Engage in personal development in health, social care or children’s and young people’s setting. Essay

1.1 Describe the duties and responsibilities of your own work role. The day to day care and supervision of children aged 3months to a 1year. Planning and implementing with the staff team activities and resources to provide a rich learning environment. To be a key person I am responsible for a small group of around 6-8 children, observing and recording their learning and development. This involves taking pictures for their learning journals and commenting on their day to day activities. We also observe their current development to ensure they are at the right stage for their age in terms of speech & language. It also involves building a positive and supportive partnership with their parents/carers and families, respecting and valuing their cultures and beliefs. We aim to involve parents with all aspects of their child’s journey at Nursery including updating their individual learning plans termly. As a key worker I am heavily involved in this process, encouraging children to achieve their learning goals and to ensure I am up to date with all policies and procedures such as safeguarding, health and safety, the welfare requirements, manual handling, etc. 1.2 Explain expectations about own work role as expressed in relevant standards. Practitioner’s expectations should be to become a valuable practitioner, to be reliable and build good relationships with children and parent carers, encouraging play whilst learning, and by having children’s best interests e.g. physical activities, outings, this would help them to enjoy their growth in knowledge and assist in enhancing their development as a whole. Also practitioners should work as a team with other staff members and parent/carers in order to support the children to promote the children’s initial learning so that the children will feel confident and would be able boost up their self-esteem, and this will also help them in their future, and prepare them in further education when they move onto school. Also the expectations that are to be done in placement at a relevant standard is to supervise the children this plays a big role in child protection Act and  health and policy. Practitioners should always watch the children closely to prevent and reduce the severity of injury to children. Children often challenge their own abilities but are not always able to recognise the risks involved. Practitioners need to supervise children and identify any risks and minimise injury.

Crime Against Women Essay

Although, women may be victims of all kinds of crime, be it cheating, murder, robbery, etc., yet the crimes in which only women are victims and which are directed specifically against them are characterised as â€Å"crime against women†. Broadly, crimes against women are classified under two categories: (1) Crimes under the Indian Penal Code (IPC), which include seven crimes: (i) rape, (ii) kidnapping and abduction, (iii) dowry deaths, (iv) torture physical and mental (including wife battering), (v) molestation, and (vi) sexual harassment, and (vii) importation of girls. (2) Crimes under Special and Local Laws (SLL), which include seventeen crimes, of which the important ones are: (i) immoral traffic (1956 and 1978 Act), (ii) dowry prohibition (1961 Act), (iii) committing Sati (1987 Act), and (iv) indecent representation of women (1986 Act). It is equally important to clarify the concept of ‘violence’ against women. If we take ‘violence’ as â€Å"conduct which incurs the formal pronouncements of the moral condemnation of the community,† or â€Å"deviation from conduct norms of the normative groups†, the scope of cases of ‘violence against women’ becomes too broad. Narrowly, the term ‘violence’ has been applied to â€Å"physically striking an individual and causing injury† (Kempe, 1982; Gil, 1970), to â€Å"the act of striking a person with the intent of causing harm or injury but not actually causing it† (Gelles and Strauss, 1979), to â€Å"acts where there is the high potential of causing injury† (Strauss, 1980), and to â€Å"acts which may not involve actual hitting but may involve verbal abuse or psychological stress and suffering†. Megargee (1982: 85) has defined violence as the â€Å"overtly threatened or overtly accomplished application of force which results in the injury or destruction of persons or their reputation.† While understanding the concept of ‘violence’ and distinguishing it from concepts like ‘aggression’, ‘force’, and ‘coercion’, is both necessary and desirable, there is always the fear of getting bogged down in controversies relating to these concepts raised by various scholars. As a result, one may miss the very purpose of understanding broader aspects of the problem of â€Å"crime and violence against women†. ‘Violence’ must be recognised as a human phenomenon inasmuch as it consists of an act of one person which encroaches upon the freedom of another (Domenach, 1981: 30). Here, we consider the operational definition of violence as â€Å"force, whether overt or covert, used to wrest from the individual (the woman) something that she does not want to give of her own free will and which causes her either physical injury or emotional trauma or both†. Thus, rape, abduction, kidnapping, murder (all cases of criminal violence), dowry death, wife battering, sexual abuse, maltreatment of a widow and/or an elderly woman (all cases of domestic violence) and eve-teasing, forcing wife/daughter-in-law to go for feticide, forcing a young widow to commit sati, etc. (all cases of social violence), are issues which affect a large section of society. In the analysis of the problem of ‘crime against women’, we may focus on important issues like nature and extent of female crime in India, on identifying women who are generally victims of crime and violence, on those who are the perpetrators of crime and violence, on what motivates criminals to commit crimes or victimisers to use violence, and on measures which could contain the depersonalisation trauma of the victims.

