Contribution of the EYFS to young children’s development and learning

Introduction Early Year Foundation Stage (EYFS) setting is an important surrounding for young children’s development. Positive relationships are built at this stage, where children learn through respectful and caring interactions. Practitioners are also able to give priorities to main person, and respectfully react to children and their parents’ respective opinions. The enabling environment at EYFS provides children with the needed time, space and materials to express themselves through plays, investigations and explorations of new ideas (Wood and Attfield, 2005). The practitioner is able to observe, organise and plan the flow of activities. Significantly, it is at this stage where a practitioner is able to identify the difference among children in terms of unique capabilities. In essence, developmental rates for children differ, with varied interests mostly influenced by the different socio-cultural and family backgrounds. Positive interactions Young children often rely on adult ed ucators to stimulate and sustain their learning (Broadhead, Howard and Wood, 2010). One of the key goals of the EYFS is to create the ideal condition for learning to take place. EYFS also allows children to know the practitioners, thus enhancing trust and rely upon the adults for support. Studies show that â€Å"young children have their own ideas about what they wish and want to do† (Broadhead, 2010, p.29). Given freewill to choose what they want, they would passionately pursue their chosen career over those preferred by family members. Bringing children together in the EYFS programmes also provide them with the opportunity to share individual knowledge with each other. Through group plays, individual child is able to initiate their destiny, take the lead, make choices, and develop individual thinking capacity as well as new ideas. They are also keen to draw sense from things in their surroundings. The positive interaction is also observed in the manner in which children ada pt play as a form of learning. Play is recognised as an important aspect of well-being and development of children. United Nations Convention on the Rights of the Children (1989) states that play should be a fundamental commitment within the EYFS. Although the relationship between play and learning is not straightforward, research evidence suggests that different types of play â€Å"help children to learn and to become confident learners in their future lives† (Wood and Attfield, 2005, p.113). Other researches also indicate that children’s learning is enhanced when they interact with skilled adult in certain ways, thus promoting their good progress (Miller and Almon, 2009). The benefits of playful approaches to learning can never be overstated in the effective development of young children. EYFS settings are made with certain guidelines that focus on both short term and long term success. The best outcomes of children’s learning is often found in places where le arners are exposed to a myriad activities, including initiatives spearheaded by children themselves and supported by skillful adults. The interaction between young children and skilled adults at EYFS has the ability to increase adult support. Studies have indicated that too little adult interaction and support can limit a child’s learning process (Miller and Almon, 2009). Similarly, play with adults although can be rich and be full of purpose, may be full of chaos and repetitive to an extent that it limits learning and exploration among the young children. The interaction is a critical aspect that will ensure the young children get professional support even as they grow and learn. Opportunity to listen to children EYFS allows practitioners to listen to young children and understand what they should be taught. At the same time, practitioners are able to set new challenges within the context that the young children can recognise. When the children are brought together through EYFS, the practitioners are able to acknowledge individual child’s ability and be fully aware of what they can learn, thus allow them to plan and provide for every stage in the learning process (Broadhead, Howard and Wood, 2010). When relationship has been developed between young children and adult practitioners, the latter knows the right thing to engage them during play, through the use of sounds, gesture, movements or objects (QCA, 2005). The practitioner is able to judge the extent of their engagement with the children during play, and when they are ready for the introduction of new skills. Practitioners, as skillful adults, use the EYFS to support and enhance young children’s learning by selecting from po ol of strategies available and matching them according to the specific needs of the children. In the EYFS setting, decisions such as what to give children and what best ways to help them learn are made several times each day. A skillful practitioner is able to learn the children’s needs through listening to them in an EYFS setting, where they can also learn the nature of play and playfulness each child possess. Increase effective teaching Children often cherish moments when they are in control and periods when they acquire the feelings that they are autonomous in their daily learning. Neuroscience studies have shown that children are well motivated and intelligent learners who explore everything around them (Lancaster and Broadbent, 2003). Thus, when children are brought together in an EYFS, the teaching becomes more effective because the practitioners are able to build the right conditions for learning. Adults are also able to manage the pace of activities and ensure they le arn through stimulating opportunities. When balance between spontaneous plays is established, the practitioner is able to evaluate the children’s choices and achievements and provide a guiding principle of learning to increase effectiveness. It is established that â€Å"too much directed activity often deprives children of the opportunity to engage actively when learning† (Broadhead et al., 2010). EYFS practitioner can increase effective teaching by arranging time, space and activities within the daily routine programme to reflect the overall combination which significantly support wellbeing of children. A combination of child-initiated plays and adult-led playful activities allows professionals to choose the right approach that will not only enhance the developmental stage of the children but also provide individual and group support as a form of effective teaching (Miller and Almon, 2009). For example, a particular day can be set to allow free play between children w ithout any adult’s involvement. This approach provides children with the needed space, independence and relaxation. At the other end of the scale are days when short sessions are carefully planned and structured with activities that are useful when teaching specific skills. At the EYFS setting, skillful practitioners are able to impact young children positively by teaching them how to build positive identities through collaboration. Young children are also able to develop caring relationships with other people, manage and take risks, experience success, develop resilience, cope with failures, and develop ‘can-do’ attitude that is critical in the modern world’s increasing competitive environment. The high-quality provisions at EYFS are essential for children in their attempts to develop positive dispositions, which is the foundation for long-term learning success. Unique Child’s opportunity to learn Children often have different development rates, varied interests, different cultural backgrounds and unique families that define their early life experience (Rogers and Evans, 2008). EYFS themes allow them to explore these abilities, and design what fits each child according to their background. At the EYFS setting, practitioners are able to plan and structure activities that can be essential in the teaching of specific skills. This stage of teaching can benefit children with recognised special educational needs. Young children are also able to build their vocabulary and demonstrate to them how to use specific tools and equipments. Neuroscience studies show that human brains develop and function in an exploratory setting (Tovey, 2007), which is essentially offered at EYFS. The freedom to combine resources at the EYFS in many varied ways is important because of the flexibility of the cognitive development process. Unique children are able â€Å"to build pathways for thinking and lea rning, and to make connections across areas of experience in the process† (Miller and Almon, 2009). Theories of learning and development agree with the perspectives developed in brain research that learning is both individual and social, and that young children, particularly the ones with unique abilities, are not passive learners (Miller and Almon, 2009). These children drive their learning and development through selective choices on what they like, individual interests they make in these activities, the knowledge they acquire, and their motivation to do things with competence. Broadhead, Howard, and Wood (2010) observe that choices and interests of unique children are the driving forces that build knowledge, skills and understanding. For example, the children are constantly learning about themselves as well as their socio-cultural worlds when they play with other children and skillful adults Conclusion Young children learn in several ways as they grow up. First, it is recognised that children learn through play, both amongst themselves and with adults. It’s through play that children are able to explore, investigate and develop ideas. Young children also learn at the presence of other people, which allows them to develop emotional security and social skills. Through EYFS, children are able to meet these needs by being active and talking to themselves. They are also shown how to do things and how to meet physical and mental challenges, thus helping them develop lifelong learning habit. References Broadhead, P., Howard, J. and Wood E. (2010). Play and Learning in Early Childhood settings Theory and Practice, Sage, London. Lancaster, Y.P. and Broadbent, V. (2003). Listening to Young Children, Open University Press, Maidenhead. Miller, E. and Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School, College Part, MD, Alliance for Children. QCA (2005). Continuing the Learning Journey: INSET Package, QCA, London (ref. QCA/05/1590). Rogers, S. and Evans, J. (2008). Inside Role-Play in Early Childhood: Education, Researching Young Children’s Perspectives. Routledge: London. Tovey, H. (2007). Playing Outdoor: Spaces and Places, Risk and Challenge. Open University Press: Maidenhead. Wood, E. and Attfield, J. (2005). Play, Learning and the Early Children Curriculum. Paul Chapman: London.

