Critical Thinking Level of Reasoning and Making Judgments

Critical thinking and Decision-making Critical thinking is in most times confused with creative thinking or even thinking outside the box, which are different things altogether. Clemen (1991) defines critical thinking as â€Å"†¦the identification and evaluation of sources, processes and evidence given to assist in making informed decisions† (p.23).Advertising We will write a custom essay sample on Critical Thinking: Level of Reasoning and Making Judgments specifically for you for only $16.05 $11/page Learn More The sole reason of critical thinking is to make decisions that enable one to solve certain problems in a given circumstance. Fisher, Ury and Patton (1991) argue that critical thinking is a way of striving to achieve the highest possible level of reasoning and making judgments. Whatever the understanding is, critical thinking helps one make a good analysis of information, and using reason effectively to make sound judgment in certain s ituations (p.7). With the rapidly growing competition in the corporate world, managers who fail in critical thinking subsequently make wrong decisions and fail to solve problems and conflicts, which cost the organizations a lot. This can be in terms of reputation as well as in terms of profits. In order to be in the perfect position to make decisions, it is important to have a clear understanding of what decision-making is all about. Decision making can be defined as the process of clearly identifying hypotheses, rating the evidence that is provided as well as the possible outcome of actions or plans of action and keenly considering the relationship that may be in existence between the two(Glaser,1949, p.34). This results to the making of sound judgments that will have the least amount of risks compared to any other possible options. Decision-making may be required in such incidences as solving problems existing between employees and the organization, individual employees and the ma nagement of the organization or personal differences between the employees. Critical thinking and dispute resolution at the work place The responsibilities related to human resource management in corporations that are success-oriented require vesting on people who portray excellent critical thinking abilities. This is because such offices are important in that they hold the keys to either the success or the failure of the corporations. Decisions made in these offices can have either the best or the most catastrophic impacts on the overall operations of the organizations. For instance, in cases whereby there are problems between workers and the management, which may possibly result into a strike, it is important to reach a consensus, which favors both the management as well as the workers. This means forging a win-win situation for both the workers and the organization. Certain critical thinker’s characteristics should be evident in the personality seeking to broker the agreem ents. Rationality and open-mindedness are among the most important characteristics of a critical thinker.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rationality According to Glaser, E. (1949), in solving problems, the mediator or the intervener should be able to employ reason rather than emotions while making decisions (p.33). For instance, in the case of workers threatening to go on strike through their union leaders, it is important that the manager involved be able to broker an agreement without any emotional influence to opt for decisions such as victimizing the workers. Therefore, they should be able to clearly seek explanation on the actual grievances and enquire for sound explanations concerning the grievances. He/she will be in a position to reach at a decision that will seem to both favour the workers and the organization and save both parties from possible inconveniences. Ope n-mindedness Thinking critically requires that one be able to evaluate all available inferences into existing problems. This happens through taking a considerable number of viewpoints and seeking to understand the existing problem from every available perspective. his involves the ability to be open to any alternatives that can be used to make the decision. For instance, in a case whereby the workers are planning to go on a strike following a failure by the management to increase their remunerations, addressing the possibility of the increase option is important rather than maintaining its impossibility. Reference List Clemen, R. (1991). Making Hard Decisions: An Introduction to Decision Analysis.  Boston, MA: PWSKent Press. Fisher, R., Ury, W., Patton, B. (1991). Getting to Yes: Negotiating Agreement Without  Giving. New York: Penguin. Glaser,  E. (1949). An Experiment in the Development of Critical Thinking. New York: Columbia University Press.Advertising We will write a custom essay sample on Critical Thinking: Level of Reasoning and Making Judgments specifically for you for only $16.05 $11/page Learn More This essay on Critical Thinking: Level of Reasoning and Making Judgments was written and submitted by user Cannon G. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Essay Example

How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Essay Example How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Paper How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Paper but he not only felt angry, he damned her. She did what she did for the sake of love, but even so stealing from her father shows her greed, and in a way, shows how she takes after him in being greedy. In this case, both love and greed instigated the actions of Jessica, a combination which doesnt occur with any other character in the play. Indeed, the eloping and unification of Jessica and Lorenzo is a very significant part of the play, as at the time it was written, Jewish people were seen as outcasts in England. Therefore the fact that Jessica converted to Christianity may have been more of a significant talking point 500 years ago than it is now. Jessica always had a slightly awkward relationship with her father, Shylock. It pinnacle of this awkward relationship was her change of religion, which completely distanced her from her father. Both characters were greedy people, but perhaps in different ways, and relatives with similar personalities are known to clash. Her relationship was the mirror opposite to that of Portia and her father. We dont know how they got on, but we do know that Portia respected her fathers wishes and had faith in him. This could not be said for Jessica. She turned on him (by stealing and rebelling) as quickly as he turned on her (damning her). This perhaps could have been because she was a Jewish girl growing up in England, and she rebelled. Portia was probably brought up as a little princess and so had nothing but admiration for her father. Each girls social, cultural and historical background contributed to how they grew up and in turn got on with their parents. Throughout the play Shakespeare demonstrates different types of love and greed, and the different effects each of these can have. Antonio and Bassanio have a friendship almost comparable to love, indeed it could be called love. Ruthless and uncompassionate behaviour is shown by Shylock, seeking only his own way. This is a form of greed. The love between Jessica and Lorenzo is a love so powerful that it completely destroyed Jessicas relationship with her father, a sacrifice which she was willing to make. This is a different sort of love to that of Antonio and Bassanio, but both lead to hazardous situations. Why did Shakespeare demonstrate so many types of love, compassion, greed, anger and friendship? The repercussions of each was distinctive, and would perhaps show the audience what it would be like to be in each given situation. It could serve as a warning to show what happens when love becomes uncontrollably powerful, or when greed takes control of a person. What the play does show, is that no matter how good natured a person is, love does not always overcome greed, and that both emotions can make you blind to the truth.