Socialization Essay Example | Topics and Well Written Essays - 1000 words

Socialization - Essay Example Symbolic meanings in symbolic interactionism refer to the way social interactions are interpreted within a given context. Roles are defined by each relationship within the context of the participants in that relationship. Therefore, the role of husband or wife may not necessarily be literally gender oriented as much as role specific. In this, way, relationships need not conform to traditional constructs; therefore there is no need for the traditional approach to marriage to ensure its success. A healthy marriage is dependent upon the extension of â€Å"me† in the role of â€Å"I†. In order for a person to make a healthy choice for marriage, four important concepts must be well defined within the individual: 1) the concept of knowing the self well, â€Å"me† - who I am, 2) the concept of what â€Å"me† means to the world around me, how â€Å"I† perform my roles, 3) knowing what I have to offer of myself to another individual, â€Å"I†, and 4) what I need to receive from another individual with regards to their performance of â€Å"me†, in order to feel accepted, connected, and valued in that relationship. ... This is the first step in preparation for choosing a marriage partner. Our socialization through the life cycle offers abundant feedback regarding who others perceive us to be. If we agree with that perception, then we continue in those roles; if we don’t agree, then we begin to investigate ways to change that might influence other’s perception of us. This kind of fine tuning takes on a heightened awareness as we move toward adulthood. Young people try on many roles before finding what’s comfortable for them. When we have arrived at a comfort level in whom we are as perceived by the world around us, then our roles are more established; from this springboard, we begin to search for fulfillment. The next step is in looking around to find another person with whom we can begin to relate on a close and personal level. The satisfaction of this basic need is not necessarily equally important for all individuals; however most find it a driving force in adulthood. Sociali zation in adulthood is largely defined by the interactions between associates in the workplace, peers, and significant others, comprising our continued growth and development along the human journey. The roles we assume in each area give us a chance to further define who â€Å"me† is. When â€Å"I† perform the role of â€Å"me†, then I am either attracted to or repelled by others. Often in relationships there is conflict between who â€Å"me† is because â€Å"I† am acting in a role where there is role strain and a sense of discomfort. Such conflicts usually surface in a negative way to also strain the relationships. It is only through careful communication and acceptance of that role by the significant other that the relationship can be saved while the relationship is in

China's top economic challenges to maintain as one of the fastest Essay

China's top economic challenges to maintain as one of the fastest growing economies - Essay Example GDP has grown swiftly at an average of 10 percent a year whereas over 500 million people have risen above the poverty line. A gradual shift from a centrally-planned to a market-oriented mixed economy, which is based on the market demand and supply mechanisms, has largely contributed towards China’s economic boost. Since the economic liberalization began in 1978, China’s economy has grown around a hundred times. China has recently emerged as an investment-driven, export-led economic giant. Factors leading towards this enthralling progress include salient economic reforms. Foreign trade structure has been de-centralized and efforts have been made to integrate into the international trading system. China became a member of  Asia-Pacific Economic Cooperation  (APEC) group in November 1991, a step believed to promote liberated two-way cooperation in the economical, regional trade and technological fields. The induction into trade organizations such as World Trade Organiz ation (WTO) in 2001 was also a healthy move to escalate China’s trade figures as WTO required the Chinese government to further liberalize and deregulate trade. Fostering foreign-invested industries has also lent a helping hand towards China’s export growth. All these reforms aggregated into China becoming the fastest paced growing major economy not only in the region but also in the world. ... Today, the government and the policy makers of China have concerns regarding many issues which have arisen as the by-products of intense economic expansion in the country (Zhang 2003). Firstly, one of the major challenges faced by the Chinese economic growth is the prominent US accusation of ‘manipulating’ the Chinese currency. Over the past few years, the official currency of China, Yuan, has been held in a floating exchange rate system, though only allowed a very narrow margin to fluctuate. Many in the US however urge for a more flexible exchange rate which pivots around the market equilibrium determined by the market forces of currency demand and currency supply. Despite of the fact that Yuan has been allowed to fluctuate more liberally and has even risen by 20% in value against the US Dollar since 2005, Japan, European Union and US yet accuse China that it manipulates its currency by deliberately keeping it at a low exchange rate in relation to the US Dollar with a v iew to make the US products less competitive and, simultaneously, the Chinese goods and services more competitive and relatively cheaper than the US goods. This lowered currency rate leads to a rise in Chinese exports whereas US exports decline. A large amount of trade deficit suffered by the US in trade with China adds to the gravity of the accusation. Concerns for China regarding this issue are that the US, World Trade Organization or APEC might impose trade sanctions on China for its ‘problematic’ currency exchange rate. These sanctions may prove very costly for the growing Chinese economy as the world’s second largest economy is principally led by mass amount of exports to its

How harry potter fans conceptualise and talk about identities Essay

How harry potter fans conceptualise and talk about identities - Essay Example According to time magazine the aspects of political and social of harry potter (2007), led to the American civil war. About the message in Harry Porter, Rowling states that she wishes to join different world without problems of hierarchy, bigotry and notion of cleanliness. Further states that before ministries are taken over, there are disagreements to regimes that are known and loved. Rowling advocates that authorities should be questioned and not to fully trust the press. (Time magazine, 2007) Main body Rowling encountered big opposition on matters of education against indoctrination. This has clearly been demonstrated on the issue of gay raised by Bill O’Reilly. He was accusing Potter for indoctrinating children to gay, through an outing by his character Albus Dumbledore. In his defense, senior editor Tina Jordan brushed it off as an argument that is shallow. Tina further stated that gay people are well known, and it did not matter whether people knew or not. On continued d iscussion, O’Reilly pointed a finger at Rowling for teaching acceptance and equivalence of homosexuals and heterosexual. On the contrary, his guest Dennis Miller stated that acceptance was good and a child could not be indoctrinated into being gay. (weekly,2003) Catholic Church also had a problem with the books written by Rowling. An organization of roman church in America, accused Rowling of using occult language and mechanisms to indoctrinate children to gay. In Berkley Beacon’s opinion, he says that one parent’s view of indoctrination could be another’s education. Berkley had the intention of countering charges against Rowling that her books promoted homosexuality. At the pick of the controversy, Rowling stated that he did not base on Christian fundamentalists. Rowling also faced challenges with the issues of: racism, Nazism and ethnic cleansing. On the issue of racism, she was not pessimistic but realistic it could be changed. Further, Rowling argued that a committed racist will not be changed by Harry Potter. After Deathly Hallows was published, Rowling answered the e questions on metaphors in ethnic cleansing books. According to her, ‘ethnic cleansing ‘is a political metaphor. Arguably she did not intend to create a Nazi Germany. In her book tour 2007 Rowling discussed about the disagreements to Nazism. On her website, Rowling stated that some of phrases used by Harry Potter were equally used by the Nazis. Phrases such as ‘muggle-born’, ‘half blood’ and ‘pure blood’ had the same hidden logic of death eaters. Another similarity is that of lightening bolt shaped scar. Harry received the scar as a result of a curse from Voldemort, is also a sign of sir Oswald Mosley British union of fascists; Nazi sympathizers (1930s-1940s). According to Rowling, Mosley had married Diana Mitford who had a sister Jessica, whom he named her daughter after. In 1936 Oswald and Diana got married in Be rlin and Adolf Hitler was a guest. Rowling further noted that Unity, Mitford’s sister an arch-fascist was Hitler’s favorite. Narcissa black Harry’s story was developed by Jessica’s story; Diana Mosley married Oswald Mosley (death eater). Her sister unity, was a death eater too. Jessica Mitford married Ted Tonk (muggle-born), even though the family was against it. Since she had eloped with Esmond Romilly her cousin, she was send away by her family. These disagreements were noted by a communist paper in America