Historical and Scientific Perspectives on Homosexuality

According to Rathus, Nevid, and Fichner-Rathus, (2005) the term homosexuality denotes sexual interest in members of one’s own anatomic sex and applies to both_ _men and women. Homosexual males are often referred to as gay males and homosexual females or referred to as lesbians. Gay males and lesbians have existed throughout history. The historical and scientific perspectives on homosexuality have shaped the way gay individuals perceive themselves in various ways. These perspectives may also be beneficial to heterosexuals' understanding of others in our world of sexual diversity. When looking at historical perspectives, religion and past societies' sexual behavior is addressed. Although past Greek and Roman cultures were frequently involved in homosexual relationships, the Christian religion denounced those sexual associations and made their beliefs and intentions clear that this behavior was not to continue, for example, according to the book of Genesis in the Holy bible, the city of Sodom was destroyed by God as a punishment as a punishment for sexual activity with members of the same sex. The legal system became intertwined with the Christian belief that homosexuality was sinful and would punish inappropriate sex acts as criminal offenses (Rathus, Nevid, & Fichner-Rathus, 2005). Another perspective to consider is heritage. Traditionally, in many cultures, there are specific roles for the male and the female. When family is the â€Å"primary social unit† as we find in Latino and Latina American culture, anything but the designated gender roles is not acceptable (Rathus, Nevid, & Fichner-Rathus, 2005). Interestingly enough, males can be sexual with other males without being considered gay (Rathus, Nevid, & Fichner-Rathus, 2005). Women cannot be sexual with other women though because that would be a threat to the traditional male dominance in that culture. Women also need to be virgins when they marry men so any sexual acts before marriage are prohibited. Specific gender roles in many cultures around the world lay the foundation for what is correct and incorrect for males and females in regard to sexual orientation. The scientific perspective of homosexuality is whether homosexuality is caused by environmental influences or whether gay individuals are born that way. This question has been pondered byscientists for decades, but there is strong evidence to support the idea that homosexuality is an inborn characteristic. Research done on both identical and fraternal twins, show that there are higher concordance rates of gay monozygotic twins. Rathus, Nevid, and Fichner-Rathus, (2005) report that about â€Å"52% of identical (MZ) twin pairs were found to be â€Å"concordant† (in agreement) for a gay male sexual orientation, compared with 22% of fraternal (DZ) twins and only 11% of adoptive brothers† (p. 312). Also, evidence has suggested that hormonal influences could be responsible for differences in sexual orientation. Rathus, Nevid, and Fichner-Rathus (2005) explain that prenatal sex hormones be responsible for tissues in the brain to think sexually one way, but for genital development to be the other way. Also, structural examinations on the brains of heterosexual and homosexual males have provided speculative evidence that a part of the hypothalamus in gay males is smaller than that region of the hypothalamus in heterosexual males. The scientific perspectives have helped many gay people come to terms with themselves, which has made coming out easier. Before scientific evidence provided clues that homosexuality could be inborn, many people believe that people â€Å"choose† to be gay. However, the scientific evidence proves that many are actually â€Å"born† gay. Gay people do not choose their sexuality, but rather live according to sexual impulses that are going on within them. Gay individuals now accept themselves more because they are convinced that they did not choose their sexual identity, as much as it was given to them. Many homosexuals have formed organizations that are involved personally with others in sharing life stories and involved politically in achieving equal rights for gays and gay couples Although I have always been attracted to individual of the opposite sex, which means that I am Heterosexual, after learning about the historical and scientific perspectives of Homosexuality that I was not aware of before, I better understand others who are oriented in ways that differ from mine. I feel as though learning about the history, the scientific research concerning cross-species subjects, and the biology on homosexuality can be beneficial for humanity in order to learn tolerance for differences among sexual orientations. References Rathus, S. A. , Nevid, J. S. , and Fichner-Rathus, L. (2005). Human sexuality in a world of diversity. (6th ed. ) Boston, MA: Allyn and Bacon. Historical and Scientific Perspectives on Homosexuality HISTORICAL AND SCIENTIFIC PERSPECTIVES PSY/265 Ana Diaz 10/20/1012 Kavita Kostek The way we view homosexuality has very much to do with how we were raised and taught depending on where we are from, our parents beliefs and what others around us tell us. Because of this we believe what we believe and will stand by them unless we ourselves come to a different conclusion as we grow older. I was raised a Catholic and was taught by the Bible teachings that homosexuality was wrong and will go to hell if that is what you practiced.In this paper we will look a little at the historical and scientific perspectives of homosexuality. We will first be starting with the historical view which has much to do with what the bible teaches on homosexuality. When we look back at ancient Greece where homosexuality was really not that big of a deal, older men would have relationships with adolescent males’ right at the time when they grew their first beards (online text pg. 28). Then we can go to Rom e where there were men that were very feminine and walked around certain parts of town looking for men to bed.In Florence which was a very Christian city had many sodomites (this is a Jewish and Christian word that signifies the connection between sodomy and the city of Sodom in the Bible which supposedly God destroyed (Genesis 19). I remember watching a movie called â€Å"Caligula†. This movie depicted how free the Romans were with sexual favors and bedding with those of same sex was an all-time occurrence especially male with male (online textpg. 