An Inspector Calls Essay Example for Free

An Inspector Calls Essay An inspector calls was written in 1945 (post World War Two), but it was actually set in 1912 (pre World War One). An inspector calls was written by J. B Priestley (John Boynton Priestley). The play is set on a spring evening in the Birling house. The play is about the Birling family (Mr and Mrs Birling and there two children Shelia and Eric) including Gerald croft, Eva Smith/Daisy Renton and the inspector (Inspector Goole). The events of the play start to unfold after the shock announcement by the inspector that a young woman (Eva/Daisy) is dead, the family start to feel that they are some way responsible. Because of this it cause some of the characters to change there attitudes such as Shelia and Eric. Prior to the arrival of the inspector the attitudes of the Birling family is similar throughout, they are all thinking about the engagement and up and coming wedding. Shelia Birling and her fianci Gerald Croft are looking to be come newly weds and embarking on a great new life together. Mr Birling is delighted at the prospect that his daughter is going to marry someone of great promise and a wealthy future for his daughter. Mrs Birling is like a typical mother her attitude and effort is all going into organising and arranging the wedding, and young Eric Birlings attitude is simply that of a typical young man, who cannot wait for a party. So as you can see not all there attitudes are exactly the same but they are similar because all there thoughts are taken up by the wedding. The inspector comes in and tells them about how Eva Smith/Daisy Renton died and reveals that each member of the family played a part such as Evas troubles started when Mr Birling sacked her from her job at the factory. She the got a job at a clothes shop but Shelia managed to lose her that job as well so she ended up meeting Gerald croft who took her in but then he dumped her because of the risk of Shelia finding out. She then ended up getting pregnant by Eric Birling who offers her money but she refuses so she goes to she Mrs Birling who is on the council t see if she can have a room or some money but Mrs Birling refuses so eva ends up living on the streets before she if found having ingested thick bleach and later dies in hospital. The characters all react differently when they hear about there part in Evas death Mr Birling reacts as we would expect completely transfers the blame from his unfair dismissal of Eva from her job by saying that she was causing trouble amongst the other workers and that it was completely her fault. Shelia is quite shocked when she hears how her spoilt behaviour and jealousy of Eva in the shop where she was working had been a cause of her death such as Shelia only complained about Eva because she was jealous that Eva looked better in a dress then she did and she is very upset and regrets what she did. Gerald Croft kind of acts like a hero when he hears about his part because he did take Eva in when she needed it although he refers to her as Daisy Renton, and when its revealed that I the end he kicked her out into the streets he tries to make it out he did it for Shelia and that what he did was right which then causes Shelias attitude to become angry and upset. Eric reaction to the revelation that he had got Eva pregnant was that he did truly like her and want to help her and that he was very upset at the way she was treated especially at his mothers treatment of her but more then anything just like his sister Shelia Eric feels guilty about what happened to Eva. And finally Mrs Birlings reaction to the revelation she refused to help Eva when she really needed it was very much of well the girl shouldnt have got her self in that mess in the first place but she soon changed her views when she found out that it was her own grandchild she had condemned to death by not helping Eva smith when she really needed it. Although Eric was the only person who actually committed a crime by stealing money of his father to give to Eva smith, they all should feel guilty because is there better then everyone else, upper class attitudes that results in Evas death even though none of them psychically poured the bleach down her throat. I think that Mrs Birling should fell especially guilty as it was her final actions which resulted in Eva death and also that if she had listened then she might still have a grandchild. The inspectors final message is that we are responsible for each other which is the message of the play and by it he means we are all responsible for our own actions but also our actions can prompt other people to do things, that they might not have done if we hadnt done what we did. I think that the message was quite effectively put across because it made Shelia and Eric change there attitudes but unfortunately it didnt particularly have an effect on Gerald and especially not on Mr and Mrs Birling as they are just simply to set in there ways for them to change now. Even when the inspector warns them of the fire and blood and anguish if they dont pay attention to what he has taught them. Mr Birling still hasnt learnt his lesson as he is unable to admit responsibility for his part in Evas death and like her husband Mrs Birling refuses to believe that she did anything wrong and doesnt accept responsibility for her part in Evas death. Shelia and Eric are both fully aware of there social responsibility. They are not interested in here parents efforts to cover everything up: as far as they are concerned, the important thing is that a girl is dead. And they had something top do with it and that mustnt happen again. Gerald on the other hand has not changed at all he hasnt learnt his lesson and that is why Shelia isnt sure she wishes to marry someone like that who could well turn out like her father refusing to accept when they are wrong. It is very evident that the older generation (Mr and Mrs Birling) arent Open to new view that way that the younger generation (Shelia and Eric) are. The effectiveness of the writing in this play is good. They way that priestly put across his political views and the way that he choose to write the play set in 1912 before World War One even though he actually wrote it in 1945 just after World War Two had ended. I think he choose to do this because he wanted to make light of how back then the classes were so different and the way that people thought them selves so much better then others whereas by 1945 that had mostly changed. Like the way that in 1912 women were subservient to men. All a well off women like Shelia could do was get married and a poor woman like Eva smith was seen as cheap labour. I also think the way that Priestley writes the inspector is very effective as at the end of the play no one knows where the inspector was real or not. Is the inspector the voice of J. B Priestley? Or maybe the voice of our consciences? I think the way that no one even knows if Eva smith/daisy Renton is the same person or even real is also very effective as if you think about Evas name. Eva is similar to Eve the first woman in the Bible and Smith is the most common English surname So, Eva Smith could represent any woman of the lower or in fact any class. But regardless if either of them was real or not they still had the desired effect of trying to get people to change there attitudes and there views on the lower class which was achieved with Shelia and Eric Birling but unfortunately not with Mr and Mrs Birling. I still think its an effective way of writing and was perfect for this play, and creating the cliff hanger at the end when everyone is quite confident that the inspector isnt real and is making it up, then they get the phone call form the local police inspector saying a young girl is dead and that they are going to be interviewed makes you think Was the inspector there moral side/ conscience?