The effects of work related stress and working in a call centre, Dissertation

The effects of work related stress and working in a call centre, stressfull or not - Dissertation Example According to the HSE, a total a total of 12.8 million working days were lost to stress in 2004-2005, while the CIPD annual absence management survey for both 2005 and 2006 revealed that stress was one of the primary reasons for long term absence for non manual employee (CIPD, 2010). The term â€Å"stress† has now crept into common parlance and is widely used both in personal and professional life. However, the term has many definitions and in a generic sense can be used to cover a wide variety of different situations. For the purposes of this study, stress will be defined as â€Å"the adverse reaction people have to excessive pressure or other types of demands placed on them† â€Å"stress can be caused by things at work or outside work, or both† (HSE, n.d) Even within this definition it is important to accept that stress is not an illness in itself but a condition which, left unchecked, can contribute to a whole host of health problems: â€Å"Between fifty and s eventy per cent of all illnesses are linked to stress response† (Corbin, Lindsay, & Welk, 2000, p. 15). ... several challenging targets as part of a long term strategy: In Securing Health Together, they aim by 2010, to: reduce the incidence of work-related ill health by 20 per cent reduce ill health to members of the public, caused by work activity by 20 per cent reduce the number of working days lost due to work related ill health by 30 per cent The rise in the condition has also prompted national legislation and regulation. Changes in the Disability Discrimination Act in December 2005, means that mental impairment no longer needs to be â€Å"clinically well recognised† to potentially be classified as disability (CIPD, 2010) The significance of which, is that it is now easier for employees to bring disability cases and discrimination claims involving stress and depression. The potential risk to employers is therefore high, and expected to become even more substantial as future EU legislation is likely to put more responsibility on employers for the health of their workforce. The co st of litigation, should an employee decide to sue is substantial. John Walker, a social worker at Northumberland Country Council, was the first British employee to prove that working conditions caused his stress related breakdown. As a result The High Court ruled in 1996 that Northumberland County Council had failed to reduce his workload and awarded Walker with compensation of ?175,000 (WorkstressNet, n.d.). In 2004, 6,428 stress claims were made costing British employers ?321 million (BusinessHR, 2004). Within the financial Services sector there have been two high profile cases, one involving Commetzbank, in 2004, and the other Deutsche Bank, in 2006. As a result of these cases both these organisations took steps to strengthen their stress management strategies. Alongside the regulatory

Economics Assignment Example | Topics and Well Written Essays - 2500 words - 1

Economics - Assignment Example Instead of closing out contracts with cash settlements, a common procedure on the commodities market, the Hunts took delivery on silver. They then stockpiled this silver and used their large cash reserves to buy up even more futures. The billions in demand triggered the rise of silver to more than $50 per ounce.† (Beattie, 2010) If speculation can have this much of an impact on the price of a fixed commodity – and the silver price plummeted when the Hunt brothers’ market corner was toppled – then the market cannot be totally reliable for an egalitarian distribution of resources. In this instance, a small minority with excess capital reserves could easily create massive market movements in price. It is the same with any commodity if a large capital interest takes hold in the sector and accumulates not from the need of supply, but based on speculation, then the aspects of banking and finance can come to determine even the price of coffee and tea. A free market based upon supply and demand and a free market fueled by speculation may not function in the same manner in determining market prices. If one reviews the ability of a group of brothers like the Hunts to move prices in silver, what could a nation-state, for example, accomplish if it were to try to monopolize a sector of commodities, or accumulate from a perception of scarcity. One example of this would be the Chinese State-owned and financed oil companies or loans being given to businesses by State-sponsored banks to buy commodities like copper, driving up the price. Q.2 - In free market economics, government interference and influence in the economy is rejected, in favor of the pure dynamics of supply and demand being determinant in driving prices, investment, capital flows, and other aspects of trade, manufacturing, and business activity. In this theory, the market operates naturally and

