Martin Thembisile (Chris) Hani, South African Activist

Chris Hani (born Martin Thembisile Hani; June 28, 1942–April 10, 1993) was a charismatic leader in the African National Congress (ANC) militant wing (uMkhonto we Sizwe or MK) and the secretary-general of the South African Communist Party. Considered a threat to both the extreme-right wing in South Africa and the new, moderate leadership of the African National Congress, his assassination had a significant impact on his countrys transition from apartheid. Fast Facts: Martin Thembisile (Chris) Hani Known For:  South African activist, chief of staff of uMkhonto we Sizwe, and secretary-general of the Communist Party whose assassination was pivotal in South Africas transition from apartheidAlso Known As:  Chris HaniBorn:  June 28, 1942 in Comfimvaba, Transkei, South AfricaParents: Gilbert  and Mary HaniDied:  April 10, 1993 in Dawn Park, Boksburg, South AfricaEducation: Matanzima Secondary School at Cala, Lovedale Institute, University of Fort Hare, Rhodes UniversityPublished Works:  My LifeSpouse: Limpho HaniChildren: Nomakhwezi, Neo, and LindiweNotable Quote: My studies of literature further strengthened my hatred of all forms of oppression, persecution and obscurantism. The action of tyrants as portrayed in various literary works also made me hate tyranny and institutionalised oppression. Early Life Martin Thembisile (Chris) Hani was born on June 28, 1942 in the small, rural town of Comfimvaba, Transkei. He was the fifth of six children. His father, a migrant worker in the Transvaal mines, sent what money he could back to the family in Transkei. His mother worked on a subsistence farm to supplement the family income. Hani and his siblings walked 25 kilometers to school each weekday and the same distance to church on Sundays. Hani was a devout Catholic and became an altar boy at the age of 8. He wanted to become a priest, but his father would not give him permission to enter the seminary. Education and Politicization When Hani was 11 years old, the South African government introduced the Black Education Act of 1953. The act formalized the segregation of black schooling and laid the foundation for Bantu Education and Hani, at a young age, became aware of the limitations that the apartheid system imposed on his future: [T]his angered and outraged us and paved the way for my involvement in the struggle. In 1956, at the start of the Treason Trial, he joined the African National Congress (ANC)—his father was already a member of the ANC. In 1957 he joined the ANC Youth League. One of his teachers at school, Simon Makana, may have influenced this decision. Hani matriculated from Lovedale High School in 1959 and went to university at Fort Hare to study modern and classical literature in English, Greek, and Latin. Hani is said to have identified with the plight of Roman commoners suffering under the control of its nobility. Fort Hare had a reputation as a liberal campus, and it was here that Hani was exposed to the Marxist philosophy that influenced his future career. The Extension of University Education Act (1959) put an end to black students attending white universities (mainly the Universities of Cape Town and Witwatersrand) and created separate tertiary institutions for Whites, Coloured, Blacks, and Indians. Hani was active in campus protests over the takeover of Fort Hare by the Department of Bantu Education. He graduated in 1962 from Rhodes University in Grahamstown with a Bachelors degree in classics and English, just ahead of being expelled for political activism. Exploring Communism Hanis uncle had been active in the Communist Party of South Africa (CPSA). The organization was founded in 1921 but had dissolved itself in response to the Suppression of Communism Act of 1950. Ex-Communist Party members had continued to operate in secret and then formed the underground South African Communist Party (SACP) in 1953. In 1961, after a move to Cape Town, Hani joined the SACP. The following year he joined uMkhonto we Sizwe (MK), the militant wing of the ANC. With his high level of education, he quickly rose through the ranks; within months he was a member of the leadership cadre, the Committee of Seven. Arrest and Exile In 1962, Hani was arrested for the first of several times under the Suppression of Communism Act. In 1963, having tried and exhausted all the possible legal appeals against conviction, he followed his father into exile in Lesotho, a small country landlocked within South Africa. Hani was sent to the Soviet Union for military training and returned to Africa in 1967 to take an active role in the Rhodesian bush war, acting as a political commissar in the Zimbabwe Peoples Revolutionary Army (ZIPRA). Work With Zipra ZIPRA, under the command of Joshua Nkomo, operated out of Zambia. Hani was present for three battles during the Wankie Campaign (fought in the Wankie Game Reserve against Rhodesian forces) as part of the Luthuli Detachment of combined ANC and Zimbabwe African Peoples Union (ZAPU) forces. Although the campaign provided much-needed propaganda for the struggle in Rhodesia and South Africa, in military terms it was a failure. The local population frequently informed on guerrilla groups to the police. In early 1967, Hani made a narrow escape into Botswana, only to be arrested and detained in prison for two years for weapons possession. Hani returned to Zambia at the end of 1968 to continue his work with ZIPRA. Rising in the ANC, MK, and the SACP In 1973 Hani transferred to Lesotho. There, he  organized  units of the MK for guerrilla operations in South Africa. By 1982, Hani had become prominent enough in the ANC to be the focus of several assassination attempts, including at least one car bomb. He was transferred from the Lesotho capital of Maseru to the  center  of the ANC political leadership in Lusaka, Zambia. That year he was elected to the membership of the ANC National Executive Committee, and by 1983 he had been promoted to political commissar of the MK, working with student recruits who joined the ANC in exile after the  1976 student uprising. When dissident ANC members, who were being held in detention camps in Angola, mutinied against their harsh treatment in 1983–1984, Hani had a part in the uprisings suppression. Hani continued to rise through the ANC ranks and in 1987 he became the chief of staff of the MK. During the same  period,  he rose to senior  membership  of the SACP. Return to South Africa After the unbanning of ANC and SACP on February 2, 1990, Hani returned to South Africa and became a charismatic and popular speaker in townships. By 1990 he was known to be a close associate of Joe Slovo, the secretary-general of the SACP. Both Slovo and Hani were considered dangerous figures in the eyes of South Africas extreme right: the Afrikaner Weerstandsbewging (AWB, Afrikaner Resistance Movement) and the Conservative Party (CP). When Slovo announced that he had cancer in 1991, Hani took over as secretary-general. In 1992, Hani stepped down as chief of staff of uMkhonto we Sizwe to devote more time to the  organization  of the SACP. Communists were prominent in the ANC and the Council of South African Trade Unions, but were under threat—the collapse of the Soviet Union in Europe had discredited the movement  worldwide. Helping the SACP Rise Hani campaigned for the SACP in townships around South Africa, seeking to redefine its place as a national political party. It was soon doing well—better than the ANC in fact—especially amongst the young. The youth had no real experiences of the pre-apartheid era and no commitment to the democratic ideals of the more moderate Mandela and his cohort. Hani is known to have been charming, passionate, and charismatic and he soon attracted a cult-like following. He was the only political leader who seemed to have influence over the radical township  self-defense  groups that had parted from the authority of the ANC. Hanis SACP would have proved a serious match for the ANC in the 1994 elections. Assassination On April 10, 1993, as he returned home to the racially mixed suburb of Dawn Park,  Boksburg  near Johannesburg, Hani was assassinated by  Janusz  Walus, an anti-Communist Polish refugee who had close links to the white nationalist AWB. Also implicated in the assassination was Conservative Party member of parliament Clive Derby-Lewis. Legacy Hanis death came at a critical time for South Africa. The SACP had been on the brink of attaining significant status as an independent political party, but it now found itself bereft of funds (due to the Soviet collapse in Europe) and without a strong leader—and the democratic process was faltering. The assassination helped persuade the bickering negotiators of the Multi-Party Negotiating Forum to finally set a date for South Africas first democratic election. Walus and Derby-Lewis were captured, sentenced, and jailed shortly after the assassination—within six months. Both were sentenced to death. In a peculiar twist, the new government (and constitution) that they had actively fought against, caused their sentences to be commuted to life imprisonment because the death penalty had been ruled unconstitutional. In 1997 Walus and Derby-Lewis applied for amnesty through the Truth and Reconciliation Commission (TRC) hearings. Despite their claims that they were working for the Conservative Party, and therefore the assassination had been a political act, the TRC effectively ruled that Hani had been assassinated by right-wing extremists who were apparently acting independently. Walus and Derby-Lewis are currently serving their sentence in a maximum-security prison near Pretoria. Sources Hani, Chris. My Life. South Africa Communist Party, 1991.The OMalley Archives.  The Death of Chris Hani:  An African Misadventure.

Summary of Prevail and Transcend Scenario in Radical...

Summary of Prevail and Transcend Scenario In chapter six of Radical Evolution, author Joel Garreau shows through various interviews and examples that even though technology may be rising on an exponentially increasing Curve, humans may still be able to change the effects of technological advance in unpredictable ways. Deemed the Prevail scenario, it is also characterized by humans slowing down once-viewed inevitable change viewed as negative and speeding up positive change. Another great theme of the Prevail Scenario is its idea that technological advance will enable humans to acquire a better understanding of their society and nature. In addition to discussing the Prevail scenario, Garreau also discusses the possible change humans†¦show more content†¦Garreau emphasizes this scenario by quoting Faulkner’s famous saying that â€Å"man will prevail ‘because he has a soul, a spirit capable of passion and sacrifice and endurance’† (qtd. in 209). Garea u expands on the concept of the development of human nature in the chapter seven. Through a series of interviews and examples, Garreau attempts to explain and clarify what it means for humans to transcend and how technological advance will have an impact on that transcendence. Garreau starts out the chapter with an explanation that throughout human history, humans have been changing and evolving, with examples such as fire and writing. Then, Garreau describes the way human nature is being changed: â€Å"Even the least educated among us is not raised by wolves, feral and wild. He grows up shaped by contemporary humans who own television, who have been shaped by modern society† (237). This quote further suggests that human nature may be impacted the advancing GRIN technologies. To examine this possibility, Garreau interviewed Nick Bostrom, co-founder of the World Transhumanist Association. 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A Rose for Emily Critical Essay Free Essays

