Social Workers and Underserved Communities Addressing Healthcare Disparities in Michigan - Free Essay Example

Sample details Pages: 7 Words: 2006 Downloads: 10 Date added: 2019/03/18 Category Society Essay Level High school Tags: Social Work Essay Did you like this example? Description of Social Problem Social workers have made a commitment to advocating for and supporting individuals in need regardless of income, race, gender, and other identities (National Association of Social Workers [NASW], 2017). While this is a value of the profession, there is need for more social workers to support specific communities. For example, there seems to be consensus that public healthcare is unable to provide services to all of those in need, more specifically, those who are uninsured (Jacobson, Dalton, Berson-Grand, Weisman, 2005). Don’t waste time! Our writers will create an original "Social Workers and Underserved Communities Addressing Healthcare Disparities in Michigan" essay for you Create order There is a disparity in life expectancy between whites and blacks, which has been attributed to segregation, discrimination, and a lack of access to healthcare that accounts for cultural and community differences (Orsi, Margellos-Anast, and Whitman, 2010). In Michigan, these communities include prison populations, low income communities, and migrant farmworkers (Siefort Pimlott, 2001; Shultz Skorcz, 2012; Ayoola et al., 2014; McCullagh et al., 2015). For example, in Detroit, MI, pregnant women in prison require support and education to reduce the high rates of infants born with major health complications (Siefert Pimlott, 2001). Similarly, this issue is not localized to Detroit. Another city in Michigan that experiences high infant mortality rates, specifically for black individuals, is Flint, MI (Shultz Skorcz, 2012). Furthermore, previous research discusses the higher likelihood of women to use poor contraceptive methods in low income communities, particularly if they belong to an ethnic minority (Ayoola, Zandee, Johnson, Pennings, 2014). Pregnant women in prison are more likely to give birth to infants with poor health outcomes, often because of a lack of education and prenatal care (Siefert Pimlott, 2001). Additionally, these women are criminalized, particularly, if they are found to use substances, which is due in part to the construction of the social problem of crack babies (Siefert Pimlott, 2001; Lyons Rittner, 1998). The construction of the crack baby phenomenon criminalized black women, instead of accounting for other factors that may have negative impacts on the health of their children (Lyons Rittner, 1998). While there was a program called Women and Infants at Risk (WIAR) initiated to educate and provide these women with access to care and resources, this program is ultimately selective in nature (Siefert Pimlott, 2001). Women must meet requirements to access these benefits such as having a sentence that is two years or less, no violent charges, and they can not have drug charges that exceed a certain amount on their person (Siefert Pimlott, 2001). However, this problem does not only affect women prisoners, as research has reported a lack of education and contraceptive use among women in low income communities (Ayoola et al., 2014). Thus, research has demonstrated a need for more education and greater access to resources for low income women (Siefert Pimlott, 2001; Ayoola et al., 2004; Shultz Skorcz, 2012). While there is a necessity for social workers to address the education and health of pregnant women prisoners and low-income women, social workers also must prioritize advocating for migrant seasonal farmworkers. One issue preventing this population from receiving adequate healthcare, is the lack of cultural sensitivity from healthcare providers (Schim, Doorenbos, and Borse, 2005). It is essential for healthcare providers to integrate cultural norms and practices in treatment plans to provide the best care for their patients (Schim et al., 2005). Furthermore, migrant farmworkers face other barriers to accessing essential care such as the state residency requirement for Medicaid, which can make receiving health insurance more difficult because they work seasonally (McCullagh, Sanon, Foley, 2015). Additionally, they may be resistant to using the resources and support offered from services because it is unaffordable for them, or it interferes with their ability to work (McCullagh et al ., 2015). Migrant farmworkers often make low wages and are not provided with health insurance through their employment; thus, they have limited access to healthcare services even if they wanted to use them (McCullagh et al., 2015). Social workers also play a key role in connecting legal and medical professionals (Colvin, Nelson, Cronin, 2012). These social workers advocate for patients and ensure they are getting access to the care they need, often bridging the gap between the legal and medical professions (Colvin et al., 2012). Also, according to Spencer, Gunter, and Palmisano (2010) there is a lack of community health workers, who are essential for connecting low income communities to healthcare resources. However, they are not respected by other professions and are often underfunded; thus, their impact is limited (Spencer et al., 2010). Thus, previous research seems to demonstrate that low income communities are the most vulnerable and lack access to essential and culturally sensitive healthcare resources (Spencer et al., 2010). While there are programs in place to attempt to address these needs, they are often selective; thus, many individuals cannot access the benefits of these programs (Siefert Pimlott, 2001; McCullagh et al., 2015). Because of these barriers, social workers must advocate and address these issues so that these populations may access healthcare resources. Implications for Social Work The National Association of Social Workers Code of Ethics outlines several ethical guidelines that social workers are committed to following. One of these guidelines is the commitment, social workers challenge social injustice (NASW, 2017). Thus, social workers must advocate on behalf of these individuals to change social policies that prevent them from accessing the care and resources they need. Another key value is the expectation that social workers will acknowledge and respect cultural differences and help empower individuals to address their own needs (NASW, 2017). Therefore, it is imperative that social workers reform policies and address these concerns at the macro and micro levels, so vulnerable and at-risk populations can gain access to healthcare resources essential for survival. The United Nations Declaration of Human Rights also addresses the infringement on the rights of individuals in these communities. One human right is the ability to move and live in states as they so choose (United Nations, 1948, art. 13). However, the residency requirement of Medicaid infringes on this right as individuals must choose between healthcare and employment (McCullagh et. al, 2015). Additionally, another human right is the right to work in fair conditions for all individuals (United Nations, 1948, art. 