Delivering Learning In Online Environments Essay - 14

Delivering Learning In Online Environments - Essay Example A more pragmatic thing to say will be that though online education is not a panacea for every academic void, yet it does facilitate the students, a viable portal to enhance their skills and knowledge if they do not afford to attend regular classes. The supporters of classroom education do say that regular classrooms are a better platform for imparting education as they allow the students to engage in interactions with their class fellows and teachers and analyze varied facets of the academic content they study (Weller, 2002). Besides classroom education nowadays is flexible enough to provide the students with varied time schedules and frameworks to allow them to add on to their academic achievements. The traditional campus environment does help the students to be disciplined with their curriculum and studies and to be prompt with their assignments, papers, and deadlines (Weller, 2002). It allows the students to avail the required help and academic framework to finish their assignments in a regular and professional manner. Besides, it is the face to face communication that makes the classroom education so special as compared to online education (Weller, 2002). The motivation and encouragement provided by teachers in regular clas srooms do make the students perform to the best of their ability. Yet, the thing is that the supporters of online education do tend to have valid reasons to support this mode of achieving an education. It has been said time and again that students happen to gain more if they have a vocational aspect to their academic growth. Thereby, online education is very flexible in the sense that it helps the students gain on many skills and academic qualifications while they are engaged in the career and vocational aspects of their life.

Assignments Assignment Example | Topics and Well Written Essays - 250 words

Assignments - Assignment Example Pellian government has the full rights to expropriate oil because they observe environmental conversation. The government does not allow spilling of toxic chemicals to the villages. They play their role as citizen’s watchdog. The appropriate level of compensation Pellian government has to offer should exceed the profit earned in that financial year. BIT rules state that, a firm should pay compensation immediately. The government has to offer AmeriGas immediately at the day of expropriation. This is in accordance with the international laws. BIT rules protect other minor oil corporations from exploitation from the major oil firms. A compensation covering profits and capital is the best model to clear expropriation. Under the bilateral treaty; Pellian government offered $65 million in compensation to AmeriGasCo. This was a reflection of the profits earned (Sands 372). The fee imposed upon chip manufacturing operation is not consistent with the treatment obligations under BIT. The fee is less than the fair market value. Bilateral treaty advocates for reasonable rate fees that could match the economy, from the date of expropriation. Firms spend money on microchips, which is against the conditions of

Reflection 9 Research Paper Example | Topics and Well Written Essays - 500 words

Reflection 9 - Research Paper Example making companies should consider new marketing and advertising strategies in addition to reinventing their products rather than repackaging them in different ways. Three different kinds of new cereal packaging for traditional cereal can be zippered plastic bags, metalized bag lining, or selling the cereal in air-tight jars. The common factor among all three types of packaging is that they are useful for the customers even when the cereal is finished. For example, zippered plastic bags can be used to carry fresh vegetables like spinach from the grocery store to the home, or to carry salad from home to school. Such a packaging is very useful in the present age when the use of plastic shopping bags is discouraged. Metallized bags are even more useful than the plastic bags since they help keep the food fresh and safe from the moisture and the outside odors. Air-tight jars are also very useful for storing bakery items and confectionaries like biscuits and cookies. My favorite cereal packaging amongst the three is zipped plastic bags because their use surpasses the use of other two options in everyday life. In addition, they are the most cost-effect ive option for the cereal companies to avail. The Canadian people are very fond of biscuits. The cereal makers should consider making biscuits with cereals. The cereal makers should analyze which of their flavors have acquired maximum sales in the past and the same can be converted into biscuits. Another kind of cereal can be spicy and salty cereals. These days, there is a growing trend among the Canadian consumers to eat flavored and fried pulses. Traditionally, cereals are very mildly flavored and the spicy flavor is particularly hard to find. So the cereal makers should try their luck with the fried and spicy range of cereals. Another kind of cereal can be chocolates. The weight-conscious Canadian consumers crave chocolate and can never have enough of it despite their awareness that it is a very high-calorie food item