Critical essay â€Å"A Rose for Emily† was the first short story that William Faulkner published in a major magazine. It was published on April 30, 1930 in an issue of Forum magazine. Faulkner was still struggling to make a name for himself before he published this story. We will write a custom essay sample on A Rose for Emily Critical Essay or any similar topic only for you Order Now â€Å"A Rose for Emily† features many characters that make it an interesting story. Three of the ones that most appeal to the reader are Emily Grierson, Homer Barron, and Toby the servant. Emily is the main character in this story; she used to be a vibrant, outgoing young girl who loved socializing with people and spending time with her family. After her father’s death she transformed into an introverted old woman who spent the rest of her life hiding away in her house, and alienating herself from human contact. Emily’s life was being told through a series of flashbacks. She seems to be living in a world where time ceases to exist. She threatens to have metallic numbers affixed to the side of her house when the town receives modern mail service, she is isolated from reality which constantly threatens to break through her little world. Emily can be portrayed as some sort of object in this novel because she is always being watched. The townspeople always watch Emily as if she were some sort of object that they knew nothing about. People always wondered what she was doing. They would often see her through her window on some rare occasions, this was considered to be a rare sight since she never left her house. Homer Barron is a foreman from the north. Faulkner describes him as a large man with a dark complexion, a booming voice, and light-coloured hair. Homer takes interest in Emily and starts taking her out for Sunday drives in his buggy. As the years pass Homers interest in marrying Emily is dramatically decreasing. He disappeared in Emily`s house one day, his corpse was later discovered in one of the rooms in her house. Homer was poisoned by Emily so that he could spend eternity with her; â€Å"Then we noticed that in the second pillow was the indentation of a head. One of us lifted something from it, and leaning forward, that faint and invisible dust dry and acrid in the nostrils, we saw a long strand of iron-gray hair. p. 130 The Broadview Anthology of Short Fiction. This quote was taken from the end of the story. Emily’s secret was finally out, all of town now knew what Emily was up to all these years. She was unsecure because she was never able to give up the men who shaped her life. Her father’s corpse for example was released after a fight with the townspeople, Emily had a tough time losing the significant ma le figures in her life, even though she poisoned one of them. A long strand of steel gray hair was discovered on the pillow next to Homer`s corpse. This meant that Emily was sleeping next to his corpse ever since she poisoned him. This also shows loneliness in Emily`s character since her father died. She was desperately looking for a way to bring back the memories of when her father was still alive. Toby was Emily`s servant. He was not mentioned a lot in this story, but he was an important figure in Emily`s life. He provided for her whenever she was in need, his communication skills however were gone. Some say that his voice would be rusty since he never used it. Toby was like Emily`s link to society. He was the only person leaving her house and coming back. The townspeople were always asking Toby questions about Emily or anything that goes on in her house, the townspeople however stopped asking him for information about Emily after a while. After Emily`s death, Toby walks out the back door and is never heard from again. In conclusion, â€Å"A Rose for Emily† is a great story with many literary elements that possess a significant meaning in its context. Emily Grierson, Homer Barron, and Toby the servant are only a few characters presented in this short story by William Faulkner. How to cite A Rose for Emily Critical Essay, Essay examples

Cloud Computing Technical Management and Service Level

Question: Describe about the Cloud Computing for Technical Management and Service Level. Answer: Introduction Child protection board has considered to assess the technical management and Service Level Agreements (SLA) in cloud computing. For this purpose the estimation of management requirements of different vendors of cloud is necessary. In the following report, discussion about remote administration, SLA management and resource management is done including the payroll services and data file exchange. Since the report discusses about the cloud services of various vendors certain features are to be highlighted which are application resilience, disaster recovery and backup and finally the SLA service are illustrated. Child Protection Board has levied this responsibility as the cloud architecture is the most important feature in deciding the security and risk management of the vendor. Comparison is made between different vendors cloud architecture to select the most suitable cloud service for the Child Protection Board. Architecture refers as many components and sub-components of cloud service s that are classified into Front-end and Back-end. Further discussion is done in the following report. Cloud Computing Architecture Architecture of cloud computing can be divided into two sections which are front-end and back-end architectures. Both ends are connected to each other by a network connection which is internet in most of the cases. Front end of the architecture is of the client or the user. It includes the software or the interface part or the application module of the cloud (Kim Solomon, 2013). Since interface of each cloud service is not the same it is the dynamic part of architecture. Back end is cloud part of the architecture. This contains several vital systems such as servers, data storage and computers. Both ends of the cloud architecture are present in any cloud system which may host a data processing system or a video game (Cao et al., 2014). Various cloud vendors give emphasis to different cloud architectures. But in Child Protection Board both of the front end and back end architectures are deployed to get proper synchronization in providing the data processing and payroll management syst ems (Lloyd, 2014). Cloud Computing Delivery Models Some cloud computing delivery working models are Software as a service (SaaS), Platform as a service (PaaS), and Infrastructure as a service (IaaS). These platforms differ in the type of applications which they support which is required by the user. SaaS applications are available from numerous client devices such as a web browser. But the cloud users do not control the infrastructure such as operating systems, individual applications, network or even system storage (Limoncelli, Chalup Hogan, 2014). Moreover, IaaS gives the access to users for processing of consumers, networks, fundamental resources and networking depending on the type of application use. PaaS deploys software and platform of users. The applications are accessible from anywhere. They have the rights to control the platform. Users get the conformation about the tools which are supported on the platform. IBM and Oracle is the two largest cloud service providers in the world. Another working model ids are Communication as service (CaaS), Database as service (DaaS) and Business Process as service (BPaaS) (Mutkoski, 2013). Risk management of Outsourced ICT systems including Cloud Risk management of cloud systems which comes under the ambit of ICT systems is done by the government of the country. This follows the structured approach for defining risk assessment. This helps the decision makers to calculate the benefits of executing cloud computing services according to the business requirements (Reed Bennett, 2012). There are certain guidelines on which the risk management is done which are: Application of risk management principles of International Standard ISO 31000. Strategic and organizational context. Risk identification. Assessment of tolerance of risk. Questions related to the timing of risk management deployed in the cloud. Threats involved during information outsourcing Assessment and mapping of risks with other factors. Defining likelihood and potential of risks. Evaluation and rating of risks. Options of risk treatment even when the services are outsourced. Review of services and consultation form experts. Governance and security in cloud computing services There are certain features which are considered in governing and security of cloud services which are discussed below: Data Protection: The questions relating to the positioning and storage of data and its location, data is stationery or in motion and assurance of availability of data (Wang et al., 2014). Security control: It is concerned with controls of security provided by the cloud to its end user and assurance of effective and efficient management of controls in cloud services. Compliance: Synchronization with the given guidelines and confidence of cloud provider in the effective use and support of cloud services (Moerel, 2014). Multi-tenancy: Vulnerability of the assets if another client is under attack and separation of data of multiple customers on the cloud. Security governance: Ownership, access and rights of the data and measurement of performance. Erls SLA agreement The service level agreement is basically considered as contractual agreement between consumer of the supplied products and specialized services provider. As per the Erls SLA, it is mainly consisting ethical scenario, human rights goal and objectives of the organization (Gu Guirguis, 2014). Service level agreement mainly supports organizational authorities to understand the different deliverables representing in it. The organizational service level agreement is following in nature: Service Level Agreement Overview The service level agreement is mainly initiated by child protection board for their cloud service provider (Kim Solomon, 2013). This service agreement are created to manage their employees payroll of the organization over cloud networking. Scope of the services There are basically some part of the services are covered in the basis of For easier accessibility and better managerial services Cloud based payroll services are selected by board (Limoncelli Hogan, 2014). Availability for the better provisional support services. Confidentiality To maintain the confidentiality of the provided database, maintenance of data usage secured and under security section. Price The allocated prices required to be according to competitiveness of the market, which should not be more than stipulated level also need to be properly documented. Migration to Cloud model Migrating the entire application on cloud is a tough ask for Child Protection Board as it has to completely shift their existing work model to an unknown domain. Migration should not be done in haste or a flip of the switch. Child Processing Board must choose the right migration strategy and tool (Kshetri, 2016). Since Child Protection Board is a public enterprise it should take care of the following factors before migrating to cloud: Virtualized Infrastructure: If the existing infrastructure is based on virtualization then it is viable to migrate from virtual-to-virtual framework. Therefore, physical migration is not considered a better option. Redundancy: If the availability requirement of an application is not close to 100 percent then it is considered unwise to migrate that service to cloud as it creates redundancy issues (Amos, 2014). Licensing: Cloud infrastructures require licensing of the services which are used in it such as operating systems and software which may become a problem at the time of migration. So this factor needs to be ensured (Busquets lvarez, 2015). Support: Software vendor needs to give support to the applications which will run of the cloud without which it is difficult to maintain a real time application. Since cloud supports round the clock service of its applications, support is a must thing for its execution and even for migration (Gu Guirguis, 2014). Data Locality: Location of details considered to be the most important factor in migration to cloud as some agencies require the data to be confined within borders. For this purpose regulatory authorities need to be considered. Remote administration This system provides tools and interfaces for external cloud administrators to administer and configure IT resources based on cloud. It is the most basic and fascinating service of cloud users that provides the leverage to its users for accessing, controlling and monitoring its services irrespective of the location. It is termed as the access and security management as per the checklist of Morad and Dalbhanjan (Houze, 2014). Cloud Service Level Agreements Before deploying the cloud services by Child Protection Board, they need to comply with some prerequisites of Service Level Agreements which are stated below: Understanding of responsibilities and roles. Evaluation of policies and business levels. Understand differences between service and deployment models. Identification of objective which are critical. Evaluation of privacy and security requirements. Preparation of management strategies during service failure. Understanding of plan for disaster recovery. Development of governance process to work efficiently. Understanding the process to exit. Cloud based disaster recovery Recovery of data and preventing disaster is not easy in cloud services. For cloud storage most of the users apply a hybrid approach for data backup and disaster recovery. This is done by choosing the data to be stored in the cloud. Not every data is kept on the cloud and some of it is stored on premise in different data storage systems. Recent data-backup techniques are used to minimize the risk of data loss (Reed Bennett, 2012). Introduction of new technologies such as variable length reduplication and reduction of storage bandwidth is done to protect data from risks of disaster. Replication of data to off-site cloud storage is another way of data recovery. Identification of critical data and applications that are running on cloud is also a successful method to ensure data protection which can be stored in another way or a storage device (Kshetri, 2016). There is no concrete way of avoiding risk associated with data loss on cloud but these protective measures minimize the chances o f data loss. Reference Amos, S. (2014). Data Security: Foundation for Smart City Development. Busquets, J., lvarez, C. (2015). Banco Sabadell acquires Banco CAM: leveraging a cloud computing strategy.Journal of Information Technology Teaching Cases,5(1), 8-19. Cao, N., Wang, C., Li, M., Ren, K., Lou, W. (2014). Privacy-preserving multi-keyword ranked search over encrypted cloud data.IEEE Transactions on parallel and distributed systems,25(1), 222-233. Gu, Q., Guirguis, M. (2014). Secure Mobile Cloud Computing and Security Issues. InHigh Performance Cloud Auditing and Applications(pp. 65-90). Springer New York. Houze Jr, R. A. (2014).Cloud dynamics(Vol. 104). Academic press. Kim, D., Solomon, M. G. (2013).Fundamentals of information systems security. Jones Bartlett Publishers. Kshetri, N. (2016). The Evolution of Rules and Institutions in Cybersecurity: Cloud Computing and Big Data. InThe Quest to Cyber Superiority(pp. 25-52). Springer International Publishing. Limoncelli, T. A., Chalup, S. R., Hogan, C. J. (2014).The Practice of Cloud System Administration: Designing and Operating Large Distributed Systems(Vol. 2). Pearson Education. Lloyd, I. (2014).Information technology law. Oxford University Press, USA. Moerel, L. (2014). Big Data Protection.How to Make the Draft EU Regulation on Data Protection Future Proof. Mutkoski, S. (2013). Cloud computing, regulatory compliance, and student privacy: A guide for school administrators and legal counsel.J. Marshall J. Info. Tech. Privacy L.,30, 511. Reed, A., Bennett, S. G. (2012).Silver clouds, dark linings: A concise guide to cloud computing. Pearson Education. Wang, H., Wu, S., Chen, M., Wang, W. (2014). Security protection between users and the mobile media cloud.IEEE Communications Magazine,52(3), 73-79.