287).Sodomy was such a natural thing but it bothered the governors at the time so they created a group called â€Å"The Office of the Night in 1437 to enable its citizens to be able to accuse others anonymously of sodomy (Human Sexuality pg. 287). Once the Roman Empire ceased to exist, throughout Western Europe Christianity spread and its beliefs were made part of secular laws. Next we can take a look at homosexuals through the cr oss-species perspective. Biologists have watched the male-male and female – female behavior of 450 species in every part of the world (Hird, 2006).Through this study they monitored the behavior of baboons and learned that male baboons may present their rear to other male baboons and allow themselves to be mounted either because the other is dominant or for protection and favors. I think by this study they concluded that human beings are much more like the animal species than we want to be. We do have animal instincts. We will now look at the psychological views on homosexuality with looking into the psychoanalytic views of Sigmund Freud who is the originator of psychoanalytic theory.He believed that children are all open to all forms of sexual stimulation. He says that once a boy lets go of the incestuous desire for his mother he will relate with his dad and will desire women as he reaches puberty and the same for girls when it comes to how they relate with their mothers. Wha t Freud is saying here is that depending on the relationship between parent and child and how it manifests itself sexually has influence on what the person’s personal sexual preference they will have when they mature.People are afraid of coming out and letting others know that they are gay because they are afraid of ridicule, personal injury or being ousted from their families. In the past it was much harder because there was much homophobia around. Now with all the gay activists and groups for support it is much easier. We have to be true to ourselves and if we feel that who we are physically is not who we really feel like then we should have to feel that we have to hide it. I grew up Catholic as I have stated and I grew up thinking that sex was between man and woman and not man-man or woman and woman.Now as I am older I know that people are just people but have different likes and that is what. Scientific findings never stirred me one way or another as to my sexual orientat ion. What did do it was my religious beliefs and even though I have nothing against the LGBT community I still believe that sex should be between man and woman along with marriage but I would never deny anyone else right to live life as they feel is right for them. References: Human Sexuality online text . Historical and Scientific Perspectives on Homosexuality According to Rathus, Nevid, and Fichner-Rathus, (2005) the term homosexuality denotes sexual interest in members of one’s own anatomic sex and applies to both_ _men and women. Homosexual males are often referred to as gay males and homosexual females or referred to as lesbians. Gay males and lesbians have existed throughout history. The historical and scientific perspectives on homosexuality have shaped the way gay individuals perceive themselves in various ways. These perspectives may also be beneficial to heterosexuals' understanding of others in our world of sexual diversity. When looking at historical perspectives, religion and past societies' sexual behavior is addressed. Although past Greek and Roman cultures were frequently involved in homosexual relationships, the Christian religion denounced those sexual associations and made their beliefs and intentions clear that this behavior was not to continue, for example, according to the book of Genesis in the Holy bible, the city of Sodom was destroyed by God as a punishment as a punishment for sexual activity with members of the same sex. The legal system became intertwined with the Christian belief that homosexuality was sinful and would punish inappropriate sex acts as criminal offenses (Rathus, Nevid, & Fichner-Rathus, 2005). Another perspective to consider is heritage. Traditionally, in many cultures, there are specific roles for the male and the female. When family is the â€Å"primary social unit† as we find in Latino and Latina American culture, anything but the designated gender roles is not acceptable (Rathus, Nevid, & Fichner-Rathus, 2005). Interestingly enough, males can be sexual with other males without being considered gay (Rathus, Nevid, & Fichner-Rathus, 2005). Women cannot be sexual with other women though because that would be a threat to the traditional male dominance in that culture. Women also need to be virgins when they marry men so any sexual acts before marriage are prohibited. Specific gender roles in many cultures around the world lay the foundation for what is correct and incorrect for males and females in regard to sexual orientation. The scientific perspective of homosexuality is whether homosexuality is caused by environmental influences or whether gay individuals are born that way. This question has been pondered byscientists for decades, but there is strong evidence to support the idea that homosexuality is an inborn characteristic. Research done on both identical and fraternal twins, show that there are higher concordance rates of gay monozygotic twins. Rathus, Nevid, and Fichner-Rathus, (2005) report that about â€Å"52% of identical (MZ) twin pairs were found to be â€Å"concordant† (in agreement) for a gay male sexual orientation, compared with 22% of fraternal (DZ) twins and only 11% of adoptive brothers† (p. 312). Also, evidence has suggested that hormonal influences could be responsible for differences in sexual orientation. Rathus, Nevid, and Fichner-Rathus (2005) explain that prenatal sex hormones be responsible for tissues in the brain to think sexually one way, but for genital development to be the other way. Also, structural examinations on the brains of heterosexual and homosexual males have provided speculative evidence that a part of the hypothalamus in gay males is smaller than that region of the hypothalamus in heterosexual males. The scientific perspectives have helped many gay people come to terms with themselves, which has made coming out easier. Before scientific evidence provided clues that homosexuality could be inborn, many people believe that people â€Å"choose† to be gay. However, the scientific evidence proves that many are actually â€Å"born† gay. Gay people do not choose their sexuality, but rather live according to sexual impulses that are going on within them. Gay individuals now accept themselves more because they are convinced that they did not choose their sexual identity, as much as it was given to them. Many homosexuals have formed organizations that are involved personally with others in sharing life stories and involved politically in achieving equal rights for gays and gay couples Although I have always been attracted to individual of the opposite sex, which means that I am Heterosexual, after learning about the historical and scientific perspectives of Homosexuality that I was not aware of before, I better understand others who are oriented in ways that differ from mine. I feel as though learning about the history, the scientific research concerning cross-species subjects, and the biology on homosexuality can be beneficial for humanity in order to learn tolerance for differences among sexual orientations. References Rathus, S. A. , Nevid, J. S. , and Fichner-Rathus, L. (2005). Human sexuality in a world of diversity. (6th ed. ) Boston, MA: Allyn and Bacon.