Legal Requirements for Working With Children

Legal Requirements for Working With Children Identify the current legal requirements covering those working with children. Kindegartens, childminders, preschools, schools must be guided after Early Years Foundation Stage (EYFS) which is required by OFSTED. The EYFS requirements includes: the seven areas of learning and development; the early learning goals which must be achieved by the end of Reception school; the assessment requirements for assessing young children to ascertain their achievements and how and when practitioners have to discuss childrens progress with their parents. In the EYFS there are outcomes for each Area of Learning (ELG) which children have to achieve according to their age. Ill write few goals for each area: 1. Personal, Social and Emotional Development – children must be support and encourage to develop a positive sense of themselves and of others, to understand their feelings, to have confidence in their own abilities. Early Learning goals are: to be confident and enjoying playing in group; to form a good relationship with teachers and children; to work as a part of a class: take turns, sharing, nice behaviuor to be interested and motivate to learn. 2. Communication and Language – involves giving children opportunities to express themselves, to listen and speak in different situations. Early Learning goals are: interact with others, taking turns in conversation; use talk to express their feelings; listen and repeat words, phrases. 3. Literacy this goal aims to provide children with a large range of poems books and other reading materials and we have to encourage them to look in the books, to read and to write. The Early goals are: to hold book in right way and to turn pages; to explore sounds, words and phrases; to retell what they have read; to link sounds to letters of the alphabet. 4. Mathematics – children must be provided with opportunities to develop and improve their skills in describing shapes, spaces, measures, counting, using numbers, to understand the concept between â€Å"big† and â€Å"small† , â€Å"short† , â€Å"long† , â€Å"heavy† , â€Å"light† to notice shapes and patterns in pictures to represent numbers using fingers, sticks or other objects; to show an interest in representing numbers, shapes. 5. Understanding the World – this area involves to guide children to understand the world and community they live in through opportunities to explore, observe the environment, places, people, technology. The Early Learnings gols are: to ask questions about why things happen and how to work; to notice detailed features of objects in their environment; to match parts of objects that fit together; to understand and to know how things are used in different ways. 6. Expressive arts and design – involves providing children with a wide rage of media and materials to explore and play with it, as well to share their ideas, thoughts and feelings through a variety of art, dance, music movement, design and technology. For this area few goals are: to sing songs, to make music and dance and then to experiment with ways of changing them; being imaginative using what they have learned about media and materials in original ways; to express their feelings, thoughts through music, paint, craft. 7. Physical development – involves helping and encouraging children to be active and interactive and to improve their skills of coordination, manipulation and movement. As well we have to encourage children for healthy food choice. Childrens goals must be: move with control and safety in large or small movements; handle tools, objects, build towers from blocks; walk around, under, over, climbing equipment; children have to manage their own basic hygiene and personal needs such as: dressing/undressing, washing hands/face, going to the toilet independently. Understand the need for valuing individuality and how this can be supported in the child care setting. Usually in the setting there are children from different cultural backgrounds and all settings requires Children act 1989 which take account of childrens religion, cultural background, racial origin and linguistic background. All children have the right to a cultural identity and settings should recognise, respect and value the cultural identity of that child. Children learn quickly though playing, images, stories, songs that why practitioners should promote in the setting with positive images of all people, reflecting the wider society. Also, we have to ensure that people are shown in a positive light. For children, to understand diversity of society, one of the activity is to collect baby dolls from different ethnicities or to add to the doll house a ramp or a dollwith a wheelchair or crutches. Another way to support children to understand diversity is to ensure the dressing corner with clothes from different ethnicities. As well we can use images that can encourage positive discussion and perception of the world. Im working in Jewish setting and we have a topic â€Å"Festivals of light† which we discuss about different celebrations around the world and we have different activities according to these festivals. Below I will write a weekly planning for this topic for three areas of development. Personal, social, emotional development Physical development Expressive and design Monday Introducing the topic, circle time, talking about different celebrations around the world (Christmas, Chanukah, Diwali) Climbing steps to decorate the classroom with decorations. To make globes=liquid glue+glitter Tuesday Talking about different people celebrating different festivals. Who is celebrating from our class Chanukah, Christmas? Holding hands each other and dancing in the circle. Painting big candles= candle shape+yellow paint Wednesday How do we celebrate this festival in our own family? Dressing up and undressing with festivals clothes. Making Christmas tree=print circles on tree shape Thursday Talking about giving presents to our friends, be nice, kind with each other. Wrap presents with colourful paper. Decorating gift boxes with stickers Friday We make a summary of the topic. Party! Moving whole body: stamp feet, claps hands, twist, turn around, jump. fireworks=on black paper=paint=cotton sticks But respecting and valuing individuality is not just respecting childrens culture, also including children with special needs. All children have a right to a high quality childcare provision that meets their individual needs. And as a practitioner, we have to identify and remove the environmental barriers, for example: in consultation with childs parents, practitioners need to find out what lightings is good for a child with visual impairment. Or if a child uses crutches to move, the furniture in the setting should be altered to a better position to be more space and to put fewer activities in the same time but to be changed more frequently. Or if a child, or even a parent who uses wheelchair cannot get in the setting, a ramp need be built from concrete. 