Galileos Rolling Ball experiment Essay Example

Galileos Rolling Ball experiment Paper Galileo in his rolling ball experiment investigated the acceleration of a ball rolling down an inclined plane, using a similar setup I will investigate how the time taken to roll down the inclined plane varies with the vertical height change. Theory: When two similar objects are thrown vertically downwards, they are in a state of free-fall. Both objects will hit the ground simultaneously; the force which causes these objects to fall down is the pull of gravity which is also the acceleration of these objects. As the object falls down, its speed increases hence its acceleration increases. Using the equation of motion; S= u t + 1/2 a t2 Since u = o, we can ignore initial velocity so: S = 1/2 a t2 Straight line equation: y = m x + c The variables in this experiment are: S and t2 When compared with the straight line equation: S = 1/2 a t2 y = m x a sin a cos sin = Component of acceleration down slope = g S = 1/2 (a sin) t2 Re-arranging the formula gives: S = 1/2 g t2 = = 1/2 g t2 y-axis gradient x-axis relating this to the equation of a straight line. If t2 is plotted at x-axis and at y-axis the gradient (m) will be equal to 1/2 g therefore, changing the height of the inclined slope and measuring the time period, the value of acceleration can be calculated. = 1/2 g t2 g = 2 Prediction: I think that as the ball will run down the slope its acceleration will increase and the time for the ball to roll down will decrease. Also if the vertical height (h) is increased, the time for the ball to roll down will decrease, i. e. it will travel faster due to increase in the force of gravity. Diagram: Method: Â  First setup the apparatus as shown in the diagram above by: Â  Placing a 2m ramp on a horizontal surface. We will write a custom essay sample on Galileos Rolling Ball experiment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Galileos Rolling Ball experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Galileos Rolling Ball experiment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Having the ramp at an angle so it makes a slope for the ball to run down from, the ramp will be supported on a clamp-stand. Â  Put a mark on the ramp for where the ball will be released and where it will stop. Then measure the vertical height of the inclined slope and record it. Â  Place a cup at the end of the ramp where the mark is, so when the ball bearing reaches the end it will make a sound which will make it easy to stop the stopwatch. Â  Place a ball bearing at the highest point of the slope where the mark is. Â  Release the ball and simultaneously start the stopwatch. When the ball bearing reaches to the bottom of the slope where the mark is, then stop the stopwatch upon hearing the sound made by the ball on contact with the cup. Â  Repeat the experiment several times and get an average for all repeats to get a more accurate result. Safety: * When carrying out the experiment make sure the ramp is securely held on the clamp. * Handle the ramp carefully when carrying it around. Do not swing it around. * When changing the height, first remove the ramp then adjust the height before returning the ramp to its place. Vertical Height (h) in metres Time (s) Average time. Time squared (t2) 0. 10 10. 00 3. 88 4. 06 4. 06 4. 00 16. 00 0. 20 5. 00 3. 21 2. 89 2. 93 2. 99 8. 94 0. 30 3. 33 2. 38 2. 22 2. 38 2. 33 5. 43 0. 40 2. 50 1. 95 1. 99 2. 02 1. 99 3. 96 0. 50 2. 00 1. 89 1. 76 1. 82 1. 80 3. 24 0. 60 1. 67 1. 65 1. 66 1. 66 1. 66 2. 76 Results table: Graph: Evaluation: Although I carried out the experiment as accurately as I could there wree still many sources of error in the method I used. Firstly the error in my timing has been quoted as + 0. 2 s. this is because of my reaction time i. e. the time for the signal from the brain to be transferred to the hand. There is an error in both the starting and stopping of the stopwatch, which makes this the most significant source of error in this experiment. In order to improve the experiment the timing error needs to be reduced. This can be done by increasing the number of readings for every height. Increasing the number from 3 readings to 6 readings would half the percentage error in the results as shown below: Max % error (with 3 readings) = = 6. 7% Max % error (with 6 readings) = = 3. 3% From the above calculation it can be clearly seen that increasing the number of readings significantly reduces the % error by 3.4% or by half. Another way of increasing the accuracy of the timing would be to use a motion sensor to record the time. The maximum percentage error in the height measurement is: = 10% This error could be reduced by measuring the height of the clamp accurately using a ruler with a mm scale. The percentage error in the experiment was: Error in height + (2x error in time) = 10 + 6. 7 = 16. 7% From looking at the graph the points are scattered further away from the line of best fit as the height was increased. This is expected because the percentage error is greatest at these values.

Examinnig Social Exclusion Faced By Elderly People Social Work Essay Essay Example

