trips coming up, holidays, new children starting and just general information that parents may need to know. | * Fun and informal way of communicating important information. * Parents may think it is information that is not important and may not read it. | Partnership with parents can be effective but there may be occasions where it can be particularly challenging. As a childcare professional it is important to remain positive about the situation and not give up. Information must be shared with parents by whatever means necessary, whether they reciprocate or not. 3. 4 Explain how effective multi-agency working operates within early year’s provision and benefits children and carers. When working in a caring profession we have a responsibility and a duty of care to the people we are looking after. This means that we must care for them to the best of our ability (Rostgaard and Fridberg, 1998).In order to care for children effectively we must aim to meet all of their needs. As a childcare professional we may not have the knowledge to meet each individual need of the child as it may well be out of our expertise. This is when we must call upon another professional and work together with them to help the child (Sloper, 2004). For multi-agency working to be effective, good communication skills are needed by all professionals involved (Easen, Atkins and Dyson, 2006). The information shared must be relevant and only shared on a ‘need to know’ basis to protect the confidentiality of children and their families (Richardson and Asthana, 2005).Childcare professionals must gain consent from parents regarding the information sharing between other professionals, unless there is a possibility of a child protection issue, then this can be overruled. When sharing information with other prof essionals we must be organised and professional so that we are able to give, receive and record accurate information to ensure that the child’s care is not compromised by poor information sharing (Watson, Townsley and Abbott, 2002). Multi-agency working and partnership with parents are the key factors in good quality care for children. However, partnership with parents can sometimes be difficult but as childcare professionals we must remain positive and not give up as the important thing is to ensure information is given to parents or other professionals by whatever means necessary. Eymp 1 EYMP 1 1. 1 Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a 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 Early Years Foundation Stage framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure 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. The guidance materials are used to ensure settings provide: quality and consi stency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS framework specifies requirements for learning and development and for safeguarding children and promoting their welfare. . 2 Here is a list of different approaches: Reggio Emilia Montessori Common core Reggio Emilia The Reggio Approach gets it name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. After the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, joined teams with the parents of this region to provide child care for young children. Over the last 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.Of special interest is the emphasis on childrens symbolic languages in the context of a project-oriented curriculum. The Reggio Emilia approach is made possible through a carefully articulated and collaborated approach to the care and education of young children. Here are the key points of the Reggio Emilia: Community support and parental involvement Administrative policies and organisational features Teachers as learners The role of the environment Long-term projects as vehicles for learning The hundred languages of children Community support and parental involvementTraditions of community support for families with young children comes from Italy’s cultural view of children as the collective responsibilities of the state. The parents role is the same as the community’s, at both sch ool wide and the classroom level. Parents have to take part in discussions about school policy, child development concerns and curriculum planning and evaluation. Because most parents are employed meetings are held in the evenings so that all who want to take part can do so. Administrative policies and organisational featuresA head administrator reports directly to the town council, who works with a group of curriculum team leaders, each of them coordinates the efforts of teachers from 5 or 6 centres. Each of these centres is staffed by two teacher per classroom, in which there is 12 children in infant classes, 18 in toddlers classes and 24 in pre-primary classes, one teacher trained in arts who works with classroom teachers in curriculum development and documentation and several auxiliary staff. There is no principle, and there is not a hierarchical relationship between teachers.This staffing plan along side with the policy of keeping the same group o children and teachers together for the 3 year period, facilitates the sense of community that characterises relationships between children and adults. Teachers as learners The teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back and observing the child learning.Teachers' long-term commitment to enhancing their understanding of children is at the root of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They compensate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher a utonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests.The lack of externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform their curriculum planning and implementation. When working on projects with the child, the teacher can also expand the child's learning by collecting data such as photographs, notes, videos, and conversations that can be reviewed at a later time. The role of the environment The organization of the physical environment is crucial to Reggio Emilia's early childhood program, and is often referred to as the child's â€Å"third teacher†.Major aims in the planning of new spaces and the remodeling of old ones include the integration of each classroom with the rest of the school, and the school with the surrounding community. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through env ironments which support complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas. The pre-schools tend to be filled with indoor plants and vines, and awash with natural light.Classrooms open to a central piazza, kitchens are open to view and access to the surrounding community is assured through wall sized windows, courtyards, and doors to the outside in each classroom. Long-term projects as vehicles for learning The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class engages in a wide variety of self-selected activities typical of preschool classrooms.The projects that teachers and children engage in are different in a number of ways from those that c haracterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events that direct the attention of the children and teachers. Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of varying abilities and interests, including those with special needs, work together on projects. Projects begin with teachers o bserving and questioning children about the topic of interest.Based on children's responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Therefore, curriculum planning and implementation revolve around open-ended and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children.Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in authentic tasks. The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent.Revision of drawings and of ideas is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange. (Source: www. reggiokids. com and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) Maria Montessori She began her work as a doctor in one of the poorest areas in Rome, in the beginning of the 1900s.She worked with children with learning difficulties. She spend hours observing children. This is one of the strengths of her work. Her conclusion, which is now supported by modern re search that children pass through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners, just like Piaget. Here is a summary of Montessori’s ideas: She put together a structured teaching programme, which she based on her observations of children with learning difficulties. The work of an educator called Seguin, was also used by Maria Montessori.He had given manual dexterity exercises to children with physical disabilities. He done this as he believed that if they could learn to use their hands, they would then be able to get a job later on in life She designed a set of didactic materials, as she called them, which encouraged children to use their hands. She stressed the importance that children should work alone. She thought that this would help them become independent learners. For Montessori the highest point of a child’s learning is what she like to call the polarisation of the atte ntion.Montessori didn’t see the point in play, didn’t encourage children’s own ideas, until they had worked through all her graded learning sequence. Montessori has had more impact and influence on private schools than on the maintained sector of education. Common Core The Common Core of Skills and Knowledge for the children's workforce – often referred to as the Common Core – sets out the basic skills and knowledge needed by people whose work (paid or voluntary) brings them into regular contact with children, young people and families. It supports integrated working by contributing to the use of a common language.The skills and knowledge included in the Common Core have been divided into six key areas: Effective communication and encouragement with children, young people and families. Children and young people development. Safeguarding and promoting the welfare of the child. Supporting transitions Multi-agency working Sharing information It aims t o promote quality, respect diversity and challenge stereotypes, helping to improve the life chances of all children and young people. Also providing more effective and integrated services. At the same time it cknowledges the rights of children and young people, and the role of parents, carers and families. (Source: http://webarchive. nationalarchives. gov. uk and Children and Young Peoples Workforce, Meggitt, Kamen, Bruce, Grenier) 1. 3 Early years frameworks emphasise a personal and individual approach to learning and development because valuing children’s individuality, ideas and feelings is an important aspect in developing. It is necessary to meet the universal needs of all children, these are physical and biological needs such as food, drink, and shelter which are essential to survival.There is also psychological needs such as love, affection, secure and stable relationships, friendships intellectual stimulation, and independence. These are essential to maintain the indi viduals quality of life. A child’s needs vary from child to child as each child is an individual and not any two are the same. It can be difficult to meet the needs of children in child care settings when they are grouped together according to age. Some children will have developmental needs which are in line with the expected â€Å"norm† for their chronological age, whereas others will have needs which are characteristic of much older or younger children.Once recognised, the child’s needs can then be met. When doing this it is important to consider each childs age, physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. 3. 2 Here is a list of barriers to participation for parents and carers: Concerns about welfare, development and learning of a child Parents becoming angry or upset Parents and carers with other priorities Parents and carers having prejudicial attitudes Differences in rules and expecta tionsThis can be overcome by talking to the parent or carer in a way that shows concern for the child, and not criticising the parent or carer. The conversation can also be held in a private and confidential space, with a clear focus on the childs best interests. This can be overcome by staying calm and talking calmly offering some where private to talk. 3. 3 As carers are individuals there is no one way to have a partnership with parents/carers, there needs to be a whole range of ways for parents to access partnerships in order for them to find the one that is most suitable for them.These may include diaries to communicate between home and the setting, meetings within in the setting, workshops run by the setting, open days and parents evenings. 3. 4. Multi agency working helps the different services and professionals to join together to prevent problems occurring in the first place. This means that practitioners can work with parents and carers to help them access and organise the different services and provisions that may be helpful to them.