23). However, migrant farmworkers often work in conditions without the proper knowledge or precaution to prevent health risks associated with employment (McCullagh et al., 2015). Also, another human right that is not being protected for these populations is the right to necessary healthcare (United Nations, 1948, art. 25). As stated by McCullagh et al. (2015), the lack of access to healthcare for farmworkers is an ethical and moral issue (McCullagh et al., 2015). Furthermore , the criminalization of pregnant women who use substances prevents access to the healthcare necessary to ensure their children are born healthy (Siefert Pimlott, 2001). The Role of Social Workers To begin to address the healthcare disparity experienced by low-income individuals, social workers must be aware of the historical context in which current policies were created. For example, the crack baby phenomenon was analyzed by Lyons and Rittner (1998) discussing the implications this social construct had on black women. Black women were punished, especially if their babies were born showing symptoms of addiction, rather than being offered support (Lyons Rittner, 1998). This pattern can be seen in the research conducted at the prison in Detroit that discussed the poor birth outcomes linked to a lack of prenatal care and education (Siefert Pimlott, 2001). On a macro level, social workers can come together to create programs such as the WIAR program, to provide resources and care for vulnerable populations (Siefert Pimlott, 2001). However, social workers must also ensure that these programs are not highly selective as this prevents many people that need care from accessing it (Siefert Pimlott, 2001). On a micro level, social workers can consider the implications that laws and policies have had on the individuals they are serving to better address their needs (McCullagh et al., 2015; Brownstein Allen, 2011). For example, community health workers are key in this role to help social workers connect with hard to reach communities (Spencer et al., 2010). Another approach to educating women to promote better health outcomes, is a community-based approach. Previous research has concluded that educating women on their bodies and changes they may experience with pregnancy as well as providing emotional support, helps promote healthier pregna ncies and infants (Ayoola et al., 2014). Community health workers are essential for providing access to care for underserved communities by educating healthcare providers on barriers these communities face such as language and cultural barriers (Brownstein Allen, 2011). While community health workers have been shown to be essential and effective in providing equal access to healthcare, they face obstacles such as a lack of funding and respect from other professions (Spencer et al., 2010). However, community health workers could benefit underserved communities greatly as seen in research conducted in Detroit, MI, which found that black men with diabetes experienced lower levels of distress after working with community health workers to gain more support from their healthcare providers (Spencer et al., 2006). Thus, it is essential for social workers to advocate for partnerships with community health worker programs, and for them to raise awareness on the support that can be provided by community health workers (Spencer et al ., 2010). Thus, previous research has shown a need for social workers to become more involved in reducing healthcare disparities in low-income communities (Siefert Pimlott, 2001; Ayoola et al., 2014; McCullagh et al., 2015; Spencer et al., 2010). Social workers must advocate for better education and support for pregnant women in prison to reduce the number of infants born with poor health (Siefert Pimlott, 2001). Furthermore, social workers need to advocate for and educate women in low-income communities to support better contraceptive methods among these populations (Ayoola et al., 2014). Also, social workers may reduce the disparities in healthcare by advocating for Medicaid reform and supporting migrant farmworkers in accessing the healthcare they need (McCullagh et al., 2015). References Ayoola, A., Zandee, G., Johnson, E., and Pennings, K. (2014). Contraceptive use among low income women living in medically underserved neighborhoods. Journal of Obstetric, Gynecologic, Neonatal Nursing, 43(4), pp. 455-464. doi:10.1111/1552-6909.12462 Brownstein, J. N., and Allen, C. (2015). Addressing chronic disease through community health workers: A policy and systems level approach. Retrieved from: https://www.cdc.gov/dhdsp/docs/chw_brief.pdf Colvin, J. D., Nelson, B., and Cronin, K. (2012). Integrating social workers into medical-legal partnerships: Comprehensive problem solving for patients. Social Work, 57(4), pp. 333-341. Retrieved from: https://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/1264493244?accountid=12598 Jacobson, P. D., Dalton, V. K., Berson-Grand, J., and Weisman, C. S. (2005). Survival strategies for Michigans health care safety net providers. Health Services Research, 40(3), pp. 923-940. oi:10.1111/j.1475-6773.2005.00392.x Lyons, P., and Rittner, B. (1998). The construction of the crack babies phenomenon as a social problem. American Journal of Orthopsychiatry, 68(2), pp. 313-320. Retrieved from: https://d2l.msu.edu/d2l/le/content/692043/viewContent/6488615/View?ou=692043 McCullagh, M. C., Sanon, M., and Foley, J. S. (2015). Cultural health practices of migrant seasonal farmworkers. Journal of Cultural Diversity, 22(2), pp. 64-67. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4778556/ National Association of Social Workers. (1999). Code of ethics of the National Association of Social Workers. Washington, DC. NASW Press. Orsi, J. M., Margellos-Anast, H., and Whitman, S. (2010). Black-white health disparities in the United States and Chicago: A 15-year progress analysis. American Journal of Public Health, 100(2), pp. 349-356. doi:10.2105/AJPH.2009.165407 Schim, S. M., Doorenbos, A. Z., and Borse, N. N. (2005). Cultural competence among Ontario and Michigan healthcare providers. Journal of Nursing Scholarship, 37(4), pp. 354-360. doi:10.1111/j.1547-5069.2005.00061.x Shultz, C., and Skorcz, S. (2012). African American infant mortality and the Genesee County, MI REACH 2010 initiative: An evaluation of the undoing racism workshop. Social Work in Public Health, 27(6), pp. 567-603. doi:10.1080/19371910903253236 Siefert, K., and Pimlott, S. (2001). Improving pregnancy outcome during imprisonment: A model residential care program. Social Work, 46(2), pp. 125-134. Spencer, M. S., Kiefer, E. C., Sinco, B. R., Palmisano, G., Guzman, R., and James, S. A., et al. (2006). Diabetes-specific emotional distress and diabetes among African Americans and Hispanics with Type 2 Diabetes. Journal of Healthcare for the Poor and Underserved, 17(2), pp. 88-105. doi:10.1353/hpu.2006.0095 Spencer, M. S., Gunter, K. E., and Palmisano, G. (2010). Community health workers and their value to social work. Social Work, 55(2), pp. 169-180. Retrieved from https://www.jstor.org.proxy1.cl.msu.edu/stable/23719973 The United Nations. (1948). Universal Declaration of Human Rights.