Practical to Become Aware of Values

Practical to Become Aware of Values

Early Onset Anorexia Essay -- Eating Disorders Health Nutrition Essays

Early Onset Anorexia In recent years, it seems that the public has begun to pay more attention to eating disorders. This trend could be a consequence of the heightened nutrition and fitness craze that the 1990's has brought about, or possibly a result of more intense and conclusive research studies. More clearly defined definitions of anorexia and bulimia in the DSM-IV may also have contributed to better diagnosis of eating disorders. Anorexia nervosa is a disorder that in the majority of cases will start when the patient is a teenager. The mean age at onset is figured to be about 17 years of age. The distribution of cases appears 'to be asymmetrical with a skewness towards the higher ages (Theander, 1996). Recently, child psychiatrists have begun to recognize increasing cases beginning in childhood (McCune & Walford, 1991). While refusal to eat and loss of weight are common symptoms in child psychiatric practices, similarities between these anoretic states and the syndrome of anorexia nervosa are slight (Hawley, 1985). While severity of illness is usually associated with worse outcome, age of onset for anorexia can play a critical role in future outcome. Premenarcheal anorexia nervosa has serious implications for the progress of puberty which may in turn, have detrimental effects on the youngsters (Bryant-Waugh, Fosson, Knibbs, & Lask, 1987). It is important that pediatricians, psychiatrists, educators, and parents are able to identify this disorder at early ages. The purpose of the following sections of this paper are to help familiarize readers with signs and symptoms which may aid in identification of anorexia leading to an early diagnosis. Symptoms Associated with Anorexia Girls with anorexia nervosa may d... ...Age and Menstrual Status on Psychological Variables. Journal of -the American Academy of Child and Adolescent Psychiary, 34, 378-382. Hawley, Richard. (1985). The Outcome of Anorexia Nervosa in Younger Subjects. British Journal of Psychiatry, 146, 657660. McCune, Noel & Walford, Geraldine. (1991). Long-Term outcome in Early-Onset Anorexia Nervosa. British Journal of Psychiatry, 159, 383-389. Rastam, Maria. (1992). lmdrexia in 51 Swedish Adolescents: Premorbid Problems and Comorbidity. Journal of the American Academy of Chlld and Adolescent Psychiatry, 11, 819-827. Romeo, Felicia.(1996). Educators and the Onset of AnorexiaNervosa in Young. Education, 117, 55-60. Theander, Sten. (1996). Anorexia Nervosa with an Early Onset: Selection, Gender, Outcome, and Results of a Long-Term Follow-Up Study. Journal of Youth and Adolescencg, 25, 419428.