Observation Essay Example | Topics and Well Written Essays - 250 words - 4

Observation - Essay Example The students also watched â€Å"Story Box†. The â€Å"Story Box† showed a story of Korean traditional folktale using key expressions. The story repetitively mentioned, â€Å"What time is it?† When they finished watching the clip, the teacher again clicked the repeat button to have them practice the dialogues. First, they practiced as a whole, then with their partners. When they were done practicing, they volunteered a short scene from the â€Å"Story Box† without looking at the script on the screen. 4. Speaking Activity – What time is it Mr. Wolf? (15min.) – The teacher introduced the game to students with short video, and the students immediately grasped the idea because there was a similar game in Korean culture. However, the teacher told them there are many variations to this game, so students should listen carefully to her instruction. Like the traditional Mr.Wolf game in Korea, the teacher explained that there is one wolf who will be standing at the back of the room facing the wall while other students will be standing at the front of the room facing the wolf. When they start the game, other students need to shout their key expression which is â€Å"What time is it?† then, the wolf will randomly choose a time and tell â€Å"It’s ______ O’clock.† For example, when the wolf says, â€Å"It’s five O’clock† the students need to take five steps forward. When they got to wolf close enough, the wolf will shout, â€Å" It’s dinner time!† and try to catch one of them to be the wolf again. The students loved role-playing the dialogues. They were able to memorize the script perfectly after practicing speaking as a class couple times. Most students performed without having their scripts on their hands. The students were very competitive during the speaking activity. Some students were only interested in winning, so they ended up not reading the full sentences. These students were also stressed when the strips were given to students with lower English

Educational psychology Essay Example for Free

Educational psychology Essay â€Å"Education† is a broad term that can have many meanings, but it is generally defined as the process of learning and acquiring information. Formal learning in a school or university is one of the most common types, though self-teaching and so-called â€Å"life experiences† can also qualify. Communities around the world place a high value on educating people of all ages, whether formally or informally. It is widely believed that constant exposure to new ideas and skills makes people better workers, thinkers, and societal contributors. Formal Schooling. Most people associate education with schools and classrooms where trained teachers present information to students. Classroom learning generally starts when a child is relatively young — around age five in most countries — and continues until the teenage years. The purpose of most classroom learning is not to prepare a child for a specific job, but rather to help him or her develop critical reasoning and thinking skills. Reading, writing, and math are very common lessons for young learners. As students progress in their schooling, they often come into contact with more challenging subjects like written composition, history, and advanced sciences. Educational Structures Around the World. Different countries place different emphases on education, though some form of schooling is mandatory for young children almost everywhere. Requirements are usually based on the belief that an educated population is best suited for advancement, both internally and internationally. In most places, childhood schooling is offered free of charge; university training is also underwritten with government funds in some places. The Importance of Assessment Exposing students to new ideas and essential facts is only part of most educational goals. Students are also expected to retain most if not all of the information that they learn in school. Teachers and professors commonly use exams and graded assignments to assess learning. Standardized tests are one of the most popular ways of driving curricula and lesson planning throughout the world. These sorts of tests help make sure that all students are learning the same basic things, no matter who their teacher is or where  they attend school. Sometimes, laws also have a role to play, like the United States’ No Child Left Behind Act. This act creates a way to measure how much each child is learning across different school systems to ensure that all children receive a minimum level of knowledge. Advanced University Training Many people choose to extend their formal education beyond what is required by pursuing university studies. Students typically have a wide range of choices when it comes to subject area and degree options, and most schools offer programs at varying levels. Those who are very passionate about a particular topic often choose to study it intently at the graduate level; others who hope to enter certain specialized professions may also seek out more nuanced educational opportunities, such as law school or medical school. Life Experiences and Informal Learning. While book learning is very important, it is not the only form of education. Some individuals are self-taught, which means that they pursue knowledge on their own outside of a formal classroom. Many of these people may have read extensively or may have become experts within a given field. Bill Gates, founder of Microsoft, for example, was a college dropout. Most of what he learned he taught himself. A range of â€Å"life skills† — things like self sufficiency, independence, and discipline — also frequently come within the broader umbrella of education. Cultural adaptation and the skills needed to engage in society can also be thought of as educational. In most cases, any time a person acquires a new skill or learns to act in a new way, he has been educated in some form or another.