Essay on I Know Why the Caged Bird Sings - 1048 Words

Question Four Throughout her life, Marguerite experiences many different situations and people that all contribute to the way she grows up and the person she becomes. Despite some of her tragic circumstances, she learns a lot growing up, mainly because of the African-American women in her life who teach her all different life lessons. In I Know Why the Caged Bird Sings, Marguerite gets to absorb teachings from her mother (Vivian), Mrs. Bertha Flowers, and her grandmother (Momma). These women allow Marguerite to learn and grow as an African-American female, all while paving her own way. Marguerite and her brother, Bailey, are sent to live with their grandmother at three and four, so she had little experience with her mother, Vivian,†¦show more content†¦Marguerite’s mother, while not the greatest role model for her children, did all she could to take care of them, and allowed Marguerite to see the life in a big and bustling city with a beautiful, strong, independen t, and free-spirited woman. While she did learn a lot from Vivian, Marguerite mainly gets a new idea of what an African-American woman can be. It seems that these characteristics of her mother are part of what allowed the â€Å"real† Marguerite, Maya Angelou, to become a performer, as she worked as an actress and singer for a while. Her ability to put herself out there for entertainment and enjoyment, are probably attributed to her mother, in part. Once returning to Stamps, silent and traumatized, Marguerite meets Mrs. Bertha Flowers. Marguerite discusses her as â€Å"the aristocrat of Black Stamps.† (93) Marguerite looks up to Mrs. Flowers in many ways. She is beautiful and sophisticated and according to Marguerite, Mrs. Flowers â€Å"has remained throughout my life the measure of what a human being can be.† (94) Mrs. Flowers took Marguerite under her wing and into her home. She shared her books with her and allowed Marguerite to read from them, spend tim e with her, enjoy cookies, and lemonade, all while bringing her back from her silent ways after her rape. She encouraged Marguerite to be â€Å"intolerant of ignorance but understanding of illiteracy† as not everyone had the ability or luxury to become educated. (99) Marguerite was in awe ofShow MoreRelatedI Know Why The Caged Bird Sings1482 Words   |  6 Pages Maya Angelou tells of her life experiences and struggles in her book â€Å"I Know Why the Caged Bird Sings† that gives us insight about Maya’s life as a young black girl growing up in a time of racism. The novel discusses various forms of oppression that she had to face as well cope with them. Robert A. Gross wrote an analysis for Newsweek about the book and claimed that Angelou’s book is not only an interesting story of her own experience, but also a portrayal of a Southern black communityRead MoreI Know Why The Caged Bird Sings1555 Words   |  7 Pages28th of May 2014, she was an Activist, acclaimed American poet, storyteller and autobiographer. However, all her accomplishments were born out of abuse, violence, neglect and pain, that she wrote about in her autobiographical novel, I know why the caged bird sings which was published in 1969. In the book, she wrote not only about the conflicts that plagued her for much of her life but also how the role they played in her life. Particular problem areas discussed include, the difficulties she experiencedRead MoreI Know Why The Caged Bird Sings1445 Words   |  6 PagesPresentation I Know Why the Caged Bird Sings is a self-portraying record of Maya Angelou that shows how cherish for writing and having a solid character can assume a huge part in conquering bigotry and misery. Throughout the story, it is clear that Maya changes from being a setback of bigotry to end up distinctly a young lady with self-nobility and character that helps her to conquer partiality. The setting of I Know Why the Caged Bird Sings concentrates on the issues connected with bigotry thatRead MoreI Know Why The Caged Bird Sings948 Words   |  4 PagesAngelou is a poet and award-winning author known for her acclaimed memoir I Know Why the Caged Bird Sings and her many poetry and essay collections. So many things happen to Maya Angelou but she was amazing and a brave woman too not everyone would be same after what happen to her. Maya Angelou has become the most amazing singer, dancer, actress, poet and writer she is even an author of autobiography â€Å"I Know Why the Caged Bird Singsâ₠¬  a book that tells the things that setback and helped Maya to be who sheRead MoreI Know Why The Caged Bird Sings1126 Words   |  5 PagesMaya Angelou was a gifted woman with one of the greatest voices of African American literature. Previously known as Marguerite Johnson, she was one of the most important women of our time. She was best known for her autobiography I Know Why the Caged Bird Sings. Not only was Maya Angelou able to overcome all the racial discriminations and interferences that she endured growing up, she was also able to prove to many people what a successful African American author and activist she was. 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Trough-out her legacy she continuously created poems promoting civil rights from her personal and social views. â€Å"still I rise â€Å"is one of her earlier working but is still consider one of the greatest poems on discussing the social views at the time of tis publishing and still hold value to todays current events. This text wil l be Analysing the poem â€Å"still I rise† But first discussing the experiences that Maya AngelouRead MoreI Know Why The Caged Bird Sings2495 Words   |  10 PagesIn the memoir, I Know Why the Caged Bird Sings, Maya Angelou presents the theme: coming of age. This theme is shown throughout the book many times, especially when something big happens to her, changing the way that she reacts to things and the way that she sees things. Another way that this theme is shown throughout the book is the way that she words things in the beginning, vs the way that she words things in the end. The change in her writing style and her language shows this. Not only was sheRead MoreEssay on I Know Why The Caged Bird Sings1319 Words   |  6 Pagesstreet cars 5) Key Statements About the Character amp;nbsp;a) â€Å"Ritie, don’t worry ‘cause you ain’t pretty. Plenty of pretty women I seen digging ditches or worse. You smart. I swear to God, I rather you have a good mind than a cute behind.† (p.56) amp;nbsp;b) â€Å"In those moments I decided that although Baily loved me he couldn’t help. †¦ I knew that because I loved him so much I could never hurt him† (p. 73) 6) Key Actions amp;nbsp;a) Father comes to Stamps and takes them to their mother amp;nbsp;b) MovesRead More I Know Why The Caged Bird Sings Essay730 Words   |  3 Pages Three primary problems â€Å"cage† Maya Angelou in her autobiographical book I Know why the Caged Bird Sings. The most pressing of these issues was probably the fact that Maya lived in the highly segregated south. Another factor of her imprisonment was because Maya, also known as Marguerite, was a social outcast, with very few friends other then relatives. Finally, the main character was entrapped because of her unusual sexual exposure. Over all, the highly segregated life she led, her exclusion socially

Comparison Between Twelfth Night and the Rivals Free Essays

Final Paper A0981150 Compare Twelfth Night with The Rivals, both of them are comedies evolving around several couples. The two plays contain the device of disguise and mistaken identity. In Twelfth Night, Viola disguises herself as Cesario, which attracts Orsino and Olivia; while in The Rivals, Jack Absolute disguises himself as Ensign Beverley, who fascinates Lydia. We will write a custom essay sample on Comparison Between Twelfth Night and the Rivals or any similar topic only for you Order Now Speaking of similarities, both the disguises lead to the characters’ affairs, and they are proved to be true love at the end of the plays. On the other hand, as for differences, in Twelfth Night, Viola disguises herself as a man, and that results in her complex situation, a love triangle. Instead, in The Rivals, Jack takes the disguise as an ensign, which does not alter his real gender as a man; therefore, his situation is purer, that is, earning Lydia’s heart only and not drawing other admirer. Both the plays mention the communication of mails. In Twelfth Night, Maria writes letters to Malvolio, which purports to be from Olivia. The function of letters in this play is to trick Malvolio, who is such a fool that believes the countess Olivia, a woman of a higher rank than his, would fall in love with him. In The Rivals, the function of letters is simpler, that is, Jack writes to Lydia to court her under the mistaken identity of a poor Ensign in order to win her affection or some other sentiment. In The Rivals, Jack Absolute’s line â€Å"Pho! man, is not music the food of love? is an allusion to Twelfth Night. In the beginning of Twelfth Night, Orsino says â€Å"If music be the food of love, play on†¦Ã¢â‚¬ ¦Ã¢â‚¬  Nevertheless, these two characters utter such statement in very different situations. Orsino, at that time, is melancholic and insanely in love, by contrast, Jack says his line when his friend, Faulkland, is getting crazy since his lover’s merriment during his absence irritates him. Thus Jack plays the role of a calm, reasonable, and comforting friend. Compare the situations the two characters Orsino and Jack are in, their state of mind is completely different. The former stands for sentimental emotion, while the latter represents rationality. The two plays also involve the same element, duel. In Twelfth Night, Sir Andrew demands a duel with Cesario in order to have Olivia as lover. In The Rivals, encouraged by Sir Lucius, Acres writes a challenge note to â€Å"Beverley† to a duel. However, these two fights are in vain, the disturbers cannot achieve their goals to win the girls they want. These plots seem unimportant, but the duels actually help the meant-to-be couples to assure themselves that they have chosen the suitable ones for love and marriage. On account of the duels, the couples either reunite or get to know each other’s true identity. Generally speaking, the duels add much entertainment to the plays. Most important of all, they elicit the happy endings. How to cite Comparison Between Twelfth Night and the Rivals, Papers