Ncfe Swis Assignment 1

SUPPORT WORK IN SCHOOLS Unit 01 Child and Young Person Development As part of my preparation to complete Unit 1 Child and Young Person Development, I have attended taught sessions, undertaken research using books and the internet, taken part in group exercises and discussions and considered case studies. I have also completed a worksheet and received useful feedback from my tutor. All this has given me a better understanding of the theories behind child and young person development and the stages of development.This information has been extremely useful, giving me the underpinning knowledge needed to carry out my role of supporting teaching in the classroom. It has also improved my self-confidence especially in the classroom. In this assignment, I will discuss the expected pattern of development from 0-19 years, including examples of how development can be promoted in children and young people and how different aspects of development are interrelated and can affect one another.I will look at factors which can influence the child or young person’s development and discuss the potential effects of different types of transitions on children and young people’s development and ways in which the individual can be supported at such times. I will also briefly examine the psychological theories put forward by some influential researchers and illustrate the development of the National Curriculum. I will discuss observations and assessments and their importance in education.I will consider the role of communication for those who are involved in supporting teaching and learning. I will also look at the importance of the ‘holistic’ approach when engaging with pupils and their rights to be treated fairly and as individuals. 1. 1 Describe the expected pattern of children and young people’s Development from birth to 19 years to include: a) Physical development b) Communication and intellectual development c) Social, emotional and behavioural de velopmentThere is an expected pattern or sequence of children and young people’s development from birth to 19 years. This pattern or sequence can help be used to measure a child’s development and aid in preparing materials in the classroom to suit the individual’s needs. However, every child is unique and will not develop at the same rate in all the areas of development at the same time. There are some important factors that need to be considered when providing learning opportunities; these are the age range of the individuals and the five aspects of child development.The age ranges are 0-3 months, 3-9 months, 9-18 months, and 18months – 2 years, 2-3 years, 3-5 years, 5-7 years, 7-12 years, 12-16 years and 16 –19 years. The five aspects of child development are Social, Physical, Intellectual, Emotional and Communication and Language Development. It is however important to note that child and young person development is holistic with each area being interconnected. Social development involves developing social skills as part of the socialisation process. This process determines how children relate socially and emotionally to others.It’s as part of social development that children will learn behaviour patterns, self-control, independence, awareness of themselves in relation to others and develop an understanding of the needs and rights of others and moral concepts. In social development children age 3-5 will play with each other but by the time they reach the age range of 7-12 years they now want to belong to a group. Both age ranges will use language effectively to communicate, with 7-12 year olds now able to communicate very effectively. They are also less concerned about adult approval and are more concerned about the approval of their peers.Whereas the 3-5 year age group are still concerned with seeking adult approval. The 3-5 year olds group are gradually able to share group possessions at playgroup or nursery and 7 -12 year olds are able to participate in games with rules and other cooperative activities. Social development is promoted by setting goal and boundaries to encourage socially acceptable behaviour appropriate to the children’s ages and development using praise and rewards as encouragement. It can also be promoted by using books, stories, puppets and play people to help children understand fairness, jealousy, conflict ituations or growing up. Children can also be encouraged to use their self-help skills allowing children the time to do things independently such as choosing play activities or helping to tidy up. Emotional development might be defined as the development of personality and temperament. It includes how a child thinks and feels about themselves, how they think others see them, how they relate and interact with others and to their environment and how they express their individual needs and desires. The 7-12 year old group have become less egocentric and understand t he feelings, needs and rights of others.By age 12-16 this has developed further with the individual being sensitive to their own feelings and to those of others with a growing understanding of the possible causes for why people feel and act as they do. The 7-12 year age group may be very competitive with rivalry leading to aggressive behaviour whilst the older age group will have more confidence in their skills and ideas and will be assertive rather than aggressive. Both will argue with others, with the 12-16 year age group having strong opinions which may lead to grudges.The younger age group, although finding it more difficult to forgive and forget than they did at a younger age, tend not to hold grudges. Emotional development can be promoted by using praise and encouragement to help pupils to focus on what they good at and maximise their individual potential. By giving pupils the opportunity to make decisions and choices, making them feel positive and important and preparing them for decision making at a later stage. Being consistent about rules and discipline so pupils know what is expected of them will further help to promote emotional development.Physical development is an important area of a child’s overall development, and many aspects take place automatically as they grow and mature. However, it is crucial that children and young people are given opportunities and support in this area of development. Physical development can be promoted by providing play opportunities. Children could be allowed to explore and experiment with their gross motor skills using play equipment or practising fine motor skills such as drawing or using play dough.In physical development a 2-3 year old will use a potty whilst a 5-7 year old will be ‘dry’ apart from the occasional accident. The 2-3 year old group will be able to undress themselves but will need help with dressing. The 5-7 year olds will now dress themselves. Fine motor skills will be developin g in 2-3 year age group, they will be capable of feeding themselves and turning pages in a book but by 5-7 years this is much improved with the child now having the fine motor skills in order to be able to use a pencil, to put together a jigsaw and write their name.This type of development can be promoted by allowing children to be as independent as possible and by using everyday routines to develop fine motor skills such as doing fastenings themselves, setting the table or using a knife and fork. Intellectual development involves the process of gaining, storing, recalling and using information. This development includes interrelate components of perception, thinking, language, problem solving, concepts, memory, concentration and creativity. Children will be constantly gathering new information and formulating new ideas about themselves and the world around them.In intellectual development for example the 2-3 year old age group is still egocentric but the 5-7 year old begins to see other people’s points of view. Both will enjoy imaginative play. The older age group will have developed a longer attention span listening to longer stories and recalling details. The younger group will concentrate on intricate tasks but for a short length of time. Intellectual development can be promoted by providing access to materials to increase children’s curiosity such as books, games, toys and play equipment.Participating in the children’s activities to extend their learning and development will also promote development in this area, by asking questions, providing answers and demonstrating how things go to together when necessary. Encouraging children to use their senses to experiment with different materials and explore their environment for example going on outings to the park, playing with sand and water will promote intellectual development. Communication and language development involves children learning home or community language, as well as modes of language- non-verbal communication, listening, speaking, thinking, reading and writing.Language is a key factor in all aspects of children’s development as it gives them access to all aspects of human experience such as communicating with others, relating to others, formulating ideas or expressing feelings. In communication and language development a 2-3 year old will have a vocabulary of between 900 and 1500 words; this will have increased to 4000-10000 words by time they reach 7-12 years old. A 3-5 year old can listen to and follow simple instructions but by time they reach 7-12 years of age they can listen to and follow complex sets of instructions and will appreciate complex jokes and word play.The 7-12 year old can give very detailed accounts of past events using varied expression and vocabulary, whilst the 3-5 year old is only capable of giving very simple accounts of past events. Communication and language development in children can be promoted by simply talking to children and showing them what you are talking about by using real objects, picture books or visual/audio aids, by sharing books, stories and rhymes with them and by using straightforward sentences with words appropriate to the children’s level of understanding and development.The National Curriculum is extremely important for those who are involved in education as it is followed my many schools in England, Wales and Northern Ireland (academies and private schools do not have to follow it). It was introduced into school in1988 in order to ensure that each pupil was given the same standard of education. The two principal aims of the National Curriculum are: 1. The school curriculum should aim to provide opportunities for all pupils to learn and achieve 2.The school curriculum should aim to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. Furthermore, the national Cu rriculum has four purposes: 1. To establish an entitlement 2. To establish standards 3. To promote continuity and coherence 4. To promote public understanding. The Key stages are KS1 ages 5-7, KS2 ages 7-11, KS3 ages 11-14 and KS4 ages 14-16. There are five subjects which are required to be delivered from ages 5-16 years (KS 1- 4); these are English, Mathematics, P. E. Science and I. C. T.The National