3.3 Identify the benefits of consistency with regard to positive and negative behaviour. Disciplining children take dedications and effort. Childrens character and their behaviour are forming from a very early age and consistency is the key to managing positive and negative behaviour. If we are offering positive consequences for good behaviours will encourager them to continue to have that behavior. But if we will provide negative consequences for misbehaviours will discourage the child to do that again. Also, consequences work best when applied immediately. Children understand better when they receive immediate feedback for their negative or positive behaviors. There are few points to encourage childrens good behavior: To be a good role model children usually copies adults actions; to show and say how we feel- we have to tell honestly how his behaviour affect us; to listen and communicate with children to understand their needs, to explain to them our expectations; to make the child feeling important- to ask him for help (â€Å"Please, can you help me to tidy up the toys†) and then to praise him. Another strategies to promote a positive behaviour are: Rewards systems-works well for young children, to help them manage their behaviors. We can use sticker charts which it should be displayed prominently in the classroom. For older children, sticker chart can work in another way: for example, if they earned three stickers they can have their favorite activity. Praise-is effective strategy which increase positive behaviors. Children love to get attention from adults and is good to let them know that we noticed how they are playing independently, waiting patiently, getting along with others or other positive behaviors. Positive reinforcement is a technique of behavior modification that is used to encourage good behavior. Positive reinforcement doesnt need to be a clear item, can be: giving a hug; using praises; giving a high five; or telling to another adult while the child is listening how proud you are of childs behavior. One of the best ways to provide a positive behavior is to allow children to help build the consequences if the rules are broken. Children are adept at pushing boundaries and its teacher responsibility to set the boundaries and to say â€Å"no† when children exhibit negative behaviors. Its very important to explain with a normal tone of voice to a child why they shouldnt repeat the behavior and teaching them how to behave. If they are pushing too much the boundaries, as adult, we have to apply immediately a negative consequence to deter them from repeating mishbehaviour. As I said, consistency is a key of addressing negative behaviour. As long we remind to the child of the consequences all the time they behave negatively, they soon will learn what is acceptable and what is not? Time-out is a good strategy for childrens disciplines and should be used as a consequence and not a punishment. The time out is effective because removes the child from all reinforcements that may encourage mishbehaviors and we need to have a specific place for time-out free of distractions and can provide to child with opportunity to calm down and to think at his behavior. We can use a timer and usually oneminute per oneyear of age. 3.4 Discuss ways in which conflict can be managed between children, and children and adults. Many children have difficulty with sharing, taking turns or finding appropriate ways to get their unmet needs. In this situation, teachers issue is how to manage a childs behaviour and to resolve a conflict. Is important in the nursery to be set few rules for childrens mishbehaviors and to ensure that are clear. Is good to involve children in making the rules and we have to explain why the rules are important. Usually children in nurseries have misbehavior such as bite or kick other children because of frustration or curiosity, but it can be it can be painful for children and adults involved. In this situation we have to: hug the child who was hurt and to give the minimal attention to the child who the aggressor; explain in simple words/sentences that biting/kicking is not good; and reminds to the child that he has to use words to ask for what he wants, rather than using aggression. There are few simple steps that adults can use immediately to assist children and learning them how to resolve a conflict: Help children to calm down- children when are faced with conflict, they can be full of emotions and not ready to cooperate with adult that why adult first need to speak with child using a calm voice; Discuss wants and needs- all children who are implicated in a conflict need to have a chance to say what they want or what they need. We have to listen the child and to approve nodding, to say short phrases or repeating what he said: â€Å"You really wanted that toy, but Jack had it in his hands?† Define the problem- after the child had a chance to say what he wants or what he needs, you will have to make this â€Å"want† or â€Å"need† into one neutral statement saying: â€Å"Hmmm, I see that both off you want to play with the same toy† Help the child to find a solution- in many cases it can be more ease just to tell children what they should do, but its not an opportunity to learn them how to solve their own problems. Children can learn this skill just from trial and error. That why we have to support and encourage children to find solutions to solve a conflict and both parties should be involved coming with solutions. Take a look at the solution- not all solutions that children suggest can work, and if a problem will continue adult need to begin the process over. Adult need to stay nearby to support the solution and praise the children when problem was solved: â€Å"Well done children, I see you found a way to take turns with the toy†. Reference list: Department for Education. (2012). The Learning And Development Requirements. Statutory Framework for the Early Years Foundation Stage. 