Academic dishonesty Essay Example for Free

Academic dishonesty Essay You are expected to demonstrate professionalism throughout your graduate education program. Professionalism includes the ways you participate in the university classroom and in teaching experiences in school. Your professional disposition is reviewed by advisors, professors, and the Professional Standards Committee. Exhibiting professionalism in the university classroom and the schools is a necessary requirement for continuing in the program. |Areas of | |Professional Dispositions | | | |Dependability and Reliability – Candidate demonstrates behaviors that are characteristic of the professional teacher such as | |punctuality, attendance and organization. Lessons are very well-planned and presented. | |Respect -Candidate demonstrates respect for supervisors and colleagues, students and other educational stakeholders, and is held in| |esteem by peers and supervisors. | |Commitment and Initiative – Candidate demonstrates commitment to learning and students; creates different learning strategies for | |students; and shares new and unusual professional resources with colleagues. | |Responsiveness – Candidate seeks and values constructive feedback from peers, instructors, and mentors; and goes beyond the call of| |duty to utilized feedback in teaching and planning. | |Collaboration Candidate creates positives relationships within the university classroom and with stakeholders in the school | |community as well as suggests tips for sustaining positive relationships. See more:Â  First Poem for You Essay | |Open-Mindedness Candidate demonstrates willingness that is characteristic of professionals in terms of willingness to examine | |both traditional and innovative practices, and demonstrates flexibility when dealing with uncertainty and complex educational | |issues through personal extensive inquiry and consultation. | |Knowledgeable – Candidate demonstrates awareness of current educational issues and demonstrates the ability to illustrate and apply| |subject matter concepts consistently and sequentially in lessons. | |Communication Candidate demonstrates the ability to effectively write and speak, how to assist students in successfully utilizing| |applicable concepts of the language arts in terms of mastery as indicated by students’ work and grades. | |Confidentiality Candidate demonstrates characteristics of the professional teachers such as sharing information about students | |and specific classroom anecdotes in confidential and respectful ways. Candidate shares information only with those who need to | |know. | |Academic Honesty Candidate demonstrates academic honesty, a behavior that is characteristic of a professional teacher by | |producing independent, original work. | |Appearance Candidate consistently wears appropriate professional attire while teaching. | |Teaching Effectiveness Candidate demonstrates the ability to plan and to engage students in productive learning events that | |feature critical and insightful thinking, and demonstrates effective management skills by using a variety of strategies to foster | |appropriate student behavior according to individual and situational needs. | |Fairness Candidate engages in practices that recognize all students, and all students received constructive feedback and | |encouragement. Student progress is recognized as well as mastery. All students believe that they can improve. | |Bias Candidate engages in practices that recognize all students and encourage active student participation in activities and | |discussion that highlight the value of diversity and the richness of student’s experience. | I have read and understood this statement of my professional responsibilities. Student Name (print)_______________________________________ Date __________________ Revised 7/1/2011 IV. Go to this link http://www. lib. usm. edu/legacy/plag/plagiarismtutorial. php and go through the plagiarism tutorial. Remember that using a paper, article review, etc. from another course is also considered plagiarism. Send the posttest scores to my email address. V. Please read the Academic Integrity Policy (located under content) before signing the documents below. ACADEMIC INTEGRITY Student Signature Form Academic Honor Pledge I promise or affirm that I will not at any time be involved in cheating, plagiarism, fabrication, or any other acts of academic dishonesty as defined by university policy which explains the disciplinary procedure resulting from violations of academic integrity. I understand that violation of this code will result in penalties, which could include suspension or dismissal from the university. (Student Handbook AKA The Red Book) Initial each below that is applicable. __________I have read and understand the Academic Honor Pledge above. __________I have read and understand the Academic Integrity Policy provided in the Student Handbook AKA The Red Book. __________The instructor, _____________________________, covered the Academic Integrity Policy in class, EDU _____________ for the _________________ term. __________I have gone over one or both of the tutorials (links provided in the syllabus) on plagiarism. ____________________________________________________________ Print Name Date VI. Read Chapter 1 in your TestBook and the Introduction Powerpoint located under Module I before completing the questions below. Classify each by research type: descriptive/survey, correlational, causal-comparative, experimental, or qualitative. If causal-comparative or experimental, identify the independent and dependent variables. If correlational, identify predictor and criterion variables if there are any. 1. The purpose of this research is to examine the relationship between creativity and achievement. 2. The purpose of this research is to examine prediction of success in physics based on a physics aptitude test. 3. The purpose of this research is to examine the effect of birth order on academic achievement. 4. The purpose of this research is to examine self-esteem of males versus females 5. The purpose of this research is to examine the attitudes of parents toward lowering the mandatory school attendance age from 16 to 14 years of age. 6. The purpose of this research is to examine the ethnography of teacher-parent conferences. 7. The purpose of this research is to examine opinions of principals regarding decentralization of decision-making. 8. The purpose of this research is to examine effects of assertive discipline on the behavior of children with hyperactivity. 9. The purpose of this research is to examine the relationship between the time it takes to run the 100-yard dash and high jumping performance. 10. The purpose of this research is to examine the effectiveness of daily homework with respect to achievement in Algebra I. 11. The purpose of this research is to examine the attitudes of teachers toward school-based management. 12. The purpose of this research is to examine the effect of superintendents via observations and conversations. 13. The purpose of this research is to examine comparative effectiveness of the whole-language method versus the basal method of reading instruction. 14. The purpose of this research is to examine trends in reading methods from 1950 to 1990. 15. The purpose of this research is to examine if children’s social adjustment in Grade 1 is enhanced by increased dramatic play in kindergarten. 16. The purpose of this research is to examine if there is a negative relationship between amount of assigned homework and student attitude toward school. 17. The purpose of this research is to examine if longer school days produce a decrease in student participation in extra-curricular activities. The purpose of this research is to examine if students will achieve better in mathematics if they use Saxon Textbooks rather than if they use Merrill Textbooks.