Curriculum as evolved and has had several changes or alterations to various aspects of it. For example, The Education Act 2002 sets out the statutory, core and foundation subjects but the above aims and purposes have remained. However, a review of the National Curriculum in 2011 recommended changes which will come into effect in 2013. The review notice states that the National Curriculum will have the following aims 1. To embody rigour and high standards to create coherence in what is taught in schools 2. To ensure all children have the opportunity to acquire a core of essential knowle dge in the key subject disciplines 3. eyond that core, to allow teachers the freedom to use their professional expertise to help children to realise their potential. Other areas to be considered include what subjects should be compulsory and what children should be taught in the main subjects and at what age. Communication skills are important for those who undertake the supporting teaching and learning role as it is vital in building up strong, positive relationships with colleagues, pupils and parents. Communication is a two way process with a sender (talker) and a receiver (listener). An important aspect of communication is active listening.This can be achieved by giving your whole attention, listen, use eye contact, seek clarification if you do not understand something that has been said. Non-verbal communication can be a powerful indicator. For example, leaning forward slightly indicates interest whilst crossing your arms can be seen as a barrier or reluctance to listen. Smilin g or nodding your head if appropriate are all signs that you are listening. Body stance and gestures and facial expressions are a good indicator of how the communication is progressing, for example a person may look worried or bored.Another important part of communication is asking questions. There are four types of questions and asking the right question at the right time is important. Closed questions are those that can only be answered by the word yes or no. These can be useful for testing your or the other person’s understanding. Open questions are ones that cannot be answered by the word yes or no, for example ‘what do you think? ’ Reflective questions are ones that check understanding and allows someone to think about what they have just said. The fourth type of question is leading, this one that suggests what the answer might be.Lessons should include a combination of both open and closed questions and learners should be encouraged to develop their own que stioning skills with learners’ peer assessing each other using open and closed questions. 1. 2 Describe with examples how different aspects of development can affect one another Although development is often divided into different ‘categories’, it is important to remember that these are all interconnected and link with one another. Examples of how different aspects of development can affect one another include: a.A speech impediment, such as stuttering may lead to the individual being unable to communicate properly with other children. The child may get frustrated and refrain from any interaction with other children. They may have little or no self confidence. This can affect emotional and social development as well as communication development. They may be bullied or picked on because of it, which in turn can lead to isolation as they may feel unable to talk to other children for fear of being ridiculed. b. A child who has difficulty in sharing may have problems with social interaction and difficulties making friendships.Other children may avoid them and this can affect the emotional and social development of the child who is unwilling to share as they may feel lonely and neglected. c. A child that is overweight or obese may have difficulties in participating in physical activities such as PE. This will affect not only their physical development but will also impact on the child’s social and emotional development as they may feel self-conscious and embarrassed and could be teased or bullied by their peers. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development including a) Background ) Health c) Environment Pupils’ development is influenced by a wide range of factors including, their background, health and the environment in which they are growing up. These will all have an impact on the different areas of development and it is therefore important to have awareness of th ese factors. a. Background – Parents are extremely important in children’s lives especially in the early years. Most parents do a very good job of nurturing and providing for their children, providing a good diet, caring for them and offering opportunities for play and socialisation.Offering support to their children by being involved, helping with homework and showing interest in what the child does. This care has a significant positive impact on children’s development especially in areas of social, intellectual and emotional development. Some parents are unable to provide such care and this can negatively affect children’s’ development. For example those with conditions such as depression, alcoholism or drug addiction may neglect their children and be unable to provide them with opportunities for play and socialisation.Older siblings may have to take on a caring role for younger members of the family. These circumstances may cause the child anxie ty, to become de-motivated and develop anti-social behaviour. b. Health- If pupils suffer from poor health or physical disability or impairment, this may restrict their development opportunities. For example, a child who has a medical condition or impairment may be less able to participate in some activities than other children. This may initially affect physical development, but may also restrict social activities for example on the playground.This may then impact on emotional development. c. Environment – poverty and deprivation can have a significant effect of a child’s development. Families on low incomes may have poor diets which can affect children’s growth, behaviour and development. They may live in poorer quality housing, and not have sufficient income to heat them properly; again this can have an adverse affect on development with damp, crowed housing leading to poor health and lack of opportunity to play freely. Those children from low income families may lack play and leisure opportunities, or example the family may not have transport or the financial resources to access such opportunities as playing an instrument or going swimming. Conversely, those children from more affluent backgrounds are less likely to live in poor housing, are more likely to have a better diet and have greater access to play and leisure opportunities, thus all aspects of their development is impacted positively by their environment. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development.It is important to recognise and respond to concerns regarding a child’s development because if the problem is not dealt with as promptly as possible, it may have long term effects on all aspects of development. The sooner a problem is recognised and identified appropriate support can be given to solve the problem or lessen its effects on the child. Problems with language development would cause concern as language is at the heart of intellectual development. A child with poor speech development may find it difficult to read and write as they may not understand the link between sounds and letter shapes.Without use of language, communication can be limited and the child may feel isolated and frustrated and consequently have behavioural issues. The child may be unwilling to speak to others and possibly find it hard to listen to instructions. The child would be affected socially as they may find it hard to make friends and interact with others. This could also affect the child’s self esteem; making them feel that their peers are more ‘advanced’ and they are stupid which might lead them to become de-motivated.If a child was finding it difficult to interact with their peers, perhaps playing alone, this would be affecting the child’s social development perhaps causing them to lack confidence and find it difficult to socialise in future. Int ellectual development could be affected as the child may not feel comfortable in working with their peers in class especially during group work and so not learn as effectively as possible. Consequently, accurate observations and assessments are essential to effective educational practice.They allow objective assessments relating to each pupils behaviour patterns, learning styles, level of development, existing skills, curriculum strengths and weaknesses, current learning needs and learning achievements. Information from these observations and assessments can form the basis for the ongoing planning of learning objectives and setting learning goals and objectives for each individual pupil. They can help identify if pupils need extra support or if they have Special Educational Needs. When observing children all relevant aspects of development should be considered, social; physical; intellectual; communication and emotional.Some important points to be considered when observing children are that confidentiality must be maintained at all times, the observer must be objective, reporting what they see or hear rather than subjective opinion. Equal opportunities should be considered for example a child with English as a second language may have difficulty expressing themselves in English but be competent in their own language. Focus should be on strengths rather than weaknesses, and a holistic approach should be taken looking at a particular area of development in relation to the child whole development.The child’s feelings, needs and abilities should be considered and the observation discussed if appropriate to the child’s age and response given to their views. Distractions should be minimised and observations should be done without intruding or causing unnecessary stress. Teaching and learning has been developed using research carried out by many psychologists who have studied human development and this work has influenced teaching and learning methods. Jean Piaget (1896-1980) theory of learning suggests that children constructed or built up thoughts according to their experiences of the world around them.He used the term ‘schema’ to refer to a child’s conclusions or thoughts. He saw learning as an ongoing process with children needing to adapt their original ideas if a new piece of information contradicted their conclusion. Piaget suggests that as children develop so does their thinking. He grouped children’s cognitive development into four stages. Sensori- motor (0-2 years) includes the development of object permanence, the beginning of the use of symbols e. g. language. Pre-operational (2-7 years) Child uses symbols in play and thought, this stage involves egocentrism, centration, animism and the inability to conserve.Concrete operational (7-11 years) there is the ability to conserve, beginning of