1 (2), 3-10. Department of education. (2012). Statutory Framework for the Early Years Foundation Stage. The learning and development requirements. 1 (1), 6-31. Innis, G. (2013). Young children can learn how to resolve conflicts with adult guidance and support. Available: http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s. Last accessed 30.10.2014. Morin, A (2014). Discipline Kids with Positive and Negative Consequences. Available: http://discipline.about.com/od/disciplinebasics/a/Discipline-Kids-With-Positive-And-Negative-Consequences.htm. Last accessed 29.10.2014. Raising Children Network. (2006). Encouraging good behaviour. Available: http://raisingchildren.net.au/articles/encouraging_good_behaviour.html. Last accessed 29.10.2014. Road, A. (2004). OBSERVING CHILD BEHAVIOUR. Available: http://www.newchildcare.co.uk/page6.html. Last accessed 01.11.2014. Smith,M. (2010). Valuing and respecting individuality. Develop positive relationships with children, young people and others involved in their care. 3.5 (3), 154-157. Thornes, N.. (2012). Basic Behaviour Theory and Techniques. Analysing the Antecedents and Consequences of a Behaviour. 5 (1), 50-64. Walker, M(2011). Childrenyoung peoples workforce. 3rd ed. Cheltenham: Nelson Thornes Ltd.. 52-63. Legal Requirements for Working with Children Legal Requirements for Working with Children To summarise the current legal requirements for those working with children. This should include reference to the 6 learning goals and how they could be implemented in a child care setting. History The Childcare Act 2006 became a law on 11 July 2006, and it is the first ever legislation exclusively concerned with early years and childcare, ‘according to‘: [1] â€Å"Northamptonshire.gov.ukâ€Å". This Act is concerned with providing positive outcomes for a child at risk of poverty, focusing on child matters like (safety, health, economic wellbeing, enjoying and achieving a positive contribution) and is also concerned with bringing the inequalities that may exist between children. The Act introduces the Early Years Foundation Stage (EYFS) for terms regarding children aged up to 5 years and this is a frame work that aims to support child care providers in delivering integrated early education and care for children. 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. 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 Childcare Act 2006 provides for the early years foundation stage learning and development. THE EARLY LEARNING GOAL This is knowledge, skills and understand which young children should have acquired by end of the academic year until they reach the age of 5. The areas covered under the learning goals are set below: [2] www.gov.uk/government. Personal, social and emotional development Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They can speak among regular friends in a group, and share their ideas, and will choose the means they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: Children can talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. For instance, ‘washing hands before eating.’ Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. Understanding the world People and communities: Get children to talk about past and present events in their own lives and in the lives of family members. This method can open children’s mind about different culture maybe and so forth. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: To make children aware of different technology is offered in different places and depending on situations is needed such as laptops at home and in schools they have computers for instance. This is good to keep children mind entertained with information on technologies. Physical development Moving and handling: Keep in track of children’s body control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing or colouring and so forth. Literacy Reading: Can children read and understand simple sentences? The phonic system is used to decode regular words and read them aloud accurately. With practice children can pick up words and say them easily next time. This can demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple  sentences which can be read by themselves and others. Some words are spelt correctly  and others are phonetically plausible. Mathematics Numbers: Children count reliably with numbers from 1 to 20. Anything after 20 will be difficult for young children so with practice this can be done. Shape, space and measures: Children use everyday language to talk about size,  weight, capacity, position, distance, time and money to compare quantities and objects  and to solve problems. They recognise, create and describe patterns. They explore  characteristics of everyday objects and shapes and use mathematical language to  describe them. Expressive arts and design Exploring and using media and materials: Children like to look at their song on TV and listen to the song and sing it at the same time. They can also safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture,  form and function. Being imaginative: Children use what they have learnt about media and materials in  original ways, thinking about uses and purposes. For example, they can sing back to their friends the song they have learned by watching it in the TV. Explain what is meant by respecting and valuing individuality, and devise plan of how this can be implemented in the child care setting, a table format may be used in this task. Each member of staff within a childcare setting has a responsibility for the children in their care for the children’s well-being, learning and development. Each child therefore is valued and respected by all staff showing that they respect each child as a individual, realising each child has different strengths and weaknesses. By valuing and respecting children, positive relationships can be build up between staff, parents and children, this shows good practise by the setting, and if the setting has a