How is sociology important in your family Essay

John J. Macionis explains the importance of sociology in family in the thirteenth chapter, ‘Family and Religion’ of his book ‘Society, The Basics’. When the analysis is done on micro-level we learn that individuals get formed up and learn a lot through the experience of family life. Members of the family especially children build emotional bonds, become intimate with one another and above all are taught about their culture and values. Family gives an ideal picture of marriage and it is seen that matured individuals in United States find great pleasure in upbringing their own children. The structural functional approach of importance of family for society at macro level according to Macionis is, The family performs vital tasks, including socializing the young and providing emotional and functional support for members. The family helps regulate sexual activity. The social conflict approach is, The family perpetuates social inequality by handing down wealth from one generation to the next. The family supports patriarchy as well as racial and ethnic inequality. The symbolic interaction approach is, The reality of family life is constructed by members in their interaction. Courtship typically brings together people who offer the same level of advantages. (Society, The Basics, Chapter Thirteen, Family and Religion, Page- 24) Macionis explains how is sociology important to your family and family is also equally important to the society. In fact, describing the basic concepts of the family, Macionis explains that Family- a social institution found in all societies that unites people in cooperative groups to oversee the bearing and raising of children. (Society, The Basics, Chapter Thirteen, Family and Religion, Page- 2) As there have been development and changes in the society, family structure as well as cultural norms have also changed and modified. There have been both pros and cons of the development and they need to be understood in order to prevent the dark effects of progress on society and families as well. The family performs a lot of duties, which includes mainly of providing material and emotional security to its members and socialization. Due to increase in divorce rates and broken families these duties are not completely performed. Society depends upon families in many aspects and family on the other hand plays a role in social classification based on values and ethics. Macionis writes that every marriage consists of two dissimilar relationships in which one is that of men and the other of women. The expectations and anticipations of both the genders are different but marriage stays on the pillars of mutual understanding. People’s thinking have changed regarding having babies through new technologies of reproduction which help reduce the rate of birth defects and also help those couples have their own children who suffer with some deficiency or so. There has been stress on the importance of religion on society and individuals and history depicts that there have been many social reform movements that have been promoted due to religiosity. It is believed that outbreak of industrial revolution was because of religious principles and doctrine of Calvinism. There have been lots of problems and transitions in family life because history portrays women as property of men and domestic violence as a private concern and these concepts are changing with time. These are the points of discussion and detailed information found in this chapter, ‘Family and Religion’ from the book, ‘Society, The Basics’ by Macionis that I appreciate and like the most.

Animal Cruelty Essay Example | Topics and Well Written Essays - 3000 words

Animal Cruelty - Essay Example It is very important that pet owners realize the fact that a pet is not some exotic, cozy, furry crawling thing that has to abide taking orders from them. Neither are they some kind of soft toys kept at home to provide few moments of excitement and joy in their monotonous life. When somebody decides to own a pet, they must own up the responsibility that comes with them. Like any other living being, they have emotions and feel pain. They also like humans get hungry, fall sick, and more importantly grow old. It is not a very rosy picture when we take account of reality. Several reports of pet abuse from all across the globe, confirms the truth that pets are not always safe from animal cruelty. In various lanes and avenues of several cities, dead animals are often found. Their dead bodies go by unnoticed. Cases of domestic pet violence are on the rise. Some people take their anger and frustration out on their pets. Many pets meet their death due to cruel behaviour of human beings. In mo st cases, their angry owners themselves exhibit such inhuman behaviour. They kill their pets to express their frustrations and then dump their dead bodies in garbage bins. Some cruel pet owners indulge their pets in pet fights. With the purpose to win some money, the lives of these pets are placed in danger. People bet on the lives of these pets, who are trained to fight in rings. Then there are some eccentric celebrities, who endorse using pets as fashion statement. Very often, it has been seen that celebrities use pets as gift items or some cloth piece to wrap around. In suburban areas and villages, animals like donkeys and horses are used to carry loads and carriages. The owners of these animals often use whiplash to make them work faster. Very less care is given to these animals; they are not properly fed or given medicine when they are sick. Many of them die early due to malnutrition and some die due to severe physical strain. Like human beings, some animals unable to bear the trauma loose their sanity. They become hysterical and often end up being hostile. Lack of nutrition, physical torture, being chained whole day to one location make many pets go wild in their behaviour. There have been some bizarre cases where pets have been found imprisoned in car trunks or dark attics, locked all alone left to die. There have been some cases where pets were administered drugs, just for the mere sick pleasure of the owners. These are just a few examples to elicit, some of the brutalities that these animals are made to bear. (Hardcastle, 2008) Current Pet Abuse Scenario On March 29, 2011, an un-named Retriever was brought to the animal shelter of Guilford. The dog had suffered severe burns on his skins caused by some chemicals. The injuries were severe and the dog could not survive. The dog passed away the same afternoon he was brought to the shelter. The culprits are yet to be identified. On the same day, Noelle Stanbridge a citizen of Ottumwa was found guilty of ab using her pet dog. She had hit her pet dog 15 times with a club. The irony is Noelle Stanbridge is famous in her circle as an animal activist. In New York, alone 79 cases of pet abuse were registered in the year 2010, which accounts for only 8 percent of the total pet abuse cases registered in USA, which stands at 986 cases for the year 2010 alone. There are majority of incidents, which do not even get