Examinnig Social Exclusion Faced By Elderly People Social Work Essay Essay Example Examinnig Social Exclusion Faced By Elderly People Social Work Essay Essay Examinnig Social Exclusion Faced By Elderly People Social Work Essay Essay This instance analyze intends to analyze the demographic factors that are likely to hold an impact on societal exclusion, and in this instance with respect to aged people in modern-day society. It is important to analyze alterations within the British lodging policy since 1979 in order to measure the current state of affairs that aged people are faced with. Over the past few decennaries lodging jobs have affected cultural minorities, mentally sick persons and adult females ; nevertheless this instance survey will concentrate entirely on the surveies stand foring such claims in relation to aged citizens. However, one of the effects of presenting the term social exclusion was that it led some people to presume that low income and disaffection were basically unconnected and that each could be considered individually when developing policy.A This, in bend, led to the inclination in some circles to downgrade the importance of turn toing issues of low income, on the evidences that its consequence was merely to restrict the stuff goods that a family could get instead than holding any broad societal impact. In order to turn to sociologically the deductions that the British Housing Act has had on the aged in relation to lodging and societal exclusion it is important to reexamine the policy itself to turn to the constructions and hence any reverberations ; at the bend of the millenary there were more people populating in or on the borders of poorness that at any clip in British history. Harmonizing to this most strict study of poorness and societal exclusion of all time undertaken, by the te rminal of 1999 about 14 million people in Britain, or 25 % of the population were objectively populating in poorness. ( Pantaziz, p1 ) Furthermore, believing sociologically the issue of societal exclusion must be addressed as it is a cardinal sociological argument in modern times. The older coevalss in our societies are capable to societal exclusion in many ways, for illustration ; not surprisingly poorer pensionaries, peculiarly older pensionary twosomes are by and large more likely to describe being excessively old, ill, vomit or disenable to take part in societal activities. ( Pantaziz, p451 ) Thus an association can be made between lodging jobs and societal exclusion as they both come under the umbrella of poorness. It is evident that if older members of society can non afford to partake in common societal activities they will go stray from society. Furthermore, a study carried out by The Age concern in 2002 found that one in three older people felt that fright of offense affected their quality of life and made them experience lonely and stray. ( Pantaziz, p451 ) Therefore, one can presume a nexus between the quality of lodging for older citizens and where their home is situated, frequently in low-level parts of communities, where the hazard off offense is increased. Consequently poorness is clearly a major cause of pensionary exclusion ; it is associated with restricted public-service corporation service usage, increased debts, inability to entree aged services, inability to take part in common societal activities and increased parturiency, societal isolation and deficiency of societal support. ( Pantaziz, p451 ) In add-on, the type of lodging aged occupants live in are frequently highly old belongingss with old adjustments and are in hapless fix, yet they do non hold the financess to modernize or do such fixs and are hence viewed as life below the poorness line due to the status of their belongingss. The statistics below from The Office for National Statistics 2006 depict how the quality of life does fall with age and this can be linked to the type of lodging an single lives in. Quality of life of people aged 50 and over by age measured by CASP-19 tonss, England, 2006 For adult females, the overall quality of life additions between the age groups of 50-54 and 55-59 but thereafter lessenings with age. For work forces there is a similar form but it occurs somewhat subsequently. The overall quality of life additions between the age groups of 55-59 and 60-64 but so decreases with age. In other words, for both adult females and work forces, the quality of life tonss decrease from province pension age onwards with the fastest diminution happening after the age of 70. ( National Statistics Online 2006 ) This could so intend that regardless of the lodging and fiscal state of affairs elderly citizens may happen themselves in, they will ever be given to lose their quality of life with age as a natural impairment. In order to grok the consequence of The British Housing Policy since 1979 had on the aged with respect to lodging and societal exclusion, it is besides of import to recognize that welfare regimes play an of import function in diminishing the hazards of poorness and poorness related societal exposure among aged people. ( Avramor, p.36 ) However, the two chief boards of the lodging policy since have been, foremost, the thrust to widen proprietor business every bit far as possible and, 2nd, to retrench badly outgo on council lodging by raising rents, denationalization and cuts in bricks and howitzer subsides and investing. Housing policy has therefore played a direct function in the growing of both homelessness and term of office population by marginalizing renters and restricting the supply of societal rented lodging. ( Laybourn, p46 ) The work of Ray Forrest and Alan Murie has reviewed the widespread proviso of public lodging and notes how the of import alterations since 1979 include the sale of council lodging and other stairss taking to the privitisation of lodging have in fact had affects on the lodging of the aged. ( Van Vliet, p97 ) It can hence be acclaimed that the election in 1979 has had a important impact on lodging in this state, for illustration ; the decrease in the size of public lodging sector has become portion of a general scheme to restructure and cut down province proviso across the whole scope of public assistance beginnings, including instruction, wellness and lodging. Therefore with this ethos the proportion of aged families in income unstable conditions would stand at 30 per centum were it non for the benefits that supplement pensions and unequal incomes from work and private beginnings. But one time societal benefits are included, income precariousness among the aged falls to 22 per centum. ( Avramor, p.36 ) Furthermore while the auxiliary benefits system is rather effectual in comparative footings in the UK, the proportion of aged who remain in income precariousness conditions affects every bit many as three out of 10 aged families. ( Avramor, p.36 ) It is of involvement to research the effects that face non merely aged people but besides minority cultural older people. After researching this subject it has become evident that ; it is possible that the presence of older relations within the larger family is diagnostic of a deficiency of lodging for minority cultural older people. ( Somerville, p54 ) In add-on there has been an increasing organic structure of work that has examined the lodging demands of minority cultural older people. Blakemore and Boneham 1994 and Bright 1996 have studied the minority older people who are populating in sheltered adjustment ; it may be, nevertheless, that a greater precedence for many families is the proviso of adjustment that would let older people to populate with their households if they so wish. In these instances, it would be more appropriate to help the families to widen bing adjustment and to supply appropriate societal services support for older people within a family, instead than to su pply specialist adjustment, separated from households. ( Somerville, p55 ) Although despite considerable accomplishments in poorness alleviation, the aged are over represented among low income and hapless families. Sing the disadvantages experienced in regard of lodging and families durable goodss, we can detect both age and generational-based alterations in the perceptual experience of demands and outlooks, with the aged by and large being more satisfied even when they own seeable less than younger people. In developed states, societal exclusion lodging jobs by and large concern their comparative hapless who are to a big extent socially disadvantaged non-working or public assistance dependant. The societal exclusion lodging jobs particularly concern big low-cost lodging rental estates where renters are mostly confined in their ain excluded sub-society and this seems to be where a bulk of aged citizens live ; accordingly supplying a nexus between poorness, societal exclusion and lodging jobs for the aged. This instance survey outlines how aged citizens face and go on to confront a hapless quality of lodging and a sense of isolation and exclusion in modern-day society. Bibliography Avramov, D. ( 2002 ) People, human ecology and societal exclusion. Council of Europe. Fulcher, J A ; Scott, J. ( 2007 ) Sociology, Oxford. Oxford University Press. Glennerster, H. ( 2004 ) One hundred old ages of poorness and policy. Joseph Rowntree Foundation. Laybourn, K. ( 2003 ) Modern Britain since 1979: a reader. IB Tauris. Pantaziz, C. ( 2006 ) Poverty and Social exclusion in Britain: the millenary study. The Policy imperativeness. Somerville, P. ( 2002 ) Race, lodging and societal exclusion. Jessica Kingsley Publishers. Somerville, P. ( 1998 ) Explanations of societal exclusion: where does lodging tantrum in? Housing Surveies, vol 13, no 4: 761-780. Vliet Van, W. ( 1985 ) Housing demands and policy attacks: tendencies in 13 states. Duke University Press. Office for National Statistics ( 2006 ) Focus On Older People ; hypertext transfer protocols: //www.statistics.gov.uk/downloads/theme_compendia/foop05/OlderPeopleOverview.pdf and hypertext transfer protocol: //www.statistics.gov.uk/cci/nugget.asp? id=2174 Office for National Statistics ( 2001 ) hypertext transfer protocol: //www.statistics.gov.uk/focuson/ethnicity/ A Case Study stand foring the lodging jobs encountered by black and cultural minority groups and backgrounds with mention to relevant elements of British Hosing Policy since 1979. This Case Study will besides show a clear apprehension of the construct of Social Exclusion experienced by the people within these groups, This instance analyze intends to analyze the lodging jobs that black and cultural minority persons are faced with in modern-day society. Ethnic minority workers were discriminated against in lodging, instruction and societal policy, and underrepresented in trade brotherhoods and political life. ( Laybourn, p.245 ) Furthermore ; While Britain in 1979 benefited from a richly diverse society, methods of battling the racism, favoritism and disadvantage that affected cultural grouping has non yet been developed. ( Laybourn, p245 ) The instance analyze intends to discourse the political and societal facets of the lodging state of affairs for black and cultural minorities. Social facets will concentrate upon societal exclusion and favoritism including both theories and statistics to expose sociological issues. The sociologist John Rex suggested that in lodging, employment, instruction and urban planning immigrant minorities from Asia, Africa and the West Indies have suffered disadvantage due to racial favoritism. Furthermore Rex and Robert Moore ( 1967 ) , in their well known survey on race dealingss in Birmingham unearthed how black and cultural minorities do in fact face societal exclusion with respect to lodging. The sociologists examined the function of urban gatekeepers, such as landlords, constructing society directors and lodging functionaries, in the distribution of adjustment. It is evident that the local authorization s processs for apportioning council lodging were peculiarly critical in finding which groups occupied which lodging in which countries ; eligibility for council houses depended foremost on being a occupant for five old ages and so on the figure of points accumulated, which took history of such affairs as bing lodging conditions, wellness and war service. ( Fulcher A ; Scott, p505 ) Furthermore Rex and Moore suggested how such standards necessarily disadvantaged the cultural minorities, who were forced into lodging houses by the five old ages abode regulation. Furthermore, when they had met this demand and had accumulated adequate points to do them eligible for council lodging, they by and large found that they were allocated hapless quality lodging in slum countries. Rex and Moore noted that the standards used by the Housing Visitor, who allocated Council Housing, were non made populace, and at that place was plentifulness of range here for favoritism on racial evidences. ( Fulcher A ; Scott, p505 ) The survey does show the restrictions in understanding cultural competition for countries. Such competition has occurred but within a model of local authorization ordinance and a construction of cultural relationships. ( Fulcher A ; Scott 2007 ) However, the standard antecedently used by local governments has since changed, yet this can give rise to a set of different jobs. Housing is now supplied and allocated on a footing of demand, but when locals have been waiting and are overtaken by an immigrants it causes much contention within a community. Within the United Kingdom, in-migration has been a cardinal political issue in recent old ages for a figure of grounds such as illegal in-migration, unemployment, offense and race relation issues. With mention to this survey it is noteworthy that lodging is another cardinal issue that has arisen within the subject of in-migration. It is necessary to see national statistics on lodging and cultural minorities to estimate the jobs of societal exclusion that they may be faced with and to detect how their populations may impact the type of quality of lodging that they inhabit. The diagram below depicts which cultural group has the largest families. Size of families can be related to lodging type and criterion and hence societal exclusion as larger households that are populating below the poorness line find themselves capable to favoritism. Average family size: by cultural group of family mention individual, April 2001, GB The information portrays how Asiatic families are larger than any other cultural groups. Households headed by a Bangladeshi individual were the largest of all with an mean size of 4.5 people in April 2001, followed by Pakistani families ( 4.1 people ) and Indian families ( 3.3 people ) . ( Office for National Statistics 2001 ) Furthermore the smallest families were found among the White Irish ( mean size 2.1 people ) . Black Caribbean and White British families were the following smallest, both with an mean size of 2.3 people. All these groups have an older age construction than other cultural groups, and incorporate a higher proportion of one-man families. Thirty-eight per cent of Black Caribbean families, 37 per cent of White Irish families and 31 per cent of White British families contained merely one individual. Merely 9 per cent of Bangladeshi families contained merely one individual. ( Office for National Statistics 2001 ) Somerville emphasises the statistics ; the lodging plac e of minorities consequences from a assortment of external forces, chiefly to make with the prejudiced behavior of persons and the actions/policies of lodging market establishments and exchange professionals. Therefore structural restraints take theoretical primacy over single picks. ( Somerville, p29 ) Thinking sociologically, in order to discourse how lodging jobs may socially except cultural minorities, statistics demoing the different types of house ownership amongst such minorities allows one to separate the current state of affairs in modern-day society and set up any tendencies. Home ownership: by cultural group, April 2001 Sarin Black African, Other Black and Bangladeshi families were the least likely to have their ain places. Around a one-fourth of Black African families ( 26 per cent ) and less than two-fifths of Other Black and Bangladeshi families ( 36 per cent and 37 per cent ) were home-owners in 2001. Black African and Bangladeshi families were most likely to be populating in socially rented adjustment. In 2001, around a half of Black African families ( 50 per cent ) and Bangladeshi families ( 48 per cent ) lived in socially rented adjustment. Between 1991 and 2001 place ownership rates fell for Indian, Pakistani, Bangladeshi and Black African families. During that period place ownership decreased from 82 per cent to 76 per cent for Indian families, from 76 per cent to 67 per cent for Pakistani families, from 44 per cent to 37 per cent for Bangladeshi families and from 28 per cent to 26 per cent for Black African families. ( National Statistics Online 2001 ) It is evident that the societal rented sect or plays an of import function in the lodging of cultural minority families. This is peculiarly true for African Caribbean families ; 45 per cent of whom are housed by local governments or lodging associates harmonizing to the 1991 Census compared with 24 per cent of white families. ( Somerville, p77 ) Social exclusion faces many cultural minorities within the UK today ; this instance survey has proved such issues. A survey by Patterson ( 1963 ) depicts how Brixton in cardinal Lambeth had important degrees of in-migration from the West Indies that began in 1948. Poor economic chances in the country among the black and white populations led those who felt themselves to be different from one another to come into struggle over economic resources. The chief country of competition and struggle between black and white occupants was lodging. As a consequence of wartime devastation, there was a general deficit of lodging in the country. As a consequence, African Caribbean migrators were concentrated in the worst and comparatively expensive lodging. Therefore, housing segregation and the differing experiences of those in the black and white communities has a footing for serious cultural misinterpretation and provided fertile land for the growing of ill will and struggle. ( Fulcher A ; S cott, p219 ) This therefore reiterates the societal exclusions that cultural minorities face in modern-day society and how lodging state of affairss heightens such exclusion. This instance survey outlines a few cardinal issues that face cultural minorities within Great Britain today. It has been established that as a societal group they face stigmitisation in society, in peculiar where lodging is concerned. The Labour authorities elected in 1997, did non explicitly deny the being of poorness as its conservative predecessors had done, it recongised the beings of important want in income, assets and living conditions. ( Fulcher A ; Scott 2007 ) This want has non, nevertheless, been seen as a consequence of inequality as such. Rather it is seen as reflecting procedures of societal exclusion, a societal procedure that minoritie still face today.