proportion of children from different culture background, there could be a set day each month where a world day celebrates a particular child’s culture. This includes food, religion, cloths, songs etc†¦ and involves the rest of children by knowing and researching about different cultures. ACTION HOW BY WHOM ACHIEVED BY COMPLETED ALL STAFF TO EXPLAIN IN SETTING THE DIFFERENT CULTURES. The child care setting should be filled with images that encourage positive discussions and perceptions of the world offering different cultures and positive role models. Every child contributes to their culture. Get parents also involved in this task to see and observe how their children value others and respect them. Set the date completed of this task. REALIZE THE STRENGHTS AND WEAKNESSES OF CHILDREN. Providing good routines when children are interacting in a formal environment such as sitting down in a one place and have lunch together using the right cutlery and table manners, talking politely to each other and instilling good hygiene habits like washing hands or plates. This action can be observed from the staff and parents. Children achieve this themselves. Set the date completed of this task. Evaluate the benefits of consistency with regards to positive and negative behaviour and identify strategies that can be used to encourage positive behaviour in the child care setting. Making Consistency More Effective in negative/positive behaviour. If parents shows consistency in disciplining the child then this is a good thing, For example, if a younger child is hit by an older child and no consistency in punishment is being taken against the older child then he she will repeat it but if rigorous punishment is taken all the time then the child thinks twice on repeating their negative behaviour and the same can be said about positive behaviour. For example, If kids have to wait two weeks to earn a reward, it may not reinforce good behaviours today. Offering an immediate positive consequence will increase the chances the child will repeat that behaviour. Strategy (1) QUIET TIME. Quiet time, is a perfect time for children to just sit quietly and calm down and it helps staff to simply get on with work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when staff simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way staff are far more likely to end unwanted behaviour rather than temporarily distract a child from it. [3] Strategy (2) INTERACTION Read books with children, or play games with them. This is a great way to interact with them. Strategy (3) ROLEPLAY Role play examples of appropriate behaviours to teach children how to succeed in social interactions. Give children scenarios such as â€Å"What if you want a toy that someone else is using?† Discuss possibilities and help children try out their ideas. For example: â€Å"Can I use that puzzle when you’re done?† or â€Å"can I borrow your book when you are finished?† Strategy (4) WATCH CLOSELY Give great yet positive re-marks when a child does good like, ‘I’ve noticed you said hello to your friend’. ‘Well done for this so I will give you a sticker of achievement for this.’ Strategy (5) BEING SPECIFIC Be specific with feedback when giving attention, so children understand what behaviour is appropriate. Try: â€Å"The two of you were so helpful working together to bring chairs to the table.† instead of â€Å"Good job.† Describe the process involved in managing conflict between children and adults. You should at least refer to at least one behavioural theorist in you answer. What is conflict? Killen and Nucci define conflict as two children independently pursuing personal goals that happen to bring them into conflict (Arsenio Cooperman, 1996). [4] Conflict is a common occurrence for children. Many have asked â€Å"Is conflict healthy or unhealthy?† When looking at discipline, should conflict be seen as misbehaviour or a learning experience? Piaget believed that conflict in children was healthy, and if worked through, would help children to overcome their egocentric thought patterns (Arsenio Cooperman, 1996). Many young children have difficulty sharing, waiting their turn, or finding appropriate ways to get their needs fulfilled. Conflicts between children can be a daily occurrence with preschoolers and Michigan State University Extension states that â€Å"guiding children’s behaviour is an ongoing process.†[5] There are some worthy steps that adults can begin using immediately to assist children in learning how to resolve conflict. The steps take practice by the children who are learning them and patience by the adult who is modelling and teaching the steps. Help children calm down. Often when children are faced with conflict they are full of emotion and are not ready to begin a process of calmness. Approaching the child gently at his/hers eye level and use soft touch. Acknowledge that there is an issue and suggest some ways to calm down. â€Å"I see that you have a problem. It looks like you might need to take a few deep breaths to relax a little.† Stay neutral! When adults attempt to find blame in a conflict the situation can easily escalate strong emotions. Children at this point need to feel they are being heard in order to calm down. Talk about wants and needs. All children who are involved in a conflict need to have an opportunity to express what it is that they want or need. Stay focused on the ‘want’ and don’t focus on what happened. Reflect what the child is feeling by acknowledging his feelings with a head nod, short phrases, or repeating what he is saying in a clear manner. â€Å"You really wanted that toy and Joey had it in his hand.† Give the child’s feeling a name. â€Å"It is frustrating to want something that someone else has.† Define the problem. After getting the child to voice his want or need you will have to turn the issue into one neutral statement. Repeat what the children involved in the conflict are saying in a clear statement. â€Å"Hmmm, I see that two children want to play with the same toy.† WORD COUNT: 2027 REFERENCES: [1] Northamptonshire.gov.uk. [2]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.PDF. [3]http://www.parenta.com/2010/10/22/quiet-time-positive-promote-good-behaviour/. [4]http://www.kon.org/urc/dennis.html. [5]http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s.