Recommendation to an ivoirian scholar Essay Example | Topics and Well Written Essays - 1000 words

Recommendation to an ivoirian scholar - Essay Example In addition, in America, it is not common for people to just show up at another person’s home unless the latter person has invited them. It is instead customary for them to call beforehand and ask whether the person they intend to visit is either free or not. In addition, it is often necessary for the person visiting the United States to be aware that the family relationships in this country are not often the same as in other parts of the world. This is because while in other countries, it is normal for a family to have a mother, a father, and numerous children; this is often not the case in the United States. It is not uncommon to find single-parent families or individuals who have been married and divorced several times (Goransson 903). However, the American way of life is extremely liberal and this will likely ensure that one has a most pleasant visit. Among the most prevalent obstacles to research in the United States is the fact that there tends to be a lack of adequate f unding for the researcher. This is because for a researcher from outside the country, it is not easy to acquire the funding that one needs unless the said researcher has his or her own funding (Brew 423). It is also a time consuming process for the researcher to obtain permission from the authorities to conduct their research, and even if the researcher does get permission, it is often difficult for him to conduct their research in a manner which is familiar to them. One of the biggest obstacles in conducting research in the United States is the fact that the researcher might not have enough knowledge about scientific methods of research which might end up compromising the research that he intends to conducts (Thompson, Ritenbaugh, and Nichter 112). When conducting research in the United States, the researcher should ensure that all their personal issues that might end up compromising their research are dealt with before the beginning of the research process and this will help the r esearcher to give their full attention to the work at hand hence lending legitimacy and credibility to their research work.2 The official language of the United States is English and being aware that this language might not be the first language of the researcher, it would be best if he was made aware of it so that he can start acquainting himself with it (Collins 146). It may be extremely difficult for an anthropological researcher to conduct his research in country whose official language is unknown to them. It is a fact that the language barrier tends to make a lot of the researchers uncomfortable in their new environment and this would be a great hindrance for them in their research because they do not have the capacity to understand the meanings behind the actions of their research subjects.3 In fact, the language barrier may make the anthropological researcher feel isolated, especially in cases where there are no others from their home countries nearby with whom they can assoc iate. The researcher might end up taking a lot of time and hard work to get to be familiar with the local language so that they might get to conduct their research efficiently. Most researchers who tend to go to other countries tend to forget that

Islamic architecture 2 Essay Example | Topics and Well Written Essays - 1250 words

Islamic architecture 2 - Essay Example The beginning of Islamic Architecture takes place with the construction of the Great Mosque at Cordoba in the Iberian Peninsula. Muslims as well as the Christians consider it a wonder of the medieval ages. The construction of great mosque of Cordoba initiated in between â€Å"784 and 786 at the site of a Christian Visigothic Church† 2. In specific, Abd ar-Rahman acquired the church, and subsequently, his grandchildren modified it over two centuries to transform it into a religious entity, starting in 784. The mosque itself was built in four phases  and is observed as a trademark of sacred Islamic architecture. Ferdinand III king of Castile took over Cordoba in 12363 and sanctioned the Great Mosque as the cathedral of city, Mezquita, and used it with negligible changes for the next three centuries4. In 929, when Abd al-Rahman III5 confirmed himself caliph, and the Spanish Umayyads attained the peak of their supremacy. The caliph built the fortress capital of Madinah al-Zahra about thirteen kilometers Northwest of Cordoba, with its focus to impress the world and exhibit its massive military. He made it his empires managerial and legislative headquarters. The construction in Medina al-Zahra proceeded speedily, particularly since Abd al-Rahman III put in one third of the state revenues in its progression. Finally, he brought in the largest and most grand secular venture of his period, which stayed matchless irrespective of the numerous cities founded until its end. As the caliphate fell in the 11th century, the city then was sacked and smoldered. The new Minister of Caliph Hisham II, Vizir-ul-Mansur6 shifted his concentration towards the east of Cordoba and deserted the city during his reign. Later, the Berber troops destroyed this palace-city in 10107. The Great Mosque of Cordoba is most illustrious for its gigantic arches, with approximately eight hundred fifty six pillars of natural stones. These legendary

Assignment Essay Example | Topics and Well Written Essays - 750 words - 29

Assignment - Essay Example These attributes are important because these allow the nurse to perform his or her job much more effectively in terms of the delivery of expected expert care and affect or influence the outcome of various nursing therapeutic roles such as in emotional support, spiritual guidance, information gathering and sharing with the patient, in advocacy of certain medical and ethical issues related to nursing care and patient interactions, in validation of the patient’s feelings, in patient empowerment, and psychological ventilation of the many concerns that many patients usually have, especially those already undergoing their end-stage palliative care. Taken together, all these mentioned attributes are to be directed towards one goal only which is the rendition of nursing care, and in this connection, there are several nursing theories of care which had been propounded by expert nursing practitioners over the years. Among the foremost theories are that of Swanson which relate to the aspects of knowing (the patient), being with, doing for, engaging in the enabling process, and finally, in maintaining belief (Swanson, 2010:433). There are many other similar theories of nursing care which require the same attributes of a good registered nurse like that of Jean Watson’s the Caring Moment, that of Lydia Hall’s Core, Cure, and Care, and of Ernestine Weidenbach’s nursing as a helping art. Nursing developed not only as task-based interventions but as real care (West, 2009:16). Critical thinking is the ability of a person to analyse certain facts and events in an objective manner that helps him or her to make a wise decision. It is therefore a type of reasoning that allows a person to synthesize information from observations and experiences to enable him to reach a reasonably accurate belief and combine this with reflection for an effective action. For those in the nursing profession, critical