solving mental problems using practical supports such as counters The final stage is Formal Operational (1 1-15 years) young people can now think about situations they have not experienced and are able to juggle with ideas in their minds. Piaget's work has lead to early years and schools settings providing more hands on relevant tasks for children and young people. With teachers starting by working out the needs of the children then planning activities accordingly.B F Skinner (1904-90) suggested that most humans and animals learn through exploring the environment, and then drawing conclusions based on the consequences of their behaviour, people are therefore active in the learning process. Skinner divided the consequences of actions into three groups. Positive reinforcers are likely to make people repeat behaviour when they get something they desire. This is according to Skinner the most effective way of encouraging new learning. Negative reinforcers are likely to make people repeat behaviour as well but the behaviour is repeated to stop something happening.A child going down a slide mig ht learn to use their hands to slow them down if they were feeling unhappy about speed. Immediate positive reinforcers were considered more effective by Skinner. He also found that it wasn’t always clear what the primary reinforce was until after the experiment. For example a child may behave badly in order to gain attention and they will repeat the behaviour even if they are in ‘trouble’ as gaining the attention is the positive reinforcer. This ‘operant conditioning’ is frequently used by those working with children for example giving praise, reward stickers or certificates are positive reinforcers.Urie Bronfenbrenner (1917-2005) posited the ecological systems theory which has the individual at the centre of the model which has five systems. The microsystem which includes activities and interactions in the child's immediate surroundings such as parents, school and friends. The mesosystem refers to the relationships between the entities involved in t he child’s microsytems parent’s relationships with teachers etc. The exosystem are the social institutions which affect children indirectly such as parents work setting, mass media and extended family networks. The macrosystem or the broader cultural values, law, governmental resources.The chronosytem refers to the changes which occur during a child’s life both personally and culturally (or the child’s transitions) In the ecological model each component interacts with other components, making a highly complex context the child grows up in. The child isn’t just a passive recipient of what goes on in his or her life. The child at the centre of the model and interacts directly with the people in the microsystems and the effects of the interaction go both ways. As people affect the child, so the child has an influence on them. 3. 1 Identify the transitions experienced by most children and young people.Transitions might simply be defined as any stage or experience in the life of a child or young person that can affect behaviour and/or development. They are generally linked to changes in a person’s appearance, activity status, roles and relationships as well as changes of setting. Common transitions which are foreseen that most children and young people will experience include progressing from one level of development to another for example puberty, entering adulthood; starting nursery or school; moving schools for example primary to secondary school; moving class, starting college or training; entering work or first sexual experiences. . 2 Identify transitions that only some children and young people may experience Some children and young people will experience personal transitions which are often unforeseen and happen to only some individuals. Personal transitions can include death or serious illness of a family member or friend; parental separation or divorce, moving house, going into hospital; living with disability, dea th of a pet, arrival of a new baby or step-siblings, changes in their main carer such as adoption, fostering, entering or leaving the care system and the process of asylum.Family circumstance may lead to personal transitions for a child or young person some of these include, poverty; environment; employment status; child abuse and neglect; substance abuse and mental health needs. 3. 3 Describe with examples how transitions may affect children and young people’s behaviour and development Change is not always disruptive and distressing. When facing change it is natural to experience feeling of uncertainty and confusion, however, there can often be positive effects.There may be for example increased levels of motivation, promoting development, educational progress, confidence, good health improved self-esteem and increased independence. Many children make successful transitions but for those who do not there can be problems for example decreased levels of motivation, development al delay, educational delay, depression, ill health and poor self esteem. This can have negative implications for the future, affecting health, ability to achieve and enjoyment of childhood.Change is more likely to cause emotional distress when it is completely unexpected and unanticipated for example bereavement. Signs of distress might include changes in the child or young person’s behaviour such as demonstrating uncharacteristic behaviour, becoming withdrawn or quiet, becoming angry, anxious, attention seeking or temporary regression in developmental and self – help skills or even bed wetting. They may demonstrate their concern through play or drawings or stories and some may want to talk.High levels of distress can be further exacerbated when children are not kept informed, feel out of control and cannot access emotional support. To alleviate some this anxiety and stress, preparation is an essential part of managing transitions and most settings will have establish ed procedures for preparing children for transfers and transitions using the ‘ten principles to support children’s transitions’ developed by the National Children’s Bureau for example a Transitions Policy stating the schools aims and procedures.The teaching assistant should keep an eye out for changes in behaviour, encourage pupils to use any school based support for example talking to an adult that they trust, work to ensure positive relationships, be sensitive to pupils’ needs, and ensure that there is opportunity to discuss what is happening and to ask questions. If advance notice has been given that a child or group of children may be going through a period of change, this will give the opportunity to plan how support can be given.For many children the move to nursery or primary school is a big step which can lead some children to experience anxiety and stress when they first attend the new setting. This anxiety and stress may be caused by separ ation from parent or carer, encountering unfamiliar children, length of time spent in the setting, differences in culture and language from the child’s previous experiences, unfamiliar routine and rules, worry about doing the wrong thing, taking part in unfamiliar activities e. . PE. The unfamiliar physical environment may seem scary. Children may have difficult in following adult direction and more structured activities or find it difficult to concentrate for longer periods than previously. Schools make these first days and weeks easier by arranging for children to have already met their new teacher, who may have visited them in their current setting or at home as well as welcoming them to their new setting.Introductory visit may have been arranged for children and their parents or carers so that they can become familiar with the setting and the adults who will support and care for them there. Children can also be helped to prepare for this change by talking and explaining w hat is going to happen, listening to their concerns and reassuring them. Using appropriate resources such as books on starting primary school or secondary school or watching videos or TV programmes which shows the change positively.Providing opportunities for imaginative play so children can express their feelings and fears can also help. A holistic approach is needed when engaging with pupils as outlined in the government intuitive Every Child Matters (2003). Its main aims are for 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. ECM also states that everyone in our society is responsible for securing these outcomes.Families, communities, Government, public services, voluntary organisations, business, the media and others all have a part to play in valuing, protecting and promoting the interest of and listening to children. This has led to each of these themes having a detailed framework attached whose outcomes require multi-agency partnerships working together to achieve. The agencies in partnership may include children's centres, early years, schools, children's social work services, primary and secondary health services play work, and Child and Adolescent Mental Health services.In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each other's roles or to work together effectively in a multi-disciplinary manner. ECM seeks to change this, stressing that it is important that all professionals working with children are aware of the contribution that could be made by their own and each other's service and to plan and deliver their work with children and young people accordingly.The Equality Act 2010 states that schools cannot unlawfully discriminate against anyone including pupils because of their sex, race, disability, religion or belief, sexual orientation, gender reassignment, pregnancy and maternity and marriage or civil partnership. From April 2011 the Act introduced a single Equality Duty (public sector only) which applies to schools, this requires schools to have due regard to the need to  eliminate unlawful discrimination, harassment, and victimisation; advance equality of opportunity; and foster good relations.Advancing equality of opportunity involves removing and minimising disadvantages, taking steps to meet people’s needs and encouraging participation in any activity in which participation by such people is disproportionately low. Fostering good relations involves tackling prejudice and promoting understanding. Schools along with many other policies will now have an Equality Policy. For example the school in which I volunteer has such a policy stating its mission statement and its aims and objectives with regards to equality.As already stated there is both a legal and moral responsibility to treat all pupils fairly and as individuals with individual needs. Consequently, it is important that all who work as part of the school team are aware of this policy and of their responsibilities with regards to equality. In conclusion, in this assignment I have endeavoured to illustrate the importance of understanding all the aspects of child development 0 to 19 years in order to support them as they move through their time in education.