The Failure of the Welfare System in France Essay -- The Violence of H

IntroductioThe Algerian War of Independence in 1962 marked the end of France’s colonial regime. Before decolonization, Algeria had been held as the prize of the French empire, â€Å"one of the most beautiful provinces of France.† While it is somewhat inaccurate to pose Algeria and France as separate states throughout the process of colonization and decolonization, for consistency and clarity, Algeria and France will be referred to as separate entities, although for much of the studied time period, Algeria was a part of France. Algeria and France enjoyed a special relationship, beyond that which France had with its other colonies. This allowed freer migration between Algeria and France, and France fought harder to keep Algeria as a colony than it did with any of its other colonies. It established two separate welfare programs, one track for immigrants from countries other than Algeria and one for Algerians. Throughout this process, Algerians and other Maghrebi immigran ts were integral to the French industrial force even as immigration policy changed around them. This paper seeks to unpack the French welfare state and humanitarian aid through the lens of housing for Algerian immigrants between the end of World War II and the mid 1970s. Ultimately, I argue that the welfare state in France is founded on flawed perceptions of â€Å"the other† and that humanitarian aid as it stands in France only works to perpetuate inequalities. The first recorded evidence of Algerian immigrants in France dates from 1871, just at the beginning of the second industrial revolution. It was not until just before World War I, though, that any significant migration to France took place. At this time, no migration from Algeria to France was permanent migration, a... ...n France.† MERIP Reports No. 34, 1-12. French Court of Auditors. â€Å"De la SONACOTRA à   Adoma : des dà ©rives corrigà ©es tardivement† in Rapport public annuel 2013 – fà ©vrier 2013. (See attachment) â€Å"France: Soundtrack to a Riot† http://www.pbs.org/frontlineworld/rough/2006/03/france_soundtralinks.html, Accessed 27 April, 2014. Lyons, Amelia. The Civilizing Mission in the Metropole: Algerian Families and the French Welfare State during Decolonization. Stanford: Stanford University Press, 2013. Mehta, Brinda. â€Å"Negotiating Arab-Muslim Identity, Contested Citizenship, and Gender Ideologies in the Parisian Housing Projects: Faà ¯za Guà ¨ne’s Kiffe Kiffe Demain.† Research in African Literatures, Vol. 41, No. 2, 173-202. Ticktin, Miriam. â€Å"Where Ethics and Politics Meet: The Violence of Humanitarianism in France.† American Ethnologist, Vol. 33, No. 1 (Feb, 2006), 33-49.

Buddhism Essay -- essays research papers fc

High in the mountains of the Himalayas chants ring out from the Tibetan monastery. For most this is a dream-like vacation to a far away land. For some of the people who live in Tibet and India this is everyday life as a Buddhist. Buddhism revolves around a strict code of daily rituals and meditations. To an outsider they can seem mystical or even odd, but these are the paths to enlightenment and spiritual salvation. Throughout the centuries, Buddhism has evolved into a major religion in Asia and other parts of the world.   Ã‚  Ã‚  Ã‚  Ã‚  The mystical roots of Buddhism can be traced back to the first century BCE. Buddhism began with the birth of Siddhartha Gautama. When Siddhartha was born he was noticed as having â€Å"the 32 auspicious signs of an enlightened one† (Clark and Brown 3). His father, fearing Siddhartha would shun his inheritance, confined him to the walls of the palace, never allowing his son to experience want or suffering. However, Siddhartha on several occasions ventured outside the confines of the palace. On one of his visits into the city â€Å"he saw an ascetic begging for alms in the city square. It was then that he realized that there was meaning beyond physical existence† (Clark and Brown 3). Siddhartha then gave up his possessions to search for enlightenment. He discovers that by following the path of moderation, one can become enlightened (Clark and Brown 3). And so, he attained Buddhahood. Afterwards Buddha, the name given to an enlightened one, travels thro ugh India â€Å"preaching and educating others about the middle path† (Clark and Brown 3). From this, Buddhism was born.   Ã‚  Ã‚  Ã‚  Ã‚  The religion of Buddhism is not entirely in a sphere of its own. In fact, it combines several influences born in and around the Asian continent. The first religious influence is Taoism. Taoism embraces the belief in the fluid like spirit that flows throughout everyone and everything. The primary belief of Taoists is that the universe is in constant change.   Ã‚  Ã‚  Ã‚  Ã‚  Taoists believe that nature and the earth is constantly in flux. Simply, the only constant in the world is change. When individuals learn that growth and movement are natural and necessary, they can become balanced (Clark and Brown 7). Taoism teaches self-control and the importance of meditation in searching for enlightenment.   Ã‚  Ã‚  &nbs... ...ver which the imperial family presided, had been largely eclipsed by Buddhism† (Ralph et al 34). Aspects of the religion have also moved into the U.S., Growing interest in Asian culture and spiritual values in the West has led to the development of a number of societies devoted to the study and practice of Buddhism. Zen has grown in the United States to encompass more than a dozen meditation centers and a number of actual monasteries (McDermott 2). The Buddhist religion encompasses a large spectrum of people all diverse but united under the words and teachings of Siddhartha Gautama. Works Cited Clark, Laura, and Suzanne Brown. Vietnamese Buddhism. 18 Jan. 2000. . Dharma Haven. Healing, Relaxing and Awakening: Tibetan Buddhist Methods. 16 Jan. 2000. . 18 May 1999. Hansen, Jytte. Mandala. 17 Jan 2000. . 1 March 1997 McDermott, James Paul. Buddhism Today. Microsoft Encarta Encyclopedia 99. Ralph, Phillip Lee, et al. World Civilizations: Their History and Culture. 9th edition. New York: Norton, 1997.