Application of Communication Theory to Nursing Essay

Application of Communication Theory to Nursing - Essay Example Communication is one of the major assets that make human beings knowledgeable. Knowledgeable as the number of ways humans interact are much more superior to any other living being’s methodologies to communicate. Forms of communication may include message transfer through voice, letters, e-mails, sign language etc). (Haslett, 1987) Communication was present right from the time of man’s civilization however what changed are the methods in which the process is carried out. More effective forms of expressing are evolving with experience so that the communication as such becomes efficient. Comparing with the pre historic times, definitely the pace at which information is exchanged has tremendously changed. The advent of science and technology had a huge impact on the way communication processes are carried out. Today sitting in the remote corner of the room at any part of the world we can convey our information and carry out communication any time any where through telephoni c calls, e-mails etc. (Barker, 2002) Now-a-days the computer science revolution had brought major renovations to the traditional systems of placing calls by introducing video conference that allows voice as well as the real life picture to be transmitted as message that obviously upgrades the level of communication. Mobile phones and other cellular devices have made the world very small, that it can fit in our pockets. Coming to personal aspects and importance of communication, the basic purpose of communication is for interdependence and satisfying needs. Every person wants to be heard, appreciated and also shares his thoughts and feelings. It is the exchange of thoughts and feelings from one person to another that determines the efficiency of communication. Getting into the roots of communication, it basically has three dimensions namely. (Barker, 2002) As shown in the figure, the communication may

Education Standards in Kentucky Essay Example | Topics and Well Written Essays - 750 words

Education Standards in Kentucky - Essay Example However, this also serves to keep the page counts low for each grade and standard, and this seems like a practical and effective way for teachers to use the page for lesson planning. The CCD puts a great deal of information on a relatively small matrix, including Big Ideas, Academic Expectations, Understandings, Skills and Concepts, and Related Core Content for Assessment. It is a logical and useful organization of the information, but it sometimes seems a bit difficult to hone in on an exact specification because there is so much "going on" in the tables (KDE, Combined Curriculum Document Reading-End of Primary, 2006). The Kentucky School Laws Annotated (Kentucky General Assembly, 2006) is a different type of resource for school employees. It is organized as a codified legal document with section numbers, paragraph indicators, and other marking utilities. It addresses school funding, breakfast programs, and teacher compensation. It also cites rules for textbook purchases, IEPs, teacher tenure and retirement, and a host of other topics. It is definitely the place to go to determine if a professional decision meets the standards of conduct expected by the state of its teachers. It lists extremely specific requirements which are easy to find in the Web version by using the handy "Search" function. The Kentucky Teacher Standards (KDE, 2007) are a well-organized, easy-to-use presentation that differentiates between novices and veterans in two-column chart. Standards are organized by area. Each states in clear, precise language exactly what each teacher is expected to do in instruction, ensuring a positive learning climate, assessment, reflection, collaboration with others in the school community, professional development, and leadership. The document is short enough to easily navigate. It lists specific ways teachers can meet each expectation (e.g., find and prioritize areas for professional growth based on peer feedback). These three documents had interesting similarities and differences. For instance, the CCD is student-directed, the Teacher Standards are teacher-directed, and the School Law is court/judge/lawyer-directed. Although each has the same ultimate goal - providing a fair, effective, high-quality educational system for Kentucky's children - each is written for a different audience and intended for different uses. Two of the three did not seem to be for direct student use. Students are not likely to read about Kentucky school law, or view the Teacher Standards. Hopefully, teachers speak enough about the CCD to make students well aware of what they are, although it seems unlikely students would read the entire set of standards on their own. All three documents had much in common. They are generally not directly used by students. Each seeks to give extremely precise instructions and guidelines for conducting educational business. Each lays out actions for which different people and parties are responsible. Each document supports the educational process in a unique way. School law must be codified and available to anyone who wishes to see it. It is critical to our educational organizations. Imagine trying to play a game of SCRABBLE without knowing or agreeing upon the rules of play. It