INDIGENOUS IMMIGRANTS and INDIGENOUS RIGHTS Research Paper

INDIGENOUS IMMIGRANTS and INDIGENOUS RIGHTS - Research Paper Example The arrival of Italians in what is now referred to as Bolivia for instance changed the Bolivia political topography, with foreigners governing the land (Postero, 2007). That was until 2001 when Bolivia elected a president from one of the indigenous groups. This long reign by people who were not originally from these areas has caused tension among the indigenous people who felt hat not only are their rights not respected and given a place in the modern governments run by the foreigners, but also that they have been sidelined. Looking closely at the social-political issues in Latin amerce indicates that economic issues have contributed very much to these issues. The hype to push for the recognition of indigenous culture can be seen as fuelled by the economic depravation of most of these people. Most people who are of the indigenous origin in the Latin America are actually the most economically deprived as well as politically unrepresented. This has left a space for these people to feel that the new order of things is not part of then and that it is not in any way serving their interests. As a result, it has led to politicians of indigenous origins, with many politicians who are of indigenous cultural background using this hype as a way to hike up their popularity and get the votes from the indigenous people. This has been seen for example in Bolivia where the current president, the first indigenous since the arrival of the Italians five hundred years ago, used this hype for indigenous culture as a way to get the vote. He did not only use this to get the vote, but has also used this as a way to try to unite the indigenous groups after his election and also as a way to help in making sure that there is restoration of hope. However, this hype for indigenous culture has been criticised by many academics, describing it as a way for these indigenous politicians to get political edge. Part II: Discussion There is adequate literature on the issue of indigenous culture an d the definition of indigenous people in Latin America. In the recent times, it can be seen that scholars are finally having differing views in the politics of indigenous culture in many parts of the Latin America. As Hale (2004) says, in the past, the approach by many scholars has associated this push for traditional culture as a way for politicians to achieve their selfish interests by appealing to the indigenous people. But as Hale (2004)says, a closer look and a more critical look at these issues has indicated that this attitude by indigenous leaders is not only about them getting power, but that it is a deep seated need for most of these people to be able to connect with their past. However, in light of the fact that the so called foreigners have been in the region for over half a millennium, and also in the consideration of the fact that even the indigenous people have migrated within the Latin American from region to region, it becomes very hard to determine who is a foreigne r and who is indigenous (Stephen, 2007). For instance, people from the main Mexico regions are known to have migrated towards the Baja California region in search of better economic conditions. Although these people are indigenous Latin American, they are not indigenous to the Baja California region. In such a case, if issues of indigenous cul

Market analysis Essay Example | Topics and Well Written Essays - 1000 words

Market analysis - Essay Example The present study would analyze the case of Nintendo Corporation and analyze its elements of marketing mix. Nintendo is a Japanese game console manufacturing and marketing company that is engaged in the production of gaming consoles. The company was established in the year 1889 and since then has been credited with being one of the pioneers in the industry segment. Some of its innovations like Mario are still quite popular among the target market audience. The company presently has subsidiaries across many nations of the world including manufacturing units that help it to make it one of the best known brands in its category (Nintendo, â€Å"Company History†). Discussion In order to analyze the business strategies of Nintendo it is very important to analyze its elements of marketing mix. The elements of marketing mix for product category firms like Nintendo include the aspects of Product, Price, Place and Promotions. Product The new Wii product launched by Nintendo has somewhat helped generate profit margins for the company since the failure of game cube. The company faced stiff competition from competitors like Sony and X Box who used flashy designs and fast technology to generate innovations. Nintendo however did not follow the same strategy; instead it chose to maintain its focus on gaming consoles. The main reason behind this aspect of strategy was to create a distinction between Wii and the other consoles available in the market and follow a differentiation strategy. The company is of the view that this differentiation strategy would help generate a distinct identity and a unique positioning of the brand in the minds of the target market audience. The company also thinks that blindly following their competitor’s moves would not help in the long run as Nintendo is of the opinion that fast technology based innovations are likely to have a fad effect and tend to dissolve very quickly. Nintendo is of the faith that a firm using such core competenc e has to constantly upgrade their innovations and that their positioning in the minds of the customers can easily change considering the fact that their demands are constantly fluctuating. Instead of giving fast technologies the company would emphasize on providing greater values to its customers. One of the essential features of the Wii is its small size that makes it easier to carry and use. The company is of the faith that this would provide greater mobility and flexibility to the product and that such features were not present with any of the competitors of the company. The new controller of the console introduced by Nintendo in its product Wii has helped introduced movements and mobility in the product. This was a completely new feature in the market and has been largely done in order to use innovations to segregate their product offerings in the market. Nintendo also believed in creating a product design that would not only fascinate kinds but would be attractive to all the fa mily members across various age groups. It is because of this reason that the company chose to focus on design rather than high end software and complex hardwires as done by all its competitors in the market. The company’s strategy of keeping a small design has helped it to reposition the product and showcase it as a fun device rather than another innovation in the existing product line. Nintendo’s main intention of keeping the size small was perhaps its most important and vital competitive edge as Nintendo was able to position the product as a modified form of toy appealing to all age groups rather than another addition to the existing product line. The design of the product that constitutes its core competence also includes easy handling and greater maneuverability that

Paraphrasing 2 Essay Example | Topics and Well Written Essays - 500 words

Paraphrasing 2 - Essay Example A leak was identified and endeavors to correct the defect by striking the fitting with a large wrench triggered the gas to ignite, which turned the tank car into a blowtorch. Processes that are linked to BLEVE include heat transfer (from flame to tank, between liquids and vapor phases, and from tank walls to the liquid and vapor stages, thermodynamic changes within the tank linked with pressure buildup, tank failure, material property degradation, and activation of pressure relief valve. Thus, issues with a missing relief valve, poor maintenance, inaccurate instruments, and inoperative or bypassed safety devices are linked with BLEVEs (Laboureur et al., 2013). Most cases of BLEVEs are conveyed by fragmentation, blast effects, and fireball radiation. A BLEVE leads to spontaneous, vigorous liquid boiling and the production of a shock wave. This is a type of explosion that occurs in a vessel under rapid heating process containing a high degree of pressurized liquid, for example, liquefied petroleum gas that has failed catastrophically. This substance (e.g. propane) is stored under pressure and contains a boiling point below ambient temperature range. In the case where the liquid contains a temperature above ambient boiling points, but it is heated before it is emitted by an external heat source to a temperature exceeding its boiling point can result to a BLEVE. This means that when the vessel fails, the internal pressure drops drastically to atmospheric and the hot liquid rapidly boils releasing a lot of vapors. This damage is as a result, of a pressure wave from the rapid expansion of the emitted vapor and flying fragments of the vessel and piping; if the material is combustible a hazard takes place. The hazard brought about by a BLEVE of a container containing flammable liquid is a fireball, a major fire, and the production of a powerful radiant heat flux. Moreover, BLEVE can be employed to refer to any sudden loss of containment of liquid more than its normal

Modern Families And Traditional Families Sociology Essay

Modern Families And Traditional Families Sociology Essay Families are changing all over the world. What we see as a family some years back is different. There has been a lot of transition from traditional towards modern families. It is sometimes because of technology but most importantly it evolves around the culture and how different people have adapted to different cultures. (The Future of Families to 2030) Families; now and then: A few years back, concept of a family was different. In different cultures family was considered parents raising their children and all of them living together raising children and grandchildren together. The aunts and uncles were part of families and were significant other. Three generations were considered to be a single family who are living together; but now the concepts of families have totally changed. Your significant others now days are only the parents or your siblings. At a time one or two generations make a family. This change does not vary on a cultural basis but it is seen to be adapted universally. (The Future of Families to 2030) Modern families Vs. Traditional Families: The book marks different examples and compares both stereotypes of families. The traditional families vary from modern families in a lot of ways. Example of primitive Chineses societies is given where is mentioned how the family works on the farm together play their role and act as one unit. Each of the family members has separate shares of land and they get divided when children grow up. To avoid this, primitive families gave the land to the eldest son. Further, traditional families have an advantage that the families stay close together with a strong bond. (Kong) On the other side, living together can cause number of disputes and disagreements as well; larger the family, more the ways of thinking and more conflict of ideas. To keep this thing in place, a head of mainly is made who is mostly the eldest male member of the family. All the family decisions are in his hand. He is to decide whether to talk about and take a certain decision or not. This creates loos of freedom as no one is to take decisions independently and one loses the right of how to conduct certain things in the family. In traditional families, more is talked about bonds and staying together like family as a single unit; but now days more is being focused in individuality; people like to think about themselves first and then about significant others. Individuality has given rise to equality and in case of families all family members must be equal together. This is a concept which has been adopted by the modern families where each of the family members has say in the family decisions and everything is based on equality. This style of family is healthy at one side but it is also has a demerit; this type of families ruin the traditional values which elders kept safe throughout the generations. The respect of elders is becoming less. Parents living together with grandchildren are considered a burden. Whatever the type of family is and in whatever culture or society we reside; but universally a family is where the love and care takes start. After a bad day; when everything comes to an end; you are always looking towards family as a last place of comfort. Families are there to support you and help you without being judgmental. (Kong) Change in fertility and family planning from past to future: There has been a lot of change in the family planning and idea of number of children. The fertility levels and family size have a lot of difference in the past as compared to today and in future. The fertility and family size has been changed not only because of the change in traditions and culture but growing population has become a global concern as well. There are many other reasons as well which have led to a different family pattern and size. (2011) Now days everything and even the way of living has changed, now people like to have less but the best of all the options available. Same is the case with families; now days what parents commonly think is that to provide their children and family with the best options like education, standards of living and much more, it becomes impossible in the case when you have large families; so smaller families are a way to get all of this in todays world. Secondly, the trend of late marriages has also stepped in where now the people like to focus on their career and education before they plan to settle; late marriages lower the level of fertility and leads to less number of children but who are grown in the healthiest manner. Thirdly, are the advancements in contraceptions and change in society marriages. Gay marriages are legal in most of the countries leading to smaller family sizes and advancement is contraception which was absent in the past have led to smaller families. The fertility level and the family size and trends have changed a lot from past to the future. (2011) The change in partnership patterns: Families in the past were happy to live together for all their lives; the early marriages concept was common. People were not allowed to take bold decisions or to think about themselves; but as education came in and people became more aware about their rights; they started to think about themselves; hence changing the partnership patterns. (2011) In past; marriages used to last long, but in future trends will be different because of high divorce rates. People think about themselves individually now and equality also plays an important role. Gender biasness has decreased a lot which maintains both the husband and wife rights equally and when they are not being fulfilled people go to look for other options like divorce and separation. This in future will result in families with number of single parents. (2011) Same is the case with gay marriages; in future number of families will be with same gendered parents living together and raising families at their best. The change in children behavior: There are number of changes seen in the behavior of children as compared to how they behaved a century back. Now days children like to be and stay independent after they start to earn or turn eighteen. Children move out of the parents home and stay with friends or partners and look for an independent life. (2011) (The Future of Families to 2030) In the past, this idea was rarely seen. Parents home was the childrens home and they stayed until they got married or even sometimes parents home was the family home where all lived together; children moving out in their teenage has changed the family pattern and the concept of family a lot. Furthermore; as the world move towards globalization; studying and settling abroad has become very common as soon as we become global citizens. Children move out for higher studies and get settled there later on in life which has changed the family concept and pattern as compared to the past. Family of the Future: Family of the future seems to be a different term; but if we look upon closely the concept of a family still remains the same; the family is a place which you look forward to after everything. Family is about companionship and staying together in hearts no matter wherever you are. The transition which the families have gone through from past to present towards the future has immense changes but whether modern or traditional family is where an individual belongs to. (The Future of Families to 2030)