Brave New World Essay Prompts Example For Students

Brave New World Essay Prompts The book that I read was Brave New World. It was written by Aldous Huxley. Huxley was born in England on July 26, 1894. He came to the States in 1937. Throughout his writing career he wrote many types of things. His works included novels, poetry, and essays. Huxley had established himself as a prestigious writer by the time that he was thirty. He also received the Award of Merit for his novel Island. , from the American Academy of Arts and Letters. He died Nov. 22 1963. In California. I want to give you some background about the book before I get into the theme. The book itself takes place in a futuristic London. The entire Western Europe is controlled by one man, the Ford. The Ford’s name is Mustapha Mond. In this society all of the people are hatched. The idea of people Giving birth is repulsive as well as is the idea of anyone wanting to be alone. Every persons future is predetermined. They are made to fit a cast system And they can never break away from that cast. Some people are smart and well respected and others are looked at like they are the scum of the earth. The primary objective of This society is to be social. To have fun, and to have sex with no commitment. Dealing with problems is no problem for these people because of a drug called Soma. Soma is like a tranquilizer that puts you in a place that you want to be and has no side-effects. So they never have to face reality. The book is centered around four main Characters The Director of Hatcheries and Conditioning, a scientist named Lenina, another scientist Bernard and the Savage, John. The theme of the book is that people need to be looked as an individual with specific needs and concerns and feelings not that we should all e the same way all of the time The theme of the book starts with John. John is a young man that has lived his entire life on an Indian reservation. And has had no contact with the new modernized world. John is brought back from the Reservation to the city by Bernard and Lenina who were visiting the reservation for a vacation. At first he doesn’t know what to make of this new exciting Place with its lights and smells and music going all of the time. This is shown many times in things that characters say. The passage that I’m going to read it shows John’s lack of interest for the city. The excerpt is from a letter written by Bernard to Mustapha Mond about Johns adaptation to the city. (book pg. 160) As the book progresses and John spends more time in the city He begins to dislike it more and more. That is the primarily Due to the fact that Bernard begins to just want to show John off To the high-ups in the city. It is obvious that John is becoming defensive about how much he want to be out in public. You can tell this just by his responses to Bernard in this quote. (book pg. 175) Eventually John gets so feed up with the Brave New World that He feels that he must leave. He prepares as much supplies that He can. He leaves and goes to a valley on the outskirts of town To an abandon Lighthouse. He remained there self-sufficient Until a few travelers found that he was there they immediately Notified the media and soon reporters were bothering him again. He became more upset and aggressive, but the reporters completely Overlooked that. This further shows the theme that people in this Society are more interested in the social aspect of he city than Any person within the city. .ud27b9161a272da19f941361fd7fd5f23 , .ud27b9161a272da19f941361fd7fd5f23 .postImageUrl , .ud27b9161a272da19f941361fd7fd5f23 .centered-text-area { min-height: 80px; position: relative; } .ud27b9161a272da19f941361fd7fd5f23 , .ud27b9161a272da19f941361fd7fd5f23:hover , .ud27b9161a272da19f941361fd7fd5f23:visited , .ud27b9161a272da19f941361fd7fd5f23:active { border:0!important; } .ud27b9161a272da19f941361fd7fd5f23 .clearfix:after { content: ""; display: table; clear: both; } .ud27b9161a272da19f941361fd7fd5f23 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud27b9161a272da19f941361fd7fd5f23:active , .ud27b9161a272da19f941361fd7fd5f23:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud27b9161a272da19f941361fd7fd5f23 .centered-text-area { width: 100%; position: relative ; } .ud27b9161a272da19f941361fd7fd5f23 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud27b9161a272da19f941361fd7fd5f23 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud27b9161a272da19f941361fd7fd5f23 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud27b9161a272da19f941361fd7fd5f23:hover .ctaButton { background-color: #34495E!important; } .ud27b9161a272da19f941361fd7fd5f23 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud27b9161a272da19f941361fd7fd5f23 .ud27b9161a272da19f941361fd7fd5f23-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud27b9161a272da19f941361fd7fd5f23:after { content: ""; display: block; clear: both; } READ: Arrowsmith by Sinclair Lewis EssayHere is a few lines toward the end of The book that helps reinforce the idea that the people of this Society don’t get the concept that there are things more important Than looks and social activities. (book pg. 263) I think that the book is trying to tell us not to let the idea of new bigger and supposedly better things for ourselves get in the way of treating our fellow human beings with the dignity that they deserve. I think that this is a very good book and very well written. I would recommend it to anyone.