A Discussion on Multimedia Essays - Digital Technology, Free Essays

A Discussion on Multimedia Essays - Digital Technology, Free Essays A Discussion on Multimedia Nic Singh December 96 A Discussion on Multimedia Multimedia, or mixed-media, systems offer presentations that integrate effects existing in a variety of formats, including text, graphics, animation, audio, and video. Such presentations first became commercially available in very primitive form in the early 1980s, as a result of advances that have been made in digital compression technology particularly the difficult area of image compression. Multimedia online services are obtainable through telephone/computer or television links, multimedia hardware and software exist for personal computers, networks, the internet, interactive kiosks and multimedia presentations are available on CD-ROMs and various other mediums. The use of multimedia in our society has it benefits and its drawbacks, most defiantly. Some of the more computer-related uses of multimedia, such as electronic publishing, the internet, and computers in education will be discussed in depth thought this paper. Electronic publishing is the publishing of material in a computer-accessible medium, such as on a CD-ROM or on the Internet. In a broader sense of the term it could also include paper products published with the aid of a desktop publishing program, or any form of printing that involves the use of a computer. Reference works became available in the mid-1980s both in CD-ROM format and online. Increasingly, in the 1990s, magazines, journals, books, and newspapers have become available in an electronic format, and some are appearing in that format only. Companies that publish technical manuals to accompany their other products have also been turning to electronic publishing. Electronic books have been recently introduced to the world as a whole. This new concept is the use of internet or otherwise computer technology to electronically convert books to a digital, readable format viewed on a television set or computer screen. This would most likely be done by scanning in individual pages in a book, arrange them in orderly fashion, and have users be able to cycle back and forth between the photo-identical pages. This method would be very quick, and very easy to accomplish- that is- scanning pages as opposed to re-typing millions of words is preferred. This brings us to another method in electronic book production- the interactive method. In digital format, the books pages can only be viewed, just like a book. If a reader would want to take notes from a book, he/she would have to write down the notes by hand, or would be forced to photo-copy the page(s). If the book was typed out entirely as would be done by an electronic word processor such as Microsoft Word, users would greatly benefit. The ability for the computer to recognize the words on the screen as actual words as opposed to mere bitmaps is often unrealized to the computer non-familiar. This recognition allows the page to be edited with complete interactivity and ease- again like Microsoft Word. Books can be updated or corrected in real time, without having to re-upload corrected pages, or compensate for unalignment in words and page breaks. Perhaps the most beneficial to the user is the interactivity- the ability to interact with the words in the book. By highlighting letters on the page, copying them, and pasting them in personal clipboards or other word processing programs, the tedious task of note-taking can be eliminated. This idea, on the other hand, can raise issues with the author and publisher of the book. Plagiarism, already a problem, would run wild in this area. Users would theoretically be able to copy entire books or magazines to their personal files, and be able to use them as their own reports or writings. Additionally, the ability to view a book and its contents at no charge obviously will not agree with some publishers. This also brings up the idea of charging people for time online. Users could be charged money for use of electronic books/magazines on a time basis. This, however, will not go over well in the public domain. We would rather take on the trouble of taking manual notes than be charged for something that is otherwise free at a library. In a very short time the Internet has become a major vehicle of worldwide communication and an unrivaled source of information. One of the Internet's fascinations is that its resources are limited only by the number of computers participating in the World Wide Web and the imaginations of their users. The Internet is an international web of interconnected government, education, and business computer networks- in essence, a network of networks. From a thousand or so networks in the mid-1980s, the Internet had grown to about 30,000 connected networks in mid-1994. By