Equity and social justice in the teaching and learning of mathematics

Equity and social justice in the teaching and learning of mathematics Equity and Social Justice in the teaching and learning of Mathematics Equity and Social justice are important issues in Mathematics teaching. This essay explores the relevance of how Mathematics Education may be a necessary factor in determining the social justice of a childs upbringing, and consider how equity can be used to ensure an education that is fair in its opportunities for all children to achieve progression in their learning. Social Justice in Mathematics Education Watson has confidence that all children are capable of learning ‘significant Mathematics given appropriate teaching. She believes that there is a ‘moral imperative that children are educated well in Mathematics in order to ‘realise the full potential of the human mind and that there is empowerment when a child realises that they can enjoy learning Mathematics.It is a matter of ‘social justice to teach Mathematics to all children as their achievement in the subject is judged throughout their life and can participate in determing future prospects. Grades achieved in Mathematics can affect future studies and career paths. For example, to enter university, usually a minimum of grade C GCSE Maths is required, and this requirement varies depending on the course. In Mathematics, setting is used to group pupils according to their ability and students are entered in for an exam tier depending on what set they are placed in, which determines the maximum grade they can achieve. Usually in secondary schools, the sets are formed in year 7 or in year 9 after SATs and these sets rarely change and so even if individuals make progress over the years before sitting the GCSE paper in year 11, it does not make a difference as the maximum grade that they can achieve will not reflect their capability. Only a maximum of grade D can be attained in the lower sets.(Day, p. 165) As a result, children in these sets will not be able to go to university, may not get into a particular course or will have to take their GCSE Mathematics again at a later stage, rendering their first grade D useless. This seems unfair for the lower setted students, whose full potential may not have been realised and who surely deserve the chance to achieve a higher grade if they are abl e to progress over the year. Every Child Matters A UK government initiative programme called ‘Every Child Matters has the aim of helping ‘every child, whatever their background or circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being.The idea behind this scheme is that all institutions that affect a childs life work together to create a stable and supportive environment for their development educationally and socially. The education institutions aim to help a child achieve mathematical learning but also try to develop mathematical learning and thinking on a wider level, supporting all areas of life.(website 2) The question to be asked is if setting in mathematics classes really contributes towards that aim or, more likely, hinders it? Setting by ability Mathematics teaching is in two forms; mixed ability teaching, where all students learn together, or setted classes, where students are split into groups in terms of ability level. Higher sets are taught more advanced Mathematical concepts, topics and skills as they are thought to have the potential and basic knowledge to understand it. The lower sets are taught more basic Mathematics and at a slower pace to allow them enough time and practice to learn and understand and so their learning and depth of Mathematics is restricted. Students are entered for a GCSE Mathematics exam paper appropriate to their level, depending on what set they are in. However, lower sets can only achieve grades D-G which are not usually accepted as being high enough to enable the student to study further and may prevent them from studying a particular course. In this way, the GCSE examination itself is split into tiers, with only the higher sets being allowed to attain ‘good passes of grades A*-C.(Archer, Hutchings and Ross, 2003, p. 139) There are many questions concerning the fairness of such an arrangement. As students in lower sets would not have covered the content that would be examined in the higher tier, it is not appropriate to enter them for the higher or intermediate tier. Therefore, as a result of mathematics setting, ‘those in lower sets are less likely to be entered for higher tiers, consequently harming their future study and job opportunities. Also, some children have an advanced grasp of Mathematics due to an advantaged background, parents help or private tuition. This could mean that setting is unfair as it is biased towards early developing children or those who have been given extra help outside of the classroom. My experience In secondary school, even after attaining Level 7 in year 9 SATs, I was put in set 2 as set 1 was full. This meant that I was entered for the GCSE Mathematics intermediate tier which only allowed me to gain a maximum of grade B. After scoring over 95% in two of the module exams and discussions between my parents and teacher, I was allowed to move into set 1 as my achievement was higher than those who were already in set 1 so it was unfair to restrict me from sitting the higher paper and having the chance of getting an A. As the higher set moves at a faster pace as it has a bigger syllabus to cover, I had to spend 3 months catching up on work that I had missed. In the end, I ended up with an A* in GCSE Mathematics and studied a degree in Maths. This proves that higher achievement is possible, if given the opportunity. Advantages of setting by ability The ex-Prime Minister, Tony Blair, agreed with setting children by ability. He states: ‘The modernisation of the comprehensive principle requires that all pupils are encouraged to progress as far and as fast as they are able and that ‘Grouping children by ability can be an important way of making that happen. The main advantage of separate ability grouping is that all students get the chance to learn at a pace suitable for them and they are not distracted from students of a different ability level with different educational needs. With setting, students are only given the work that they are capable of completing otherwise it could harm the childs confidence and self-esteem levels, resulting in dissatisfaction and frustration for both pupils and teachers, class disruption and lower attendance levels. Alternatively, people argue that mixed ability groups are more productive for all students. Evidence from research suggests, ‘all pupils gained socially from working in wide ability groups because, ‘such groupings allowed pupils from a wide variety of backgrounds, as well as abilities, to work together, strengthening social cohesion. Disadvantages of setting by ability There is a big question of authority about who can decide on appropriate setting in the first place, and how? In schools, the setting system is supposed to be purely based on ability level. However, in reality, streaming could be decided upon for other reasons. For example, two areas of prejudice encountered can be social class and ethnic dimensions.Bartlett, Burton and Peim point out that often ‘lower class pupils were deemed to have a lower intellectual ability than middle class peers purely due to unrelated social issues such as accent or parents jobs.Sukhnandan and Lee (1998) comment on the fact that lower-ability sets consist of a high number children from low social-class backgrounds, ethnic minorities, boys and children born in the summer, who are at a younger age for their school year. (website 1) Harlens study (1997) suggested that ‘teachers with substantial experience of teaching mixed ability groups frequently used whole class methods inappropriate to mixed ability groupings and that teachers retained largely fixed views of ability and intelligence.(Capel and Leask, 2005, p. 155) A clear disadvantage of setting is that children can be stuck in one set for years and are then branded as holding a set ability for the rest of their education. (Ollerton, 2002, p. 264) Setting prevents children from mixing with other ability levels in the classroom environment, giving them an unrealistic expectation of future life and general working environments. The problem of self-esteem is an issue for the lower setted pupils, who feel dejected that they are perceived as having weaker ability. Self-esteem is also an issue for higher setted pupils, who can be ‘developmentally damaged in a different way by their high set ‘over inflating their self-esteem. Sukhnandan and Lee believe that setting in this way causes ‘social divisions. (website 1) Self-esteem is essentially important for children in learning Mathematics. If a child has lowered self-esteem they could convince themselves that they are not bright enough to understand and so underachieve due to their negative attitude. Equally, high self-esteem in Mathematics can make a child overly-relaxed and over confident causing them to slack. Research has shown that setting pupils has ‘a direct impact on the pupils perceived mathematical competenceand children can be affected psychologically about what they can or cannot do and learn. A student who is setted is ‘branded and this branding can affect the students perception of themselves and others peoples perceptions and judgement of them. Gender Issues Boaler points out that setting children by ability can cause