Mans Existence Defined by Being and Nothing Essay Example for Free

Mans Existence Defined by Being and Nothing Essay I. Introduction What makes a person alive? Should existence be defined simply by a persons biological and physical ability to move and breathe? Is existence proven by the mere physical presence of a living person? Philosophers down the ages have advanced many theories of how human existence is defined. Some have advance theories based on the establishment of being after the fulfillment of a lifes purpose. Others opined that a persons fear or experience of dread and nothingness defines existence. Some however believe that it is a combination of these yin/yang forces that define human existence. II. Discussions on Existence, Being and Nothingness People are defined as human beings in Biology.   It is what separates humans as a specie from animals.   But shouldn’t the word â€Å"human† be enough? What is the significance of the verb â€Å"be?†   Several theories have been advanced to define the tangible things one sees in life but as philosopher Martin Heidegger noticed, they have forgotten to ask what to â€Å"be† really is (Philipse. 1998. p18). The question of what defines human existence has intrigued philosophers over the ages. Theories have gone beyond the basic qualification of life as the simple and obvious ability to move and breathe. Existentialism however, puts forward the more abstract concepts of defining one’s being as influenced by boredom, freedom, commitment and alienation (Warnock.1970.p.4).   It separates the human existence into â€Å"being† and â€Å"nothing.† What makes a human a â€Å"being†? According to Heidegger, a de-constructional view of existence is necessary to include the essence of humans being as opposed to the classical thought of the obvious and therefore unexplored being (Philipse, 1998.p.3). One of Heidegger’s main influences, Edmund Huserll (Grimsley.1960.p.37) said that philosophy should be described in the context of human experience and goals.   People do and live in accordance with one â€Å"plan† or goal.   Heidegger modified this with his theory of â€Å"care,† (Cochrane. 1956. p112) which, simply stated means that a person’s priorities or what he or she considers important defines their existence.  Ã‚   For him, it is the motivation and the individual needs that define a person’s existence and thus shapes them into what they are. In his work â€Å"Being and Time,† Heidegger created the representation â€Å"Dasein† of the individual that seeks to answer the question as to why he exists.   He states the Dasein is â€Å"thrown† into a world of possibilities and responsibilities, and to account for his existence, the Dasein must take responsibility for all these possibilities (Cochrane, 1956 p. 136). Another philosopher who advances the notion of a reality governed by consciousness, Rene Descartes in his â€Å"Meditations on First Philosophy† states that in human existence, the only thing that cannot be doubted is consciousness.   Reality can have many illusions, but a human being’s consciousness is constant which therefore makes it the only truth (Snooks, 1998.p 26). The famed German philosopher George Wilhelm Friedrich Hegel (Stace,1955. p. 44) summed it up in the statement â€Å"the rational alone is real† which presented the idea that everything can and will only be expressed in rational categories His various works reflected methods predominantly rooted in logic According to Hegel,   the degree of comprehension of concepts is only limited or expanded by the standards of knowledge a person possesses and the level of society he belongs to (Stace,1955. p. 46)   . The ideas of existentialism contradict this. The definition of a person’s existence is not dependent on rational thinking but rather their individual â€Å"beings† in the world they were born in.   Reality in reference to one’s existence is subjective. In Sartre’s â€Å"Being and Nothingness,† he defines the actuality of man’s ideal of completion as the fulfillment of state of â€Å"Being† while nothingness is the failure or lack of this actuality (Schilpp. 1997.p.48) Like Hegel, Sartre also used the concepts of â€Å"Being† in terms of â€Å" in itself†, â€Å"for others†, and â€Å"for and in itself.†   Unlike Hegel however who defined these as organizational thought processes and logic in the individual, Sartre stated these terms with definitions done to identify and qualify the subjective and objective facets of human existence. Regarded as the â€Å"Father of Existentialism,† and one of Hegel’s greatest critics, Soren Kierkegaard (Malantschuk, 2003.p.11 )was a Danish philosopher who proposed that it is an individual’s feelings such as dread and anxiety that lead to making choices that define a person’s life. Kierkegaard believed that the difference between an individual’s self-perception of being and nothingness stems from the â€Å"individuality† of a person and that includes emotions and passions. A persons existence therefore, is brought about by his fears. He cites a parallel of faith and atheism.   In his theories that were viewed as anti-organized religion, Kierkegaard states that for a person to be able to â€Å"make a leap of faith,† one must first have doubt. Otherwise, one may not be able to differentiate faith from everyday emotions. In the same way, Being cannot exist without â€Å"Nothing† and vice-versa (Malantschuk, 2003.p.90) Kierkegaard also advanced the   paradoxical theory of the Concept of Dread (Ussher, 1968.p. 52). According to Kierkegaard’s concept of Dread, it is only when one has experienced total misery that one can recognize and experience life and living. Only by being a sacrificial Isaac would he recognise himself for the beloved of Abraham: and no miracle (he knew in the end) would intervene. (Ussher, 1968.p. 27). It is not unusual in today’s times to hear the maxim â€Å"You never know what you have unless you’ve lost it.†Ã‚   The misery or anxiety at the thought of losing something makes one realize how much value they have truly assigned to something. The thought of this is echoed in German journalist Helmut Kuhn’s â€Å"Encounter with Nothingness: An Essay on Existentialism† (1949): The question of existence is urged upon us chiefly by our interest. We raise it when we care for the existence or the nonexistence of something. When darkness closes down, we do get excited about the existence of light (Kuhn, 1949) Immanuel Kant presented a style of inquiry that takes to consideration the physiological and empirical facets of a person’s state of Being. Kant believed that an introspective approach was necessary for one to understand and make sense of ones own being (Kant, 1965). Sartre, one of the strongest critics of Kantian theory argues that the notion that human emotions are insignificant and occasional â€Å"situations† that occur of an individual’s behavior is unacceptable. Moreover, emotion must not be considered as a set of empirical facts gained through introspection or as a corporeal phenomenon , but rather as an organized form of human existence   (Schilpp, 1997.p.13) As a person’s existence and state of â€Å"Being† are subjective, so is the definition of â€Å"nothingness.† The lexicon meaning of the word â€Å"nothing† is given as â€Å"1 : not any thing : no thing; 2 : no part;   3 : one of no interest, value, or consequence† In philosophy however, despite the many theories that sought to define existence, the definition of the word nothing seems to be universal.   It simply means failure to attain a state of Being through lack of fulfillment and failure at the attainment of purposes or goals. III. Summary The human being and existence is a complex and paradoxical concept.   All the concepts are true in a sense, but were never really complete in describing or pinpointing the meaning of life. Different schools of thought range from describing human existence in a mathematical sense then evolving into the more abstract consideration of complex human emotions. Classical philosophy in its rational and logical basis, says it is Mind over matter. Sartre, Hegel and Heideggers philosophies are summed up in the End justifies the Means. Kierkegaards neurotic view of the existence as a result of anxiety and dread is summed up in You dont know what you have until youve lost it. IV. Conclusion Given the many points of view advanced, there remains a constant, and that is recognition of the human free will. It is the will that makes a choice that rational, experiential or pessimistic, influences the End that defines and justifies a persons existence. A persons experience of past and present in addition to his perception of what the future could be are subjective.   The significance people place on certain things is also subjective.   Reactions are subjective.   Life is subjective.   One can choose to define existence in the manner of different philosophies. However, it is important to note that these schools of thought are not rules that encompass every persons experience of life.