TRC essays

TRC essays Racial segregation and the supremacy of whites had been traditionally accepted in South Africa prior to 1948, but in the general election of that year, Daniel F. Malan officially included the policy of apartheid in the Afrikaner Nationalist party platform, bringing his party to power for the first time. Although most whites acquiesced in the policy, there was bitter and sometimes bloody strife over the degree and stringency of its implementation. 2 The purpose of apartheid was separation of the races: not only of whites from nonwhites, but also of nonwhites from each other, and, among the Africans (called Bantu in South Africa), of one group from another. In addition to the Africans, who constitute about 75% of the total population, those regarded as nonwhite include those people known in the country as Coloured (people of mixed black, Malayan, and white descent) and Asian (mainly of Indian ancestry) populations. 3 Initial emphasis was on restoring the separation of races within the urban areas. A large segment of the Asian and Coloured populations was forced to relocate out of so-called white areas. African townships that had been overtaken by (white) urban sprawl were demolished and their occupants removed to new townships well beyond city limits. Between the passage of the Group Areas Acts of 1950 and 1986, about 1.5 million Africans were forcibly removed from cities to rural reservations. 4 South Africa gains independence from Great Britain after the passage of the Statute of Westminster by the British Parliament in December 1931 and its acceptance by South Africa in June 1934. From the formation of the independent country, the white minority controls the government and moves to limit the powers of nonwhites and create special designated areas, or homelands, for them to live. The United Nations adopts a resolution condemning the South African government's treatment of its Indian minority and asks both South Africa and Ind...

Advertising questions Essay Example | Topics and Well Written Essays - 250 words

Advertising questions - Essay Example His other roles include finding an understanding of audience’s requirements and organizing meetings with the creative director. The art director works hand in hand with the copywriter (Mahon, 2010). This is because, a copywriter produces the words which accompany visual pictures developed by the art director. Work functions include; collaborating with copywriter to produce the best form of advertisements, providing briefs to other members in the creative team and editing the final piece. The position of an art director requires leadership skills. This is the ability to bring team members together for attaining set objectives. Also, he or she must be open-minded. This involves accepting other people’s ideas to develop quality advertisements. Similarly, art directors should be creative  ; ability to come up with and implement new ideas. Learning advertising improves my understanding of requirements in this sector, helping to create mutual existence in the organization. Moreover, the idea of advertising in my internship enabled learning of various organizational requirements for marketing function to operate as required. Expressing my ideas with the resume was quite a challenge for a variety of reasons. For one, required qualifications for internship did not match the content in the CV. Moreover, the recruitment agency advised that a CV should, in details, express direct contributions to organization’s success. The working process at Newad is efficient. Duties and responsibilities are well defined with no overlapping of duties. I would consider beginning my career in this organization as an art director. I have always had the passion to develop and innovating visual materials used in media advertising. Moreover, art directors in this company appear to love their job, and this is a

Analysis of types of claims Assignment Example | Topics and Well Written Essays - 250 words

Analysis of types of claims - Assignment Example ative American values that are being projected all over the world, the author also emphasizes on the positive values that according to him, represent the true America more accurately. In Fewer Call Themselves Multiracial, the author Nasser conveys credibility and ethos by means of using the strong support of statistics, quotation from authority, and inductive reasoning, and concludes that the decline in multiracial self-identity is because â€Å"there is a lot of pressure from society to choose one race† (Wood, 2008, p.184). Pathos or emotional persuasion of the reader is through quotations from authorities who state that identifying more than one race, opposes racial identity. For this, the solution is to accept being 100% of one race, as well as 100% of the other race as well, rather than being half of each race. Logos or logical reasoning is used by the author. In the 2000 census, people were allowed to check more than one race, as a result of lobbying undertaken by mixed-race Americans urging the government to permit identification with more than one race. Moreover, the movement for grew stronger with multi-racial proclamations from famous celebrities such as golfer Tiger Woods, actress Halle Berry, and several others. However, the census bureau’s survey showed a drop from 2.4% in 2000 to 1.9% in 2005, a small but significant decline in mixed race self-identification (Wood, 2008). In What Sets Us Apart, the author Zuckerman establishes ethos or ethical appeal through giving both the positive and negative cultural impacts that America has over the rest of the world. The author uses pathos to support his argument, through persuading by means of appealing to the emotions of the reader (Durhamtech, 2009). This is evident in Zuckerman’s statement â€Å"So America’s narrative which has waxed for so long is now waning in its universal appeal† (Wood, 2008, p.192) as is obvious from the decline of America’s image in other countries. Grievances have