The American Dream Essay Example For Students

The American Dream Essay The American Dream has eventually become an old concept which descends from the time with Henry Ford and Rockefeller and Carnegie who where among the very first to epitomize The American Dream. Way back in the 1870s as the oil industry and the development of motor engines started growing those people saw an opportunity in the industry and managed to benefit of it. Later on they were known as the personification of the American Dream. The fact that they started from scratch and became successful has certainly been the major reason that they have acquired that status and started the concept The American Dream. We will write a custom essay on The American Dream specifically for you for only $16.38 $13.9/page Order now There are many definitions of the American Dream, and they have certainly changed as the time has passed the recent two centuries. Some might mean that the American Dream is to become extremely rich, famous and powerful, criteria only the fewest can achieve. On the other hand many would say that the American Dream simply is to establish a family with wife, children who can go to school and a decent residence. However some might put in further criteria which would be that you have to start out by very poor circumstances. So as you probably had already figured, the definition does change indeed depending on whom you ask and where you ask. Nevertheless the inventor of the particular meaning of the phrase The American Dream was the American author Horatio Alger Jr. 1832-1899 who wrote rag-to-riches stories in several dime novels in which he described in fictive progresses how boys managed to achieve the American Dream by determination and courage. By then his novels encouraged many people to start working hard in order to chase that dream. The Declaration of Independence by Thomas Jefferson in 1776 was the very first step to a huge Liberal society in America and all the spirit and foundation of The United States lies within that declaration. The Declaration was the step to liberalism, individualism, justice and liberty in America and finally the American Dream as well as you can draw many similarities between those two ideas. Both state that every man is to be born equal and every man should have the opportunity to achieve whatever he desires, and that our destinies lie within our own hands. As there are many definitions of the American Dream it is hard to state what really epitomizes it. Personally I would say you have achieved it when you have done something unique for instance in order to help other people. Unlike those Americans who think that the persons with the biggest fortunes like Oprah Winfrey or Bill Gates epitomize it, I would rather say that persons like Martha Stewart, Malcolm X and Martin Luther King have fulfilled as they have done some exceptional for people in need which has become historic. Further wise I would add that personal happiness is the most important. There might be a thin line between wealth and happiness but not in all cases. Time after time it has been proven as success and large bank accounts have lead to drug abuses, loneliness, isolation and even death in some cases. According to me that is a clear indication that money doesnt necessarily equal to happiness. So other factors are required to fulfill the dream. The most obvious would be a social and secure life with relatives and friends as well. Is The American Dream good? Many people would say that the American dream is good or in fact necessary for America. It gives the citizens a great opportunity to pursuit something in life and attempt to achieve something. Even the poorest children can be able to work their way out in various ghettos in this liberal country. .uf6592ebda479d6b7916be17433534a59 , .uf6592ebda479d6b7916be17433534a59 .postImageUrl , .uf6592ebda479d6b7916be17433534a59 .centered-text-area { min-height: 80px; position: relative; } .uf6592ebda479d6b7916be17433534a59 , .uf6592ebda479d6b7916be17433534a59:hover , .uf6592ebda479d6b7916be17433534a59:visited , .uf6592ebda479d6b7916be17433534a59:active { border:0!important; } .uf6592ebda479d6b7916be17433534a59 .clearfix:after { content: ""; display: table; clear: both; } .uf6592ebda479d6b7916be17433534a59 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf6592ebda479d6b7916be17433534a59:active , .uf6592ebda479d6b7916be17433534a59:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf6592ebda479d6b7916be17433534a59 .centered-text-area { width: 100%; position: relative ; } .uf6592ebda479d6b7916be17433534a59 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf6592ebda479d6b7916be17433534a59 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf6592ebda479d6b7916be17433534a59 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf6592ebda479d6b7916be17433534a59:hover .ctaButton { background-color: #34495E!important; } .uf6592ebda479d6b7916be17433534a59 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf6592ebda479d6b7916be17433534a59 .uf6592ebda479d6b7916be17433534a59-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf6592ebda479d6b7916be17433534a59:after { content: ""; display: block; clear: both; } READ: Almond Tree By Stallworthy EssayIn the middle of the dark tunnel the poor can see brightness at the end of the tunnel. The hope of achieve something despite the poor conditions gives the poor peoples lives a purpose, a reason not to give up. Nevertheless many people disagree upon the American Dream, and its values. Certain individuals such as writer Arthur Miller mean that there are too many paradoxes in the American Dream and that it basically gives a false hope of glory. Further wise they believe that the American Dream has equalled to a material greed among the Americans. In order to earn much money for cars etc. eople work most of the day and therefore the focus is rem oved from the family to the work and the pay check. Another paradox is the fact that college definitely isnt cheap. And the bachelor degree which you are given at the college graduation is necessary for many job fields. So if you come from a poor family it means that you cannot afford to attend college and that interferes with the declaration of independence which says that all people are given the same opportunities when they are born. So you cannot attend a college without paying large sums of money or carrying a scholarship. A further example is discrimination. If you dont have the right look, height or skin colour it could be difficult to hold a CEO or another leader position. The Result of The American Dream However the American Dream has not just encouraged Americans to fulfil it. Also millions of Europeans and South Americans have been tempted by the dream in The Land of the Opportunities. Therefore America has become the largest multi ethnical country which consists of all religions and races. Already after the Potato Famine tens of thousands went to America in particular from Ireland. So America has always been an alternative or an escape, an opportunity to start a new life for South Americans as well as Europeans for instance after a life with poverty and war. And a bit chocking fact according to myself is that the American borders are wide open and they dont even attempt to keep the immigrants out of their which many other countries do. So does this just explain a great hospitality or just carelessness as they actually do hesitate to offer financial contributions? So despite a lacking welfare system compared to Europe many people do choose to try their luck in America. And some people do manage to integrate themselves in USA, and some even manage to fulfil the American Dream, Danes as well, but the fact remains that most of the immigrants, particularly immigrants from Mexico end up in the gutter and in worst cases in jail as a due to crimes which must be committed because of a lacking or non-existing income. Many Americans would claim that they have a healthy and strong welfare state. But it is yet no secret that it consists of 2 million homeless people and has the highest imprison rate per citizen in the world. And there is no empathy from the wealthy Americans or the state. As a matter of fact the American Dream is a nice tool for the rich upper-class people and politicians to blame the poor and refuse to help them with the reason that they have had their chance to become something and if you have blown your chance then it is just bad luck. Conclusion It is claimed that everybody can achieve the American Dream. But as I have already been through there are many factors that could prevent you from achieving it. However I do sympathize with the idea of the American Dream, but it is dangerous because it is overrated and makes people think irrational. And to a certain extent I do agree with the liberal point of views as I support. I agree with the ideology which stands for personal freedom, the freedom to develop yourself and the freedom to be yourself. Also that we are born equal and it is up to ourselves to realize our own dreams, and that it is a pity that people in Europe can receive a welfare check from the state when they dont wish to work. .u035009664ef226e3c1d7372cada764d4 , .u035009664ef226e3c1d7372cada764d4 .postImageUrl , .u035009664ef226e3c1d7372cada764d4 .centered-text-area { min-height: 80px; position: relative; } .u035009664ef226e3c1d7372cada764d4 , .u035009664ef226e3c1d7372cada764d4:hover , .u035009664ef226e3c1d7372cada764d4:visited , .u035009664ef226e3c1d7372cada764d4:active { border:0!important; } .u035009664ef226e3c1d7372cada764d4 .clearfix:after { content: ""; display: table; clear: both; } .u035009664ef226e3c1d7372cada764d4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u035009664ef226e3c1d7372cada764d4:active , .u035009664ef226e3c1d7372cada764d4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u035009664ef226e3c1d7372cada764d4 .centered-text-area { width: 100%; position: relative ; } .u035009664ef226e3c1d7372cada764d4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u035009664ef226e3c1d7372cada764d4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u035009664ef226e3c1d7372cada764d4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u035009664ef226e3c1d7372cada764d4:hover .ctaButton { background-color: #34495E!important; } .u035009664ef226e3c1d7372cada764d4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u035009664ef226e3c1d7372cada764d4 .u035009664ef226e3c1d7372cada764d4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u035009664ef226e3c1d7372cada764d4:after { content: ""; display: block; clear: both; } READ: World Literature Persuasive EssayI dont think we should support them with money to get food on the table. I think we should help them to get back on the track so that they can earn their own money, unlike in America where there wont be taking care of anybody. It is claimed that everybody can achieve the American Dream by having good ambitions and determination but I would rather say that luck is the most important factor. The American Dream is like the wheel of fortune. Would you care for a spin? The American Dream Essay Example For Students The American Dream Essay American DreamWilly Loman is a man on a mission. His purpose in life is to achieve a false sense of the American Dream, but is this what Willy Loman really wants? In Death of a Salesman, Arthur Miller analyzes the American Dream by portraying to us a few days in the life of a washed up salesman named Willy Loman. The American Dream is a definite goal of many people, meaning something different to everyone. Willys version is different from most people though; his is based more on being well-liked and achieving monetary successes rather than achieving something that will make him happy. Willy never becomes part of the American Dream because he never follows his true dreams and aspirations. He chooses a career that will make him money, but not much, rather than a career that he will enjoy. We will write a custom essay on The American Dream specifically for you for only $16.38 $13.9/page Order now This is the big mistake that Willy makes in his life and in the end he never overcomes it. Willy never becomes part of the American Dream because he tries to become successful and wealthy rather than spending his life doing something that would bring him and his family joy. The American Dream is a term used to summarize the basic ideals held by the American public. Death of a Salesman focuses on this dream and analyses the dreams significance in the American social order. The basic principal behind the American Dream is the belief that if people have an aspiration and they work for it they will achieve their dreams. Furthermore, what lies at the heart of the American Dream is the desire to achieve wealth and power based on ones looks and appearance rather than the value and quality of their work. The American Dream is supposedly what everyone wants to end up with; a family, a house, a car and a well paying job. The problem is that not everyone wants these things. People all over the world desire to immigrate to America because they have heard of this American Dream and they want to be a part of a country that makes it seem so easy to make a fortune. The problem with this dream is the theory at the basis of it; the fact that success is not assured, but if people work for their dreams they will eventually achieve them. People can work their entire lives thinking that they are contributing to humanity when in fact they are not. They believe that as long as they put something into civilization, at the end of their lives they will receive something in return. Many times this is simply not the way things work out. If people work their entire lives to achieve something that they can enjoy at the end of their life, they will miss the entire journey in between. The American Dream is the basis of American culture although some ideals at the heart of it seem incorrect. Willy Lomans dream is an adaptation of the American Dream. Willy believes that the only things that are important in life are the successes that he achieved and the amount of friends that he made. This is easily illustrated when Willy says Its who you know and the smile on your face! and thats the wonder, the wonder of this country, that a man can end with diamonds here on the basis of being liked! (Movie). Success is an important part of the American dream, but Willy puts too much importance on the need to achieve success. He neglects the needs of his family and chooses to remain in the mindset that as long as he is well liked he will achieve success. Although he has lost his ability to sell, Willy continues to believe that as long as he works hard good things will happen to him and his family. .ubf8da4bda8e1f81d97b74b4e765de5f1 , .ubf8da4bda8e1f81d97b74b4e765de5f1 .postImageUrl , .ubf8da4bda8e1f81d97b74b4e765de5f1 .centered-text-area { min-height: 80px; position: relative; } .ubf8da4bda8e1f81d97b74b4e765de5f1 , .ubf8da4bda8e1f81d97b74b4e765de5f1:hover , .ubf8da4bda8e1f81d97b74b4e765de5f1:visited , .ubf8da4bda8e1f81d97b74b4e765de5f1:active { border:0!important; } .ubf8da4bda8e1f81d97b74b4e765de5f1 .clearfix:after { content: ""; display: table; clear: both; } .ubf8da4bda8e1f81d97b74b4e765de5f1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubf8da4bda8e1f81d97b74b4e765de5f1:active , .ubf8da4bda8e1f81d97b74b4e765de5f1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubf8da4bda8e1f81d97b74b4e765de5f1 .centered-text-area { width: 100%; position: relative ; } .ubf8da4bda8e1f81d97b74b4e765de5f1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubf8da4bda8e1f81d97b74b4e765de5f1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubf8da4bda8e1f81d97b74b4e765de5f1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubf8da4bda8e1f81d97b74b4e765de5f1:hover .ctaButton { background-color: #34495E!important; } .ubf8da4bda8e1f81d97b74b4e765de5f1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubf8da4bda8e1f81d97b74b4e765de5f1 .ubf8da4bda8e1f81d97b74b4e765de5f1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubf8da4bda8e1f81d97b74b4e765de5f1:after { content: ""; display: block; clear: both; } READ: Photography (991 words) Essay Willys wife Linda realizes this and conveys these thoughts to her sons when she says He drives seven hundred miles, and when he gets there no one knows him anymore what goes through a mans mind, driving seven hundred miles home without earning a cent? (Movie). Willy has delusional ideas about the American Dream. Even in the end Willy still believes that the only thing Biff needs to be successful is some money to start a business. We learn this when Willy says Can you imagine that magnificence Biff with twenty thousand dollars in his pocket? (Movie). Willy thinks that as long as Biff has some money to start out with he will find it easy to become successful. Biff knows that his fathers ideas are wrong and all Biff wants is to enjoy his life and for his father to be happy. Willys dream is focused entirely on being successful and popular which in itself is wrong. Willy Loman did not become part of the American Dream because he does not follow his own dreams. Willy is not a salesman at heart, he is happiest when he is working with his hands and Willy never realizes this. After Willy dies, Biff realizes that his father should have worked out in the open, where he could truly be free. We learn this when Biff says, He had the wrong dreams. All, all wrong, and furthermore when Biff says, He never knew who he was. (Movie). Willy thinks that since he can still conceivably work when he becomes eighty years old that a salesman job is the best vocation he could ever want. Throughout the play, we learn that Willy has obviously made a wrong decision about his career and the fact that he never realizes this is the tragedy in the story. Willy does not think about what he himself wants to do, he thinks more about what others have done and then wants to achieve the same heights they have. Willy is never content with just being himself; he always has to be something better. This is evident when Linda tells Willy be happy right here, right now. Why must everybody conquer the world? Youre well liked, and the boys love you (Movie). Willy never listens to his heart and because of this, he follows the wrong dream. Willy was never really a part of the American Dream. In the end, we see Willys foolishness for killing himself. Willy has too much pride to take a job from Charley and would rather end his own life than work under his friend for money. Willy thinks he is helping everyone by giving them his life insurance money but everyone would rather have him still alive than the money. Striving for his dream of becoming well liked and successful leaves Willy with nothing that will make him happy. In the end, Willys dream ends up being for Biff to achieve everything that he himself could not achieve. Willys plan backfires though when Biff chooses the opposite of what Willy wants and leaves the city to try to find out what will make him happy. In the end, Willys obsession with the American Dream is his undoing. Willy never really becomes part of the American Dream because he never understands what he needs to make himself happy. Words/ Pages : 1,197 / 24