The Link Between Inflation And Unemployment Economics Essay

The Link Between Inflation And Unemployment Economics Essay The two main goals of economic policymakers are low inflation and low unemployment, however often these goals conflict. For instance, if the policymakers decided to use monetary or fiscal policy to expand aggregate demand then this would move the economy along the short-run aggregate supply curve to a point of higher output and a higher price level. The higher output mean lower unemployment as firms would need more workers when they produce more. On the other hand a higher price level, given the previous years price level, means higher inflation. Therefore, when policymakers move the economy up along the short-run aggregate supply curve, they reduce the unemployment rate and raise the inflation rate. Similarly, when policymakers contract aggregate demand and move the economy down the short-run aggregate supply curve, unemployment rises and inflation falls. The trade off between unemployment and inflation is often referred as the Philips curve. The Philips curve is an inverse relationship between the rate of unemployment and the rate of inflation in an economy. In another word, it is a reflection of the short-run aggregate supply curve so as policymakers move the economy along the short-run aggregate supply curve, unemployment and inflation move in opposite direction. The Phillips curve is a useful way to express aggregate supply because unemployment and inflation are such important measures of economic performance. The Phillips curve in its modern form states that the inflation depends on three forces and they are; expected inflation, the deviation of unemployment from the natural rate also known as cyclical unemployment and supply shocks. These three forces can be express in the follow equation: Ï€ = Ï€ e ÃŽ ²(u-u n ) + ʆ¹ Inflation = Expected Inflation (ÃŽ ² x cyclical unemployment) + supply shock Where ÃŽ ² is a parameter measuring the response of inflation to cyclical unemployment. There is a minus sign before the cyclical unemployment as high unemployment tends to reduce inflation. The equation above basically summarises the link between unemployment and inflation. The diagram below is an example of a short-run trade off between unemployment and inflation. When unemployment is at its natural rate, inflation depends on expected inflation and the supply shock. The parameter ÃŽ ² determines the slope of the trade-off between unemployment and inflation. In the short-run, for a given level of expected inflation, policymakers can manipulate aggregate demand to choose a combination of inflation and unemployment on this curve which is called the short-run Phillips curve. In the short run, inflation and unemployment are negatively related. In the long-run, the Phillips curve is vertical. This is because when actual inflation equals expected inflation, there is no trade-off between inflation and unemployment. In long-term equilibrium the actual rate of inflation must remain equal to the expected rate. Unemployment, u Inflation, Ï€ Long-Run Phillips Curve Short-Run Phillips Curve Inflation, Ï€ Unemployment, u There are two main causes of rising and falling inflation; they are demand-pull inflation and cost-push inflation. Demand-pull inflation occurs when aggregate demand in an economy outpaces aggregate supply. This is when the inflation goes up as a result of real GDP rises and unemployment falls which move the economy along the Philips curve. The demand-pull inflation diagram below illustrates that according to Keynesian theory, firms will employ people and the more people are employed, the higher the aggregate demand will become. Greater aggregate demand will lead to firms employing more people in order to meet the higher output. This is when the unemployment falls and the price increases therefore AD0 shifts to AD1. Cost-push inflation occurs when the price of goods or services increases which doesnt have and close substitutes for example oil. The cost-pull inflation diagram below illustrates that according to Keynesian theory, many prices are sticky downwards, so instead of price fa lling there would be a supply shock causing a recession. This is when unemployment rises and GDP falls and therefore SRAS0 shifts to SRAS1. Cost-Pull inflation Demand-pull Inflation SRAS1 AD0 Price level AD1 E2 E0 AD0 SRAS0 Y* Y0 P2 P0 SRAS0 Price level E0 Real GDP E1 P1 P0 Real GDP Y0 Y* A good example of link between unemployment and inflation can be seen in the United States. The graph below shows the history of unemployment and inflation in the United States since 1961. The four decades of data illustrates some of the causes of rising or falling inflation. As we can see from the graph, during 1960s policymakers were able to reduce unemployment in the short -run, however this caused the inflation to rise high. This was achieved by cutting tax in 1964, together with expansionary monetary policy which expended the aggregate demand and pushed the unemployment rate below 5%. Moreover, due to government spending as a result of Vietnam War, this expansion of aggregate demand continued in the late 1960s. Consequently, unemployment fell lower and inflation rose higher than intended. In 1970s, policymakers started off with trying to lower the high inflation of 1960s. The government imposed temporary controls on wages and prices and the Federal Reserve engineered a recession through reducing monetary policy but the inflation rate only fell slightly. By 1972, unemployment was same as 1962 however the inflation rate was 3 percent higher. At the start of 1973 policymakers had to deal with the large supply shocks caused by the Organization of Petroleum Exporting Countries (OPEC). During mid-1970s, OPEC raised their oil price pushing the inflation rate up to 10 percent. With the supply shock and temporary tight monetary policy, led to recession in 1975. High unemployment during the recession reduced inflation rate however further OPEC price raise pushed inflation back up again in the late 1970s. During 1980s there was high inflation and high expectation of inflation. So the Federal Reserve was determined to aim monetary policy at reducing inflation. Consequently, in 1982 and 1983 the unemployment rate reached its highest level in 4 decades. Fall in oil price in 1986 has helped reduce the unemployment rate and lowered the inflation rate down from 10 percent to near 3 percent. By 1987, unemployment reached 6 percent which was close to most estimates of the natural rate. The unemployment rate continued to fall throughout the late 1980s and reached to 5.2 percent in 1986 which led to a new round of demand pull inflation. The 1990s began with a recession as a result of contractionary shocks to aggregate demand. However, unlike the recession in 1982, unemployment in 1990 recession wasnt far above the natural rate therefore the effect on inflation was small. By the end of 1990s, both unemployment and inflation reached their lowest levels in many years. This could be due to a combin ation of events which helped keep the inflation in check despite low unemployment. However in 2000, inflation rate started to rise up again. The example of United States macroeconomic history displays the many causes of inflation. The two sides of demand pulled inflation can be seen during the 1960s and 1980s. In the 1960s low unemployment pulled inflation up and in the 1980s high unemployment pulled the inflation down. During 1970s the rise in oil price showed the effects of cost push inflation. http://static.flatworldknowledge.com/sites/all/files/29936/fwk-rittenmacro-fig16_004.jpg