anxiety about exam performance among the more able pupils and underperformance, in particular, from girls. (Boaler, 1997) Boaler suggests this underperformance is due to crumbling under the pressure which affects girls more than boys because girls have ‘a tendency to lack confidence.Ollerton supports this idea that setting by ability ‘creates the conditions for under-achievement, a view also believed by Boaler and William (2001). Another issue of children being streamed based on their achievements and not on their potential means that ‘underperforming, very able pupils and pupils who are hardworking and perform well on tests can easily be placed in the same achievement group.Indeed, an able pupil who is underachieving would be placed in a lower set than their ability should demand, whereas a lower ability pupil who has the ability for performing well under pressure in exams could be placed in a higher set than their natural ability would normally allow. In a similar way, behaviour could also cause unfairness in setting as boys often mess around in the classroom but perform well in exams. They could be placed in a lower set due to their bad behaviour and lack of attention, but their ability in Maths could be worthy of a higher set. Research shows, for boys in particular, that ‘the set they were in reflected their behaviour more than their ability.Girls tend to do better in communicative tasks and enjoy writing more than boys who ‘often dont enjoy â€Å"writing up† courseworkand research conducted has shown that girls tend to do better in coursework compared to exams whereas boys do not do well in coursework but perform well in exams. Modularisation in Mixed Ability Teaching The main concern in a mixed ability class is for the teacher to decide what to teach and how to teach to a wide spread of abilities, which is still a concern in a setted class. Sukhnandan and Lee (1998) comment that a modular approach would benefit a mixed ability class. They suggest that schools should try to teach pupils in relation to their individual needs rather than streaming by general ability, with equity in teaching more easily achieved ‘through greater modularisation of the curriculum, an increased emphasis on independent learning and improved library and information technology resources. It seems that ‘what goes on in the classroom and ‘the teaching strategies used, is likely to have more impact on achievement than how pupils are grouped A teachers goal is to encourage progression of learning Mathematics in the classroom for all students. In order to achieve this, Ollerton suggests that this modular approach to teaching Mathematics creates the feeling of having a fresh start to every section of learning, therefore, helping self-esteem as everyone can ‘embark upon a journey to learn, say trigonometry. This progressive idea challenges the view of the hierarchical structure of mathematical learning, (Ollerton, 2002, p. 266) where everyone can start at the same level. Differentiating Teaching Content Tomlinson comments on the importance of differentiating the content of a Mathematics lesson in a mixed ability classroom. She points out that this includes adapting ‘what we teach and modifying ‘how we give students access to what we want them to learn.Giving different ability level students different tasks appropriate to their ability is differentiating what they are learning. Tomlinson explains that giving students, of higher ability, time to read part of a text on their own while taking time to go through the text with the lower ability pupils separately differentiates their access to learning as they are learning the same thing in different ways, appropriate to their ability level. (Tomlinson, 1995, p. 72) It appears that Mathematics would benefit from an approach that considers differentiation in what is taught rather than how it is taught. Some Mathematical concepts would be too difficult for some children to understand, so the teacher must differentiate between the content suitable for the weaker students from stronger students. For example, ‘trigonometry is only introduced to students in higher groups (Boaler, p. 7)   Equal Rights and Equity in Mathematics Education In the context of teaching, the issue of equity is often confused with equality. According to Zevenbergen, ‘equity refers to the unequal treatment of students in order to produce more equal outcomes. This contrasts equality which means ‘the equal treatment of students with the potential of unequal outcomes . For example, students who have disadvantaged backgrounds could be offered extra help to catch up with their advantaged peers in order to hopefully achieve ‘parity in the outcome for all students. The alternative method of equality would mean that all students are given equal treatment and the same opportunities to succeed. However, some students would take more advantage of the opportunities and the results may be more unequal than with an equity programme. Equity programmes are ‘designed to be more proactive and seek to redress differences in prior experiences , whereas equality programmes are more conservative in their approach and acknowledge that some students will achieve more than others. If children are taught in a way that meets their individual needs then justice in education, a prime aim of Every Child Matters, can be achieved. English as a Foreign Language Language competency is an issue for students who speak English as a second language, causing them to underachieve in Mathematics. In order to read text books and understand verbal instructions, students must work within the language of instruction. Educational progress is enhanced depending on whether a students first language is that of their instruction or not.   (Zevenbergen, 2001, p. 15) Mathematics has many words particular to the subject, for example, ‘integral, differentiate, matrix, volume and mass. This can be confusing for non-native English students, as they have to learn new meanings in the context of Mathematics.   (Zevenbergen, 2001, p. 16) The same word can be interpreted in different ways by non-native English students, causing misunderstandings which affects learning. Teachers may find that this lack of language background can make a Maths class very difficult to teach. For example, the words ‘times normally is related to the time on a clock, not to multiplication; the words ‘hole and ‘whole sound the same but have different meanings, in maths meaning a whole number. (Gates, p. 44) Students with language issues may work more slowly or misunderstand questions and hence, be setted at a lower level in Maths, which is clearly unfair. Special Educational Needs (SEN) Children with special educational needs require different teaching methods. Learning disabilities which need to be considered in the maths classroom include dyscalculia, where the child cannot grasp the meaning of number, poor numeracy skills, problems such as Aspergers syndrome and autism, or physical disabilities and sensory impairments. (Cowan, 2006, p. 202-203) For these students, the teacher needs to be aware of using simple and precise instructive language, a clear method of presentation, modified content of difficulty and work structured with reduced quantity. (Cowan, 2006, p. 203) How Equity can mean Social Justice for all Learners It is clear that ‘the tiering of mathematics papers is likely to have an important impact on student development and pupils often ‘make more progress if taught in a higher set rather than a lower set . This means that in mathematics teaching, the same topic should be addressed in a mixed class and tasks can be organised according to needs level. The National Numeracy Strategy (NNS) advises planning a lesson using three stages: pre-active phase, where necessary prior knowledge is identified and presentation planned; interactive phase, where teaching takes place and tasks are worked through, including a plenary at the end summarising the lesson and the evaluative phase, where the teacher reflects on the lesson and on learning successes or difficulties. (Cowan, 2006, p. 59) By following a structured lesson plan, ‘using a range of tasks comprising different levels of difficulty but addressing the same topic or theme within the one class, (Cowan, 2006, p. 212), equity can be achieved for all students of different ability level. In this way social justice is maintained for all students in mathematics teaching and learning. Conclusion The governments Every Child Matters initiative supports the view that equal rights for all children means equal opportunities for all children. It seems that in order to achieve this kind of social justice, every child needs to be given the chance to take an examination paper that allows them to achieve an A grade. In doing this, each child will have an opportunity to go on to further study should their ability and interests allow. Setting by ability not only makes this difficult, but actually increases problems in the classroom, such as damaged self-esteem and under-achievement and can even encourage some prejudice regarding race and class. Setted classes are not necessarily easier for teachers to teach either, as they will still need to differentiate content for different class members. It therefore seems that a strong lesson structure incorporating modularisation and appropriate differentiation in teaching content will provide a more effective environment in which equity can be us ed to maintain social justice in the teaching of Mathematics to children in a mixed ability classroom.