The Top 100 Transportation Jobs to Look for Right Now

The Top 100 Transportation Jobs to Look for Right Now If you’re interested in a career in transportation, or in finding a new career in the field, the tides of the industry are on your side. According to the Bureau of Labor Statistics (BLS), jobs that fall under the category of â€Å"transportation and material moving† are projected to grow through the year 2024, adding hundreds of thousands of jobs. Jobs in transportation can fall under many umbrellas. Check out the most thriving jobs in the field and see if one might be a good fit for you.Air Asset ControllerAir Traffic ControllerAircraft CaptainAircraft Quality Control InspectorAirfield Operations ManagerAirfield Operations SpecialistAirfield Operations SupervisorAirline DispatcherAirport Grounds Operations WorkerAirport ManagerAirport TransporterAirworthiness SpecialistAmbulance DriverAviation ManagerAviation Safety InspectorBoat CaptainBoat OperatorBoom Truck OperatorBulk DriverBus DriverChauffeurClass A DriverClass B DriverConductorCopilotDeck OfficerDock MasterDrive rDriver HelperDriver ManagerDriver SupervisorDriving TeacherDump Truck OperatorEmergency Vehicle DriverEquipment MoverFlatbed Truck DriverFlight AnalystFlight AttendantFlight CoordinatorFlight EngineerFlight InstructorFlight NavigatorFlight SchedulerForklift OperatorGeneral Transportation DirectorHelicopter PilotHousehold MoverJet PilotLocomotive EngineerLog Truck DriverMapping PilotMarine OilerMedical Cylinder DriverMotor Coach OperatorOver the Road Driver (OTR Driver)Owner / OperatorPallet Jack OperatorParking Lot AttendantParking Services SpecialistParking Systems ManagerPassenger Service AgentPatient Transport DriverPick Up and Delivery DriverPilotRail Motor Coach OperatorRamp AgentRelief DriverResidential DriverRoute DriverSailorSanitation DriverService Station AttendantShip CaptainShip Chief EngineerShip NavigatorShip SuperintendentShuttle DriverSimulator InstructorSkycapStacker OperatorStreet Cleaning Equipment OperatorSubway and Streetcar OperatorTaxi DriverTest PilotTest Pi lot ManagerTicket AgentTolling SpecialistTow Truck DriverTrain ManagerTransit DirectorTransit ManagerTransit OperatorTransit PlannerTransportation AideTransportation AnalystTransportation Facility RepresentativeTransportation InspectorTransportation Mobility ManagerTransporterTruck DriverVan DriverWheelchair Van DriverYard HostlerAccording to BLS, the median annual wage for transportation occupations was $30,730 in 2016.Education requirements differ for professions within the transportation field- many ask for no formal education or a high school diploma, while some require a post-secondary degree.This is a varied fields with lots of opportunity nationwide- do some searching to find the perfect position for your career goals!

Historic and Environmental Conversation Essay Example | Topics and Well Written Essays - 1500 words

Historic and Environmental Conversation - Essay Example The concept of historic preservation is mainly used by the English and the Americans but the other dialects refer to the same as â€Å"heritage conservation† or â€Å"heritage preservation†. The term is commonly used by professionals to refer to the preservation of the built environment as opposed to the preservation or the conservation of wildlife or forests (Forsyth 10). Environmental conservation is a concept that has a resemblance with historic preservation. The only difference is that environmental conservation is concerned with the preservation of the natural environment that includes plants, animals and natural resources (Mauro 4). The environment is defined as the sum of everything that surrounds a living organism, including natural forces, other living organisms that in essence provide conditions for growth and development as well as danger and damage to the living organism. Therefore, environmental conservation is a term that goes hand in hand with natural con servation that involves the protection of nature (Mauro 6). Historical Conservation The idea of historic conservation and natural conservation dates back to the 17th century in England. Members of the Royal Society of England often had antiquarian interests and, therefore, most of them were involved in conservation efforts during this time. This was done for various reasons; one of them was to conserve history for the future generations especially the buildings that had an impact on a country (Simon 335). These efforts by the Royal Society of England in the UK led to the establishment and adoption of the Ancient Monument Protection Act in 1882. Later in the 20th century, the UK’s Ancient and Monuments act was passed in 1913 to protect or preserve defined decayed and obsolete structures of great historical or associative interest. The act was because of the continued modernization that meant the destruction of the older buildings to pave way for the newer improved structures ( Simon 336). During the twentieth century, the UK government under the National Trust Organization started with the preservation of historic houses continuously increasing its scope to cover other buildings of historic significance. In 1944, the UK’s legislature passed the Town and country Planning Act and the subsequent Town and Country planning Act in 1990. This acts increased the pace toward historic preservation on a high scale. Apart from these acts, other court cases from pressure groups and movements also contributed to the first pace of historical conservation (Feilden 35). Preservation efforts in the United States began in the early 19th century with the preservation of the George Washington’s Mount Vernon in 1858. This was later followed by an association founded in 1889 called the Association for the Preservation of Virginia Antiquities, which was the United States first statewide historic conservation group (Forsyth 50). Another historical building that foll owed in the 20th century is the Washington headquarters state historic site in New York in 1961. One of the first architectural firms that was famous in its bid to preserve historic buildings was Simons & Lapham. It was influential in crafting the first historical ordinance in Charleston in 1930. This gave the city regulatory means by which it could prevent the destruction of historic buildings. Earlier on in 1925, there were massive efforts to preserve the French Quarter buildings in New Orleans and

Creating Anglo-America 1660-1750 Essay Example | Topics and Well Written Essays - 750 words - 194

Creating Anglo-America 1660-1750 - Essay Example His strong belief in one God that is universal drove him to argue that God dwelled in all people and, therefore, no people (including those with authority/government) had the right whatsoever to force people into a particular form of worship. Penn was also a strong believer in the equality of all people regardless of their race, gender, sex, color or sex. This in turn made him advocate for equality by arguing that â€Å"liberty is a universal entitlement† that was conflicting the pre-existing belief that liberty was a right to be entitled only to certain individuals. To put this in a practical manner, Penn found it necessary to buy Indian land and offered it to the Indian refugees who had been driven out of the other colonies. In his attempt to come up with a government that put into consideration the rights of all, Penn came up with a frame of government in 1982. In his charter Penn aimed at offering â€Å"Christian liberty† to all who affirmed a strong belief in God and expected them not to promote the liberty in promoting sexually immoral things. In this period, the government was responsible for regulating the people`s moral public behavior and some particular people such as the Jews were not allowed to be holding an office of any religious institution. The Quakers strict code of personal morality drove Penn into believing that by giving people religious freedom immorality would reduce as people would lead a life that corresponded to God`s expectations. This charter, however, didn`t prove sufficient to guide the growing population of Pennsylvania and was therefore replaced with a charter of liberties whose political system lasted up to the period of American Revolution.   