Intelligence and Happiness in Flowers for Algernon :: Flowers for Algernon Essays

In the story "Flowers for Algernon", the main character, Charlie Gordon is a mentally retarded 37 year-old man with an IQ of sixty-eight. Although he might not have been smart, I believe that Charlie was the definition of happiness. He worked happily as a janitor, was motivated to learn, and had a great time with his so called ?friends.? After Charlie undergoes an experiment that triples his IQ, his life changes for the worse. With intelligence does not come happiness. For Charlie, Ignorance is bliss. He realizes that his so called ?friends? were just using him to entertain their perverse humor. Also, he was also fired from the job that he loved so much because his new intelligence made those around him feel inferior and scared. This sends Charlie into a short depression. His life was better before the experiment because he had a job he looked forward to and ?friends?. "Now I'm more alone than ever before," Charlie says on April 30th. He had nobody to relate to because at this point of the story, Charlie?s intelligence has already exceeded that of his teacher and the doctors. Before Charlie became smart, even the simplest things in life were good enough for him. As a genius, none of those things mattered to him. His mind was more complex, he needed more and he wanted more. As a result, he felt alone and buried himself in his work. Charlie?s experiment was temporary, and overtime his IQ regressed. Algernon, a mouse that went through the same surgery as Charlie, died. If Charlie?s hypothesis proves correct, then he will die as well. Charlie?s life was better before the experiment because he was not exposed to the risks and consequences of the surgery. Without the experiment, Charlie would still be living his ignorant but happy life. In conclusion, I believe that Charlie?s life was better before the surgery. Although ?

Healthcare Business Organization Paper

Business Organization Paper Healthcare has drastically changed over the years in the United States. As our population is growing in size, a shortage of the number of health care professionals is also growing. Entrepreneurs have greatly benefited the world of health care by assisting with creating more jobs, producing products and services to assist and meet the growing needs of the population, and starting new business organizations to meet the needs of today’s economy. There are different forms of organizations and choosing the correct one is important, as it will affect the success or failure of the business. Define the Different Forms of Business Organizations Sole proprietorships are an individually owned business where the individual is entitled to all of the profits and also responsible for all of its debts, liabilities, taxes, and claims that may be made toward the organization. Partnerships are businesses started by 2 or more individuals. In this form of business each individual is equally responsible for the liabilities, management, as well as entitled to a portion of the profits. With the different knowledge and skills each member brings to the business will increase the chance of success. Corporations are created by law and owned by shareholders. Rather than actual property, the owners own stock or interest. Through selling stock the corporation can raise the capital o help with establishing business and increase financial gain. According to SCORE Associations (2003), limited liability companies are a â€Å"new and flexible business organization of one or more owners that offers the advantages of liability protection with the simplicity of a partnership, i. e. partners are not liable for business debts† (Para. 3). Explain the Advantages of Each Form of Business Organization Sole proprietorships are the easiest to manage due to the nature of the business and it is also easy to close if needed. Partnership business’s benefit by having shared responsibility in managing the organization and raising funds would be easier with multiple partners in the business. In corporations, according to Naol (2011), the shareholders â€Å"can only be held accountable for their investment in stock of the company† (Para. 6). However when debt raises it can be paid through the sales of stock. Some advantages associated with limited liability companies include creditors can not seize the owner’s personal property, there is no double taxation, and health insurance can be deducted from the income tax. Explain the Disadvantages of Each Form of Business Organization Sole proprietorships place the owner at risk if debts outweigh the profits due to personal property being at risk because of the owner being responsible for all debt and liabilities. This form of business may struggle with the type of employees it draws due to personal funds needed to start the business. If the owner is not available to run the business it is at high risk of failing. In a partnership business because each owner is equally accountable for the liabilities each member will be held responsible for any negative actions by another partner. Because of diversity members may run into disagreements with the management or expenses of the business. According to Business Finance (2011), â€Å"The process of incorporation requires more time and money than other forms of organization† (Para. 3). Taxes may be higher for a corporation, and there are more strict regulations to follow. A corporation may also be sued. Some disadvantages of a limited liability company are that owners are not allowed to have a wage and they must pay self-employment taxes. Define the Appropriate Form of Ownership for an Aggressive Entrepreneurial Firm According to Pullman (2011), the most appropriate form of ownership for an aggressive entrepreneurial firm would be a limited liability business. An entrepreneur who is willing to take risks