Cancer :: essays research papers fc

I chose to do my report on cancer because it is a subject I want to learn about and because it can probably fit 5 pages. My bibliography is on the ending of the report, my teacher helped me with it because I didnt know how to do it. Cancer is the name for tumors that are malignant. Malignant tumors do not respond to body mechanisms that limit growing. Malignant tumors show a not normal cell structure the same functional specialized cells. Also cancer cells growing in laboratory tissue culture do not stop growing when they touch each other on a glass or other solid surface but grow in masses several layers deep they are said to lack contact inhibition.   Ã‚  Ã‚  Ã‚  Ã‚  Loss of contact inhibition accounts for two other characteristics of cancer cells invasiveness of surrounding tissues and metastasis spreading via the lymph system or blood to other tissues and organs. Cells are typically controlled by growth factors competence factors that stimulate cells to enter the beginning phase of cell replication and progression factors that insure completion of the replication cycle. The unrestricted growth rates of cells are due to the activation and lack of inhibition of oncogenes. They are cancer causing genes.   Ã‚  Ã‚  Ã‚  Ã‚  Cancer tissue that grows without limits competes with normal tissue for nutrients kills the normal cells by nutritional deprivation. Cancerous tissue also causes secondary effects with the symptoms of a malignant growth caused by the pressure of the growing tumor against surrounding tissue or the metastasis of cancer cells and their invasion of other organs. Cancers are graded as to degree of malignancy on a scale of one through four the distinction between even benign and malignant neoplasms is obscure. All organs and tissues are susceptible to cancer.   Ã‚  Ã‚  Ã‚  Ã‚  A lot of human cancers may be caused or at least triggered by various chemical agents. Alkylating agents are thought to have a carcinogenic effect because they chemically alter the cell's nucleic acids. Nitrites common additives in processed meat react with amines in the stomach to form nitrosoamines which some authorities believe may be carcinogenic to humans. Other commonly occurring carcinogens are azo dyes, polycyclic hydrocarbons, and urethane. Certain carcinogens present occupational hazards. Asbestos particles once inhaled stay in the lung and act as an irritant. In the asbestos and construction industries workers have a high probability of developing a fatal cancer of the chest lining or abdominal lining 25 to 30 years after the initial inhalation of . Asbestos also has been linked to lung and colon cancers in exposed individuals. Oral cancer common in India is commonly attributed to the chewing of betel nuts. Although the apparently increasing incidence of some types of highly malignant

Surviving the Unthinkable Essay -- Psychology

We are never truly prepared for a catastrophic event but we spend plenty of time worrying about what we are going to do in one situation or another. We as human beings, much like animals, are hard-wired with survival skills; though sometimes our brains don’t always choose the right response. There are different tendencies the human brain leans toward in a life-threatening event or situation. Situational awareness and normalcy bias are two main tendencies that are displayed in disasters or extreme stress situations. These responses are not only achieved by experiencing a traumatic event but also by high risk activities such as sky diving and skiing. In the following paragraphs I will discuss how the brain responds to catastrophes and risky situations and how it can be a matter of survival and death. We all respond in different ways in the event of a disaster. But there are a few key things that happen to everyone in an event. In the first chapter of The Unthinkable, Zedeno states she was overwhelmed with a feeling of peace and calm when she found herself trapped in an elevator in the World Trade Center during the attempted detonation of a car bomb. During the events of September 11th, it was also pointed out by Zedeno that she observed co-workers making phone calls and shutting down their computers, not realizing the urgency of the situation. In most instances people fall into a kind of fog where they have a hard time focusing on the reality of the situation. This tendency is called normalcy bias. This â€Å"fog† causes people to underestimate the disaster and its effects. People also tend to interpret warnings in the most optimistic way possible, making the situation seem less serious (Spalding). Our brains often perceive danger a... ...om/2006/09/29/world/americas/29iht-profile.2981944.html?pagewanted=2&_r=2>. Spalding, Steven. "Normalcy Bias." How to split an atom. 29 08 2010. Web. 3 Dec 2010. . Swink , David F. "Adrenaline Rushes: Can They Help Us Deal with a Real Crisis?." Threat Management. Psychology Today, January 31, 2010. Web. 3 Dec 2010. . "Uruguayan Air Force Flight 571." Wikipedia. Wikipedia the free encyclopedia, 02-12-2010. Web. 3 Dec 2010. . "Survival Stories #4: Uruguayan Air Force Flight 571 Andes Rugby Team Disaster." Spike. Spike.com, 29 08 2009. Web. 4 Dec 2010. .