Virtue Ethics Personal Statement Example | Topics and Well Written Essays - 500 words

Virtue Ethics - Personal Statement Example This is because no man is truly virtuous and everyone has certain deficiencies to appropriate degrees when evaluated against good character. When the question turns towards practices in business, good character and virtuousness do not stand very well in today's world if survival and sustainability are he immediate goals of the business activity. This is because, in accordance with the given situation, one may have to resort to means that may not be harmful to anyone, but do not fall within the framework of righteousness. For example, if there is a severe competition in the market, then it is not desirable to give way to others thinking that everyone should have an equal share of the business. In fact, businesses would not exist for long if they went that way. According to me, the sole aim of any business would be to strive for the generation of good consequences not only for the business, but also for every other entity as far as possible. As such, I believe that this should be the sole guiding path for a business. If I were to adopt this path, then my intentions would be multi-faceted. The quest for good results would make me ensure that I provide for the needy to the maximum extent possible. Likewise, I also feel that the people and other entities I am involved or related to must also benefit as a result of my actions and the business' progress.

Policies for the Promotion of Child Rights

Policies for the Promotion of Child Rights IDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR SETTING One piece of legislation that promotes the childrens rights in my setting is the Data Protection Act 1998. This legislation gives everyone the right to know what information is held about them and it provides a framework to ensure that personal information is handled properly. One of its purposes is to safeguard the fundamental rights of individuals. The Act works in two ways, firstly it states that anyone who processes personal information must follow the eight principles below to make sure that the personal information is: Fairly and lawfully processed Processed for limited purposes Adequate, relevant and not excessive Accurate and up to date Not kept for longer than is necessary Processed in line with your rights Secure Not transferred to other countries without adequate protection Secondly, the Act provides everyone with important rights; these include the right to find out what personal information is held about them on computers and most paper records. It also gives the individual the right to complain if they are denied access to their personal information or feel that their information has not be handled according to the eight principles I have stated above. The Data Protection Act 1998 affects the way I run my setting. I have to ensure that: Any personal information I have is kept confidential and stored in a locked filing cabinet and I only can access it. I am careful when discussing with parents anything confidential that no-one is around to overhear our conversation, including in person or on the telephone All personal information I hold is relevant to my setting and is kept up to date I do not keep any information longer than necessary No data that I hold can be used or passed onto other parties without written consent from the parent Parents have the right to request access to my records at any time, but they can only see the information held about themselves and their children My confidentiality policy covers the above please see Appendix 1 Every organisation that processes personal information must notify the Information Commissioners Office (ICO) unless they are exempt; failure to notify is a criminal offence. I am exempt because no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they have now made changes to the notification fee structure that came into effect on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of different sizes. DESCRIBE THE ROLE OF PRACTITIONER IN MEETING THE INDIVIDUAL NEEDS OF ALL CHILDREN It is important that the practitioner meets the individual needs of all the children. To do this the practitioner first needs to know what the childrens individual needs are and this can be found out by talking to the parents and getting them to fill in My Special Book, any observations that you carry out, any other professionals involved with the child and liaising with any other settings that the child attends. If the child is old enough they may also be able to tell you. It is important to speak to the parents regularly and keep updated in any changes to the childrens interests and needs or home life. The ways that I use are: Email an effective way to send a quick message, but some parents may not have access to a computer. Newsletters can be a great way to keep parents informed of some of the activities the children have been doing; events and festivals planned; holiday dates and any other information the practitioner wants to tell the parents. Letters to the Parents if there are things you need to inform them of privately a letter would be best. In addition, the parents may have a hearing impairment and may not be able to use another form of communication. Telephone conversation this is best done at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You will need to make sure who can overhear the conversation so that you can maintain confidentiality. Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns but again you need to maintain confidentiality and make sure you are not overheard. Daily diary keeping the parents informed of the activities the child has done during the day, along with sleep times, healthy food, snacks and drinks, nappy changes and any other information the parents need to know. The parents can also add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc. Text the quickest way to communicate, it can also be invaluable to someone with a hearing impairment. Most people nowadays have a mobile phone. It is also important to find out and respect the views of all the children to make them feel valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We often play games that allow the children to air their views and opinions and I use this knowledge to enhance their learning and development. To be able to meet all the childrens needs you first need to understand what their rights are. There is a lot of legislation that promotes children rights but quite simply every child has a right to have their basic needs met for food, warmth and hygiene, but you also need to provide a nurturing environment where the children can rest, play and develop to their full potential. Maslows Hierarchy of needs is one of the best-known descriptions of needs. It identifies five basic needs and shows how higher needs are not considered until the lower level needs have been met. Self-actualisation (Achieving individual potential) Esteem (Self-esteem and esteem from others) Belonging (Love, affection, being a part of groups) Safety (Shelter, removal from danger) Physiological (Health, food, sleep) Diagram copied from Maslows Hierarchy at Changingminds.org It is important to know the difference between a want and a need. A Need is something that we cannot do without, like sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without. To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their stage of development and abilities and whether they need to sleep or have quiet time when planning my daily routine, I make sure that I incorporate all their needs into my daily routine. The children need a daily routine to help them feel secure and they get to know what is happening next and this promotes their development. I adapt my routines depending on which children I have in the setting at the time. It is important that all the children are given a choice as much as possible, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would like to play with and with whom. It is my professional responsibility to: Safeguard and promote the welfare of all the children Make sure that people they come into contact with are suitable Ensure I have safe and suitable premises, environment and equipment Organise my setting so that every child receives an enjoyable and challenging learning and development experience that is tailored to their individual needs Maintain records, policies and procedures to ensure safe and efficient management of my setting and to meet the needs of the children Practice Guidance for the Early Years Foundation Stage (2007, pg 6) states, Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life. DISCUSS HOW YOUR DAILY ROUTINES SUPPORT CHILDRENS WELL BEING I have a basic daily routine that includes school runs, child-initiated play, adult-led activities, sleep/quiet time, snack and meal times and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is never set in stone and it allows us to experience spontaneous events like playing in the snow, or taking your lunch to the park on a nice sunny day. For example for snack time the children know that after the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can easily access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash their hands before eating and I have a stool so they can reach the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is always a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life. I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from different countries. Snack time is also a social time where we all sit together including myself. We talk about anything and everything, they tell me about things at home or school, where they are going on holiday, what there siblings have been doing, their favourite toys etc. It is a great time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table. School drop off and collection times are also very social times. We talk as we walk to school; we often play games like eye spy, count how many red cars we see and look out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger; how to cross the road safely and why we must all walk together and not run off. Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their hands and allows the children to socialise and make healthy choices. The Importance of Routines Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life. DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR HOME BASED SETTING My daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each day. The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school run. The older children know that when we get home to wash their hands and they help to set the table, the younger children see what the older children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others. Snack time is a time where we all talk about our day and share what we have been doing and what we enjoyed or disliked. School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings. We often include a trip to the playground on the way home from school, the younger children benefit from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment. DISCUSS HOW YOU PROMOTE CHILDRENS SAFETY Promoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily risk assessments of my home and garden and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