What Really Is A Hacker? :: essays research papers

What Really is a Hacker? There is a common misconception among the general public about what constitutes a hacker and what hacking is. Hacking is defined as "gaining illegal entry into a computer system, with the intent to alter, steal, or destroy data." The validity of this definition is still being debated, but most individuals would describe hacking as gaining access to information which should be free to all. Hackers generally follow some basic principles, and hold these principles as the "ethical code." There are also a few basic "Hacker rules" that are usually viewed by all in this unique group. The principles that hackers abide by are characteristic of most people who consider the themselves to be a hacker. The first, which is universally agreed upon is that access to computers should be free and unlimited. This is not meant to be a invasion of privacy issue, but rather free use of all computers and what they have to offer. They also believe that anyone should be able to use all of a computers resource with no restrictions as to what may be accessed or viewed. This belief is controversial, it not only could infringe upon people's right to privacy, but give up trade secrets as well. A deep mistrust of authority, some hackers consider authority to be a constriction force. Not all hackers believe in this ethic, but generally authority represents something that would keep people from being able to have full access and/or free information. Along with the "ethical code" of hackers there are a few basic "hacking rules" that are followed, sometimes even more closely then there own code. Keep a low profile, no one ever suspects the quite guy in the corner. If suspected, keep a lower profile. If accused, simply ignore. If caught, plead the 5th. Hackers consider a computer to be a tool and to limit its accessibility is