in the process of being aggressive would be willing to even risk personal wealth and property, which would lead to greater success than entrepreneurs who were not as willing to take such risks. Conclusion The main focus behind marketing and healthcare is business growth and financial gain, and the form of business used plays a critical role in the success or failure of the industry. Through knowledge of the various forms of business and their advantages and disadvantages will lead to the entrepreneur being able to make an informed choice of which business form will best meet their needs to produce a successful venture. References Business Finance. (2011). Types of Business Organizations – Corporations. Retrieved November 19, 2011, from http://www. businessfinance. om/books/startabusiness/StartABusinessWorkbook012. htm Naol, M. , A. (2011), Forming a Texas business corporation. Retrieved November 19, 2011, from http://www. nacollawfirmblog. com/business-transactions/forming-a-texas-business-corporation Pullman, J. (2011). How you structure a new entrepreneurial business matters. Retrieved November 19, 2011, from http://www. streetarticles. com/entrepreneurialism/how-y ou-structure-a-new-entrepreneurial-business-matters SCORE Association. (2003). Common forms of business organization. Retrieved November 19, 2011, from http://www. tulsascore. org/organization. html

Sejanus

SejanusLucius Aelius Sejanus (20 BC – October 18, AD 31), commonly known as Sejanus, was an ambitious soldier, friend and confidant of the Roman Emperor Tiberius. An equestrian by birth, Sejanus rose to power as prefect of the Roman imperial bodyguard, known as the Praetorian Guard, of which he was commander from AD 14 until his death in AD 31.While the Praetorian Guard was formally established under Emperor Augustus, Sejanus introduced a number of reforms which saw the unit evolve beyond a mere bodyguard into a powerful and influential branch of the government involved in public security, civil administration, and ultimately political intercession; changes which would have a lasting impact on the course of the Principate. During the 20s, Sejanus gradually accumulated power by consolidating his influence over Tiberius and eliminating potential political opponents, including the emperor's son, Drusus Julius Caesar.When Tiberius withdrew to Capri in 26, Sejanus was left in contr ol of the entire state mechanism as de facto ruler of the empire. For a time the most influential and feared citizen of Rome, Sejanus suddenly fell from power in 31, the year his career culminated with the consulship. Amidst suspicions of conspiracy against Tiberius, Sejanus was arrested and executed, along with his followers. | Marcus Vipsanius AgrippaMarcus Vipsanius Agrippa (23 October or November 64/63 BC – 12 BC) was a Roman statesman and general.He was a close friend, son-in-law, lieutenant and defence minister to Octavian, the future Emperor Caesar Augustus and father-in-law of the Emperor Tiberius, maternal grandfather of the Emperor Caligula, and maternal great-grandfather of the Emperor Nero. He was responsible for most of Octavian’s military victories, most notably winning the naval Battle of Actium against the forces of Mark Antony and Cleopatra VII of Egypt. | Seneca the YoungerLucius Annaeus Seneca (often known simply as Seneca; ca. BC – AD 65) was a Roman Stoic philosopher, statesman, dramatist, and in one work humorist, of the Silver Age of Latin literature. He was tutor and later advisor to Emperor Nero. While he was later forced to commit suicide for alleged complicity in the Pisonian conspiracy to assassinate Nero, the last of the Julio-Claudian emperors, he may have been innocent. His father was Seneca the Elder and | Vipsania Agrippina Vipsania Agrippina (36 BC-20 AD) was the daughter of Marcus Vipsanius Agrippa from his first wife Pomponia Caecilia Attica, granddaughter of Cicero's friend and knight Titus Pomponius Atticus.Her maternal grandmother was a descendant of Marcus Licinius Crassus. By marriage, she was a great-niece to Quintus Tullius Cicero. Octavian and her father betrothed her to Tiberius before her first birthday. In 20 BC or 16 BC she married Tiberius. Their son Drusus the Younger was born in 13 BC. Agrippa died in March, 12 BC. He was married to Julia the Elder, daughter of Augustus. Augustus forced Ti berius to divorce Vipsania and marry Julia. Tiberius reportedly loved Vipsania and disapproved of Julia.Vipsania was at the time pregnant, and from the shock lost the baby. | Livia (30 January 58 BC– 28 September AD 29), after her formal adoption into the Julian family in AD 14 also known as Julia Augusta, was an empress of Rome as the third wife of the emperor Augustus Caesar, as well as his adviser. She was the mother of the emperor Tiberius, paternal grandmother of the emperor Claudius, paternal great-grandmother of the emperor Caligula, and maternal great-great grandmother of the emperor Nero.She was deified by Claudius who acknowledged her title of Augusta. After Mark Antony's suicide following the Battle of Actium in 31 BC, Octavian had removed all obstacles to his power and henceforth ruled as Emperor, from 27 BC on, under the honorary title Augustus. He and Livia formed the role model for Roman households. Despite their wealth and power, Augustus's family continued to live modestly in their house on the Palatine Hill. Livia would set the pattern for the noble Roman matrona.She wore neither excessive jewelry nor pretentious costumes, she took care of the household and her husband (often making his clothes herself), always faithful and dedicated. In 35 BC Octavian gave Livia the unprecedented honour of ruling her own finances and dedicated a public statue to her. She had her own circle of clients and pushed many proteges into political offices, including the grandfathers of the later emperors Galba and Otho. |