Childcare: Child Development

Unit 1 – Understanding and promoting children and young people’s development Learners Declaration: I certify that the work submitted in this assignment is my own. Student Number.. eb1257620 Full Name †¦Mrs Debbie England Address†¦.. 1,Woodlands Residential Park Quakers Yard, Treharris CF46 5AR L/601/1693 Unit 1 NCFE LEVEL 3 EARLY LEARNING AND CHILDCARE Debbie England EB1257620 Q1a, Explain the sequence and rate of each aspect of development from birth – 19 years? 1a.All areas of development are important as each other, but children do not always develop at the same rate, but as soon as your bundle of joy is born they are their own little person. Areas of development from birth – 19 are : PHYSICAL DEVELOPMENT including movement skills gross motor skills, fine motor skills and hand-eye coordination, from 0-6 months a child will turn head towards sounds and movement ,try to put everything in mouth, hold and reach out for things and reach to hold th eir feet whilst on back and when they are being fed they watch you and smile at a familiar face. Accompanying material: Explain the Reasons Why Children and Young People’s Development May Not Follow the Expected PatternBy the age of one a child has the ability to sit alone unaided. They are also getting inquisitive by looking for things that have been hidden, behind you or in your hand. Children also want to be picked up, so they lift arms up, they also want to stand up so they pull or push against adults or furniture, and not all children can crawl by this time but they might get around by shuffling on bottom or rolling around. Children also know their name by now and turn towards you when they are called, they like to play by passing objects from hand to hand and examine them by poking or prodding.By the age of two, a child has many talents, such as walking with or without toys, bending to pick up things from floor. Children have started to do a lot more with their hands such as Waving, pointing to what they want, building towers out of bricks, banging objects together and also feed themselves. And the ability to say no by shaking their head. You will also start to notice that they have a preference to which hand they want to use.By three years of age children are able to kick or throw a ball, kneel down to play with things and can build larger towers. Children also like water, so playing pouring with different shaped things is enjoyable for them . Between the ages of three and seven, children are more adept, they have mastered climbing stairs and gained more confidence to climb, walk on tiptoes and jump , also gained control of eating with cutlery which in turn should help with holding a crayon or pencil to draw.Throwing and kicking a ball with aim, using safety scissors and copying shapes and letters. As children get closer to seven they are climbing, jumping catching, skipping and riding a bicycle and are able to write. Between seven and twelve years of age children are experiencing the art of taking part in team games such as football, athleti cs etc. From twelve onwards we reach puberty. Not all girls and boys reach puberty at the same time, some are slower than others.Puberty can cause a lot of upset and anguish. For boys, at this age,, start getting taller, muscles start to grow, along with facial hair, their voice may break, they may experience acne due to oilier skin and it does not get any better because some boys experience slow pubertal growth so they feel different from the rest of their friends and causes upset and worry, so as a parent you need to be there to reassure them that their rate of development is not related to the final physical potential.For girls,, by the age of thirteen periods would have started, their breasts have developed and their bodies are fuller and rounder and by 15 it is likely that she has grown to her full height, some girls develop as early as eight, but some do not show changes until late teens. Sometimes it is hard for teenagers, they become totally preoccupied with their developmen t. They feel awkward and sometimes feel embarrassed. SOCIAL AND EMOTIONAL DEVELOPMENT: includes forming relationships , learning social skills, self reliance, making decisions, caring for others and developing self-confidence and dealing with emotions. -3months, children of this age concentrate on an adults face when being fed and smiles, they respond to adults especially mothers face and voice and also very dependant on adults for comfort and reassurance when cuddled. Six -nine months children show affection to people they are used to ,but shy with strangers, they also like to play games like peek-a-boo. One to two years, children like to please people and like to be centre stage and perform, play along with other children, they can be cooperating but then can be istracted by unwanted behaviour and may become distressed if separated from a known adult, so they may need use a comfort object, e. g toy or blanket. Between two and three, a child will develop sense of own identity and s tart to be independent, act impulsively ,prone to bursts of emotional tantrums and demanding things, wanting things NOW, and craving attention. Three to four years, at this stage children become more caring to others, they like to share and they become more cooperative and want to help with everything. They also become more independent and more secure in unfamiliar places.Four to seven years, This age group need structure and routine to feel safe, when behaviour is bad they need limits to be set , they enjoy helping others. Often make friends but need a hand in resolving situations. They will learn a lot about the world and how it works , about people and relationships and develop understanding of rules. Seven to twelve years of age, Children start to form special relationships at about eight, they usually like to mix with children of same sex, because they become aware of own gender, they become less reliant on adults for support unless they need an adult to help sort out an argume nt.They enjoy being in groups of their own age but are strongly influenced by peers and want to fit into their rules. Children can be either arrogant, bossy or shy but they do develop an understanding that certain behaviour is not acceptable and why. Teenagers, teenagers become self-conscious as they notice changes to their body, they need reassurance more than anything else. Their body is going through emotional turmoil , they are tossed back and for between childish needs and adult desires, they are also being prepared for independence from their parents and closer to friends and relationships.Teenagers also get embarrassed and feel awkward and worry about making mistakes. INTELLECTUAL DEVELOPMENT. Between 0 and three years of age, realise others are separate from themselves, they imitate and try different ways of behaving in play and they become more confident but still need reassurance. Three to four year olds are able to sort objects by size, shape , colour and type, e. g anima ls . They can also understand two or three things to do at once e. g ` fetch that beaker of water, give it to your brother and take empty beaker back to kitchen. Five to seven year olds .At this age children begin to understand differences can exist side by side, and about sameness and difference in various aspects of life and are able to see that the same amount of porridge can look different in another container. Seven to twelve year olds, are able to do things for themselves, read, and take interest in certain things. Twelve to sixteen, At this age, children turn to their friends, they are less concerned about adult approval, they want to follow their peers, dress the same, have the same games, behave the same way even wear the same clothes.LANGUAGE DEVELOPMENT. Between 0 and three months , babies start to make happy sounds, they watch peoples faces and try to copy, and enjoys music and other sounds. Babbling sounds begin between six and twelve months, they will laugh or chuckle and feel pleasure by making squealing noises, they turn their head towards sounds. At one children start to put words together and understand key words. By two they start to understand the art of speech and start to copy and by two they can use thirty to one hundred and fifty words.Between two and three, children are able to put words into a sentence, they can join in with songs or nursery rhymes, scribble on paper and by the time they are three can be using several hundred words and like all children they start to ask what? , when? And why? Three to four year olds start to use pitch and tone, their vocabulary can be up to fifteen hundred words by now and including past tense, also their scribble becomes more controlled. Four to five year olds can steadily copy shapes and some letters, recognise their own name and words that are used regularly.They are also more able to use language to communicate ideas and grammar is more accurate. By using picture books children are able to follow , understand and enjoy the story. Questions that they ask becomes more complex. Five to seven years of age are fluent and able to make up stories, they handle books well, recognise more and more letters linking them to sounds and understand that text carries meaning. Seven to twelve years of age usually need help with spelling, adults introducing new words will help their vocabulary.Children can also read out loud and know the different tense and grammar and speak fluently explaining complicated happenings. Twelve to sixteen year olds can be quite irritating by using sarcasm and trying to be witty, but they are just testing their new sophisticated mental abilities. Their logical thinking is maturing and may enjoy a debate, it helps to practise verbal skills. Q1b, Explain how theorie s of development and frameworks to support development influence current practice? 1B.Theories related to child development, such as social and emotional skills can be divided into three schools of thou ght. 1. Biological – Genetic make up 2, L earning – Result of contact with others 3. Psychoanalytic – Combination of both biological and learning Each of the above has many theories supporting them. PIAGET.Jean piaget was a psychologist and philosopher and spent his professional life listening and watching children, his research found that children don’t think like adults and he suspected tha behind illogical statements were thought processes that had their own kind of order and logic. His background of biology and philosophy influenced his theories and research of child development. Piagets theory is based on the idea that children develop cognitive structures( mental maps ) for understanding and responding and their cognitive structure increase as they get older.He identified development stages. 1. Sensorimotor 2. Pre-operational 3. Concrete operations and 4. Formal operations. BRUNER Jerome Bruner is one of the best known psychologists and developed t he theory of cognitive growth, he looked at environmental and experimental factors that affect intellectual growth . He believed that children need to move more freely and be involved in their own learning, his ideas were based on catergorisation and believed that adults could support their children in their learning experiences.Bruner had a profound effect on education, his work is still influential to scientific studies today. He indicated four key themes in the process of education (1960). 1. Readiness for learning 2. Motives for learning 3. Intuitive and analytical thinking 4. The role of structure in learning. VYGOTSKY. Says that a child is brought up by culture which has two contributions to a child`s intellectual development 1st their knowledge , 2nd what to think.Cognitive development – children learn by problem solving. Language is a learning process and interacting contribute to a childs development. HOWARD GARDNER, stated that there at least seven intelligences whi ch link our individuality they are. 1. Verbal – linguistic 2. Musical. 3. Logical. 4. Spatial 5.Bodily kinaesthetic 6. Interpersonal. 7. Intrapersonal. MONTESSORI. Dr Maria Montessori, a scientist had a unique opportunity to study the thinking and learning skills in children and developed specific learning apparatus to help and including children who learn differently. She stated that the secret of good teaching is to regard the childs intelligence as a fertile field in which seeds may be sewn to grow under the heat of flaming imagination.Her theories and ways of educating children are used today e. g using music, language, hands on educational materials, games and muscle movements etc. Current child development theories, are that the first three years of life are critical to laying down the foundations for future learning. Babies need to be sung to, cuddled, touched, talk to and kept warm. There are three styles of learning Visual, Kinaesthetic and Auditory. In the early ye ars of life most children experience rapid and physical, emotional, intellectual and social growth.There are systems in place to intervene and identify signals that may cause future concerns. Practitioners work with parents and primary carers to listen to views so as to build on children`s experiences, knowledge and understanding and provide opportunities to develop in all areas. Q1c, Explain how to monitor children and young people`s development using different methods? 1C. To monitor a child`s development starts with, 1. Observation 2. Assessment 3. Planning 4. Implementation and 5. Evaluation.Observation, – observing children is an important role for a childcare practitioner to practise it is essential that they are able to assess progress and plan for the childs future. Observation can help identify any issues with the child, identify strengths and weaknessess, monitor development and how to respond in situations, and to add any improvement where needed, also share with p arents, collegues and specialists. By conducting observations you can learn more about a child, some characteristics on display maybe: 1.Skills and accomplishment 2. Personality and temperament 3. Interests and preferences 4. Level of cognitive and social development 5. Strategies for creating desired effects. Always obtain permission before using observation.Different methods are; Time sampling – at pre-planned times . Event sampling – Behaviour forms of Structured – create a particular activity. Naturalistic – usual routines Participative – be engaged in activity together Longitudinal – detailed observations Target child – use in groups to find out if they are getting worthwhile experiences.The skills are to be able to obtain information about the child Look – Know what you are looking for Listen – Take notice how conversations are with others Record – make accurate notes.Think – consider what you se e and what assessment would you make . Assessment,- is the process of analysing and reviewing what you currently know about the childs development. When you assess, you are making a judgement or decision on the childs progress. To make a valid assessment you must collect all relevant information needed, this should include the childs development, learning, health, behaviour, academic progress and the need for special services.Once information has been collected any assessment should be carried out by a childcare worker and based on Thorough knowledge of child development , Parents observations of their childs development and other practitioners observations who has worked with the child and analysis of observations of milestones and expectations. The results of the assessment can then be used for planning the individual care. Planning,- For the next steps in a childs development should be done on the information you obtained from the assessment.Any concerns should be discussed with the parents and collegues to identify any intervention that maybe required. Planned activities are experiences and opportunities that are thought about and planned in advance. Unplanned activities are some of the most important and effective learning opportunity arise spontaneously. In these instances you have to make the most of the opportunities. All childcare settings have a curriculum, even if they don’t use that word to describe the activities they provide for children. Child-centred planning is important because it focuses on the needs of the child.Allows children to take lead in learning based on own interests and helps to practice and develop old and new skills. Enables parents and staff to take time out to think and be in agreement what development needs individual children want. Plans are always based on the knowledge of the stage of development reached by the child concerned. Appropriate goals are set for the next stage of the childs development. Implementation, â €“ A long term developing plan should be put in place to lay out aims for learning over a year.It should represent the purpose behind the childcare worker`s practice and contain brief summary of what they want children to achieve. Short term plans are put in place to help practitioners plan activities weekly , it helps children to have a choice, either to have or try a new experience or activity that will encourage them in developing, and the plan should be adaptable for children at different stages of learning. When writing a short term plan it should outline; something to progress the developmental and learning needs of all children.Something of interest and supply enjoyment for all children. All the areas of learning in the early years foundation stage are covered. Do not discriminate against any child. And that setting has or can access the required resources. By creating a plan a childcare worker will be able to organise the environment List equipment and materials needed Identify the activities they want children to participate in.Set out their own participation in activities and set timing ( when and how long ) When creating an individual plan both child and parents can be involved, a child can contribrute can say what they like and what they don’t, and parents can contribute by given information about their childrens interests, experiences and activities at home .When creating plan the careworker must include the seven stages, which are : Assessing current stage in learning and development. Identify needs for further learning and development. Setting clear targets for achievement. Identify strategies for achievement. Intergrating plan into other plans of the setting. Implementing plan. Review plan.Individual plans should include ; Childs name Key workers name Date of plan Aims of plan Targets Strategies to help child achieve targets Date of next review Date and comments when aims and targets are reached. Evaluation – All plans n eed evaluating, reviewing or even re-planning. Everyone involved with the children play a part and staff should get together regularly to discuss plan in question and if anything needs re-thinking. 1. Do plans enable everyone working in setting to know what they are doing and how to do it? 2. Are plans enabling setting to be effective in progressing the childrens achievement in learning and development. If planning is not enabling one or both of these things to happen, it will have to use evidence collected to decide on appropriate changes to its plans , format or content.An important part of the evaluation plan is to inform parents how things are and for parents to explain their findings . Feedback creates good practice. Q1d,Explain the reasons why children and young people`s development may not follow the expected patterns? 1d,Children do not develop at the same rate as each other. Many children have growth spurts followed by a lull, their development may also not progress evenly across all areas. All children are individuals. Girls and boys going through puberty experience different things. Girls – If going through puberty early, her social development may not be keeping up with her physical growth, some girls can look grown up but still a child underneath. yet some girls are reaching full physical maturity and some are only beginning. Boys – some boys move into mid- puberty while others worry about their development. Their emotional state is constantly all over the place, their bodies are experiencing drastic changes which can cause emotional turmoil, all teenagers going through this could potentially cause disruption to development pattern. Some factors that can influence younger childrens development pattern are: Environmental and economic which consist of poor housing, lack of play facilities, low income families, lack of resourses and frequent changes in environment.Social – poor parenting, difficult family circumstances, few oppor tunities for one-to-one and few good role models. Emotional – conflict with family or peer group, family break up, moving house, death of a pet or family member, changes of childminder or a new arrival of a baby brother or sister. Medical – Long stays in hospital, illness of family member, ADHD, disability or frequent illnessess. Or in General – personality, immaturity, poor speech, temperament or becoming more independent. Most children experience rapid physical, emotional, intellectual and social growth, but for some children have major issues, and it is important to put systems in place where we can help children.Practitioners should work closely with parents and carers to listen to their views and to build on previous experiences, knowledge, understanding and skills and to provide opportunities to develop. Monitoring children is essential, when a child show signs of slow development, it is necessary to present different opportunities to use alternative appro aches to learning. Ongoing difficulties may indicate that they need extra help and support above what is normally offered. Early education settings are perfect for observing any changes in children`s development pattern because everything is recorded. Sometimes concerns are not noticed fully until later when a child is in formal education.Settings will determine what issues there are and able to set up programmes of support which the child may benefit from . Practitioners need to assess and assist the child in developing further in any area of their development. Disability can disrupt the development pattern also. A disabled child who cannot think or react or talk for themselves have to be assessed for specific needs and if they don`t get what they need interfere with their development pattern. Help childrens developing pattern by giving them what they need, that is by : Providing space, equipment, materials and activities for physical development .Giving praise, guidance , support, listening , supervision, provide opportunities to share in decisions and to take responsibility, be warm and affectionate and attentive and let them express themselves, for social and emotional development. And for intellectuall development, talk to them play I spy and dressing up , look and touch things, provide art and craft activities and include them in things like question and answers and laying the table etc. Language development includes asking questions, talking, discussing books, objects and ask them about themselves. Without these things the development wont follow the expected pattern. Q1e, Explain how disability may affect development?The early support programme is for families who have a disabled child under five, it is there to support families who leave hospital with a child with medical and physical needs and significant factors that could affect development. Long stays in hospital and long illnessess can also affect development. So can the lack of facilities. Carer s should obtain as much background information as possible to help to understand what the child needs. Disability may affect development if you do not provide the environments and resourses that they need, these include; Brightly coloured and textured toys . Toy`s and equipment with lights and moving parts. Large play and safety equipment. Painting with bright colours. Large print books and large print letters on computer keyboards. Mirrors and magnifying glasses and sensory activities. , for visual impairment.The other considerations are: Have good lighting. Encourage orderly movement around the school. Supervision in activities such as P. E , cooking and craft. Children with hearing impairment should be provided with : Music, movement, drama and dance activities. Craft and art. Story tapes and headphones. Reading, one to one stories and specialist computer programmes. Other considerations are: Look at the child when talking to them. Speak clearly and repeat yourself if they hav e not heard. Use visual aids, avoid distractions and use body language.Children with behavioural difficulties should be provide with: Quiet story times. One to one individual attention. Toys and activities that promote concentration. Large outdoor play area with lots of equipment. Sand and water for relaxing and dough for releasing aggression. Other considerations are: Give rewards. Minimise distractions. Make eye to eye contact. Speak clearly and give direct instructions. Avoid clutter. And distract children with an alternative activity ot toy. Ativities such as : Construction toys. Jigsaws. Sand and water play. Songs and rhymes. Music and instuments.Specialist computer programmes. Reading and looking at books. Painting will help with self-expression for children with autism, other considerations are: Be patient. Have a structured daily routine, children with autism cannot adjust to changes easily. Do not expect to keep eye contact but try to encourage it. Keep verbal instruction s brief. And provide activities for children to play individually. Children with physical disabilities, should be provided with: Stories. Role play. Sand, water, painting and dough all stimulate physical motor skills.Floor toys such as, cars, farm and large construction toys. Table-top activities such as crayons and paper. Painting. Sensory activities. And interactive play encourages other children to accept differences in other children. Other considerations are: Consider classroom layout. Install ramps, lifs and special toilets. Ensure chairs, tables and equipment are at a suitable height. And specialist equipment may be purchased such as special bicycles, scissors and triangle shaped pencils. Children with dyslexia should be given any activity or toy that does not need to use memory or organisation skills.Children with dysphasia should avoid music or movement activities. They may have low levels of concentration and may have difficulty doing jigsaws, sorting games and holding a pencil. Without all these things a disabled childs developed may be affected. Q1f,Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern? Early intervention is important because some children experience problems in the developmental process, and it is also important that there are systems in place to intervene and identify signals that may cause concern. Graduated response.Monitoring of a child`s progress is essential, if a child shows signs of slow development it may be necessary to present different opportunities or use different methods to learning, and or the child needs more support above what is normally available for children of same age. Early education settings are perfect to observe patterns of development, the settings determine what the issues are and set up programmes of support from which the child benefit. The early support programme – was developed by car ers practitioners and parents and it is used for families with disabled children and gives families and people working with children support, guidance and resourses . It promotes multi-agency working and the consistency of approach to the care and well-being of the child .Common assessment framework – is a key part of the governments aim of delivering frontline services that are focused on and around the needs of children and young people. It helps to identify needs and promotes coordinated service provision. Children with additional needs often require support from more than one agency or more than one local authority and they pull together the information they gather to identify aspects of the childs learning and development. Observation, – observing children is important for a childcare practitioner to practise because it is an essential element of being able to assess a childs development. It can be used to strengthen virtually every aspect of an early childhood pr ogramme.Methods of observation are: Time sampling Event sampling Participative observation Longitudinal â€Å" Taget child â€Å" Naturalistic â€Å" Structured â€Å" In order to make the most of any observation the observer should record what they have witnessed, and every child should have their own file, and only be used in ways to maintain confidentiality. Observation is how you find out the specific needs of individual children and you can then plan the next steps in the childs development and learning. Assessment – is the process of analysing and reviewing what you know about the childs current level of development and learning.When you assess you are judging what the next step will be for the child to improve. There are two types of assessing, formative and summative. Profiling – is a system of recording a childs personal achievements in all areas of development. There are now computer systems available that record childrens profiles and analyse many more options. After making observations and assessments you must use the results to identify learning priorities and plan relevant and motivating learning experiences for each child. Any concerns about a childs progress should always be discussed with parents and colleagues to identify wheather intervention may be required.Planning includes : Planned activities Unplanned activities Child-centred planning Long term development plan Short term development plan Individual development plan Whaever the plan is, they all need evaluating, reviewing and maybe re-planning. The childcare setting should monitor the progress of each childs learning and development, it is important because it will enable the childcare worker to establish how far the child has moved the settings long term objectives for the child. Whether the learning and development of the child is moving towards achievement . Whether the settings planning and implementation of the EYFS is being effective in progressing the chil drens development.Apart from all of the above we have to provide the right environment so children can learn and develop , children thrive best in an environment that supports their active and learning development. Debbie England EB1257620 R/601/1694 Q2a, Explain the factors that need to be taken into account when assessing development? Observing a child at work or play will help you assess and provide evidence of the range of the childs work, progress and attainment over time. It will also enable you to find out about the specific care and learning needs of each child and subsequently plan the next steps in the childs development and learning.To make an assessment you should gather together all relevant information about the child. This information should contain observations over a period of time. Development Learning Health Behaviour Academic progress and need for special services Any assessment carried out should be based on: Thorough knowledge of child development. Parents obse rvations of their childs development during the time.Observations of other practitioners who have worked with the child. Analysis of observations of the child against milestones and approximate expectations. The result of the assessment can be used to develop or amend plans for a childs individual care, learning and development and gude any curriculum decisions. This may include any of the following actions: Plan for the childs next steps for learning in an individual learning plan. Set goals for individual children that are realistic and within their capabilities. Provide appropriate play activities to stimulate the next stage of development.Set realistic expectations for the childs behaviour. Identify any developmental delay and, in conjunction with the parents, consider the need to seek help from specialists. Provide individual help in a specific aspect of development where it has been observed as necessary. Suggest introducing a behaviour modification programme. Leave the curren t plans for a child unchanged because the setting is satisfied with the childs progress or development. The assessment should always be discussed with the parents and that the parents share the same views about their childs stage of development. Q2b. Explain the selection of the assessment methods used to assess children?Formative assessment – is based on observations, which inform or guide everyday planning. When performing a formative assessment you need to ask yourself. What do your observations and any other evidence of learning you have collected tell you about the childs learning and development? ( examples of art work, information from parents or a photo you took. ) What was new- was there something yoy had not observed before? When you do this regularly, you will gain evidence of the childs progress over time and you will gain insights into his/her learning, development and their future needs.It is important that a childs parents are included in the assessment proces s, so they can share their views and observations about the childs development and being involved in planning what opportunities and experiences should be offered to the child. Assessments might be required in different formats :eg Filling in a checklist Answering a series of questions or writing a free and unstructured description. You must know what format you are to record achievements, difficulties, behaviour, physical performance and comment on whether the child has reached the agreed targets. And make sure theres confidentiality. Summative assessment – Is a summary of all formative assessments carried out over a long period of time.The EYPS profile is the summative assessment completed by practitioners, it summarises childrens progress towards the early learning goals. Within the final term of the EYPS providers must provide the parent of each child with:- A copy of EYPS profile if requested by parent. A written summary reporting childs progress against the early learni ng goals and the assessment scales. Details of the arrangements under which the EYFS profile and its results may be discussed with the parent. Planning for the next step in a childs development should be done on the information you have collected from your own observations , assessments and information from parents.Debbie England EB1257620 L/600/8782 Q3aExplain each of the areas of learning and development and how these are interdependent? Learners use all their sense to receive information. One or more styles is normally dominant. This dominant style defines the way a person learns new information. The learner may prefer one style of learning for one task, and a combination for another task. Carers should present information using all three styles of learning, it allows a learner to be presented with the other two methods as well, they all help children learn faster by reinforcing the material.Auditory learners often talk to themselves, they also move their lips and read aloud, th ey may have difficulties with reading and writing tasks. Many people assume reading is a visual action, although we see words, most of us process information by hearing ourselves say the words. Auditory learners fall into two categories. 1. The less understood auditory learners need to hear their own voice to process the information, they are those who need to talk it out. In a class setting when the instructor is not asking questions, auditory-verbal processors tend to mutter to themselves. 2. Some auditory learners prefer to listen both to themselves and others. Listeners are more likely to do well in school.Visual learners – linguistic and spacial, Visual learners prefer to see what they are learning, pictures and images help them understand ideas and information better than explanations, they may create a mental picture of what is being described. They may watch a speaker talk as well as listen. Visual – linguistic learners like to learn through reading and writin g tasks, they remember what has been written down. They also like to write down directions and pay better attention to lecturers if they watch them. Learners who are visual-spatial have difficulty with written language but do better with charts, videos, demonstrations and other visual materials. Kinaesthetic or tactile learners do best when touching or moving. Tactile learners want to touch.Kinaesthetic learners want to sense the position and movement of what they are working on. Even if they don`t get much from discussions or written materials , they may catch up by working through scenarios. Most classrooms don`t offer enough opportunities to move or touch. Sometimes we can sense the way they process information by what they say. A visual learner may say â€Å"I see your point† An auditory learner may say â€Å"I hear what your saying†. A kinaesthetic learner may say â€Å" I feel we are moving in the right direction†. All areaof development are important and all impact on one another.Physical development includes all movement skills and can be supported by providing Space Materials Equipment and Activity Social development include learning social skills, emotions, caring for others, self reliance, decision making, developing self confidence and forming relationships and can be supported by providing Praise Guidance Giving children chance to spend time with others Activities Encouragement Opportunities Listen to children Supervision Emotional development can be supported by Being warm and affectionate Opportunities to express how they feel Making them feel safe , secure and valued Giving them time and attention Intellectual development includes attention span Reasoning Developing memory Logic thinking and questioning Understanding information and can be supported by providing Games like I spy Getting children to help you Asking and answering questions Activities Playing make-believe Looking at plants, animals etc Talk about what they have seen Look at computers with them.Language development includes understanding and aquiring language, vocabulary and body language and can be supported by Asking questions Discussions about books, pictures etc Ask children to give information about themselves Ask children to recall something from the past. By using all these learning and developing methods , which work interdependently, help the child learn by experience, contact with others and environment.Adults who support this learning and developing process play a crucial part in ensuring that children gain maximum benefits. Children learn by doing, imagining what they have been doing and then turning what they know into symbols such as speech, drawing and writing. Q3b. Describe the documented outcomes for children that form part of the relevant early years framework? Documented outcomes should consist of a short discription of how the child demonstrates the three characteristics of effective learning. Playing an d exploring Active learning Creating and thinking critically.These discriptions must reflect on going observations of the child within formative assessment processes and should take account of all relevant records held by the setting and include information from the child, their parents and other relevant adults. Playing and exploring – engagement . Finding out and exploring is concerned with the childs open-ended hands-on experiences which result from innate curiosity and provide raw sensory material from which the child builds concepts, tests ideas and finds out. Using what they know in their play describes how children use to play to bring together their current understandings, combining, refining and exploring their ideas in imaginative ways. Representing experiences through imaginative play supports the development of narrative thought, the ability to see from other perspectives and symbolic thinking.Being willing to have a go refers to the child finding an interest, in itiating activities, seeking challenge, having a `can do ` orientation, being willing to take a risk in new experiences, and developing the view of failures as opportinities to learn. Active learning – motivation Being involved and concentrating describes the intensity of attention that arises from children concentrating on following a line of interest in their activities. Keeping on trying refers to the importance of persistence even in the face of challenge or difficulties an element of purposeful control which supports resilience. Enjoying achieving what they set out to do refers to the reward of meeting one`s own goals,building on the intristic motivation which supports long-term success, rather than relying on the approval of others.Creating and thinking critically – thinking Having their own ideas covers the critical area of creativity – generating new ideas and approaches in all areas of endeavour. Being inventive allows children to find new problems as they seek challenge, and to explore ways of solving these. Using what they already know to learn new things refers to the way in which children develop and link concepts, find meaning in sequence, cause and effect and in the intentions of others through both narrative and scientific modes of thought. Choosing ways to do things and finding ways involves approaching goal-directed activity in organised ways making choices and decisions about how to approach tasks, planning and monitoring what to do and being able to change strategies. The following etails listed below are the ares of learning of the early years foundation stage 1. Listening and attention 2. Understanding 3. Speaking 4. Moving and handling 5. Health and self-care 6. Self-confidence and self awareness 7.Managing feelings and behaviour 8. Making relationships 9. Reading 10. Writing 11. Numbers 12. Shape,space and measures 13. People and communities 14. The world 15.Technology 16. Exploring and using media and mate rials 17. Being imaginative. During final year of the early years framework practitioners must undertake ongoing (formative) assessment to support each childs learning and development. There is no requirement that this is recorded in any specific manner or at specified points in time, practitioners should be mindful of their professional responsibilities for the learning and development of every child in their care and plan the provision needed to enable children to take the next steps in their learning .In the final term of the EYFS practitioners must make a judgement for each child using information from all sources to make a judgement for each ELG. Practitioners must make a judgement for each ELG as to whether the childs learning and development is best described by:- The description of the level of development expected at the end of EYFS (expected) Not yet at the level of development expected bt the end of the EYFS(emerging) and Beyond the level of development expected by the end of the EYFS (exceeding). Q3c. Explain how the documented outcomes are assessed and recorded? PLEASE UPLOAD YOUR ASSIGNMENT ONTO THE VLC IN THE UNIT 1 SUBMISSION AREA Learning OutcomesAssignment question 1 L/601/1693 1-3 a. Explain the sequence and rate of each aspect of development from birth – 19 years. b. Explain how theories of development and frameworks to support development influence current practice. c. Explain how to monitor children and young people’s development using different methods. d. Explain the reasons why children and young people’s development may not follow the expected patterns. e. Explain how disability may affect development. f. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern. 2 R/601/1694 1-2 a.Explain the factors that need to be taken into account when assessing development. b. Explain the selection of the assessment metho ds used to assess children. 3 L/600/8782 1,3,5 a. Explain each of the areas of learning and development and how these are interdependent. b. Describe the documented outcomes for children that form part of the relevant early years framework. c. Explain how the documented outcomes are assessed and recorded. d. Explain how practitioners promote children’s learning within the relevant early years framework. e. Explain the importance of engaging with a child to support sustained shared thinking. f. Reflect on own practice in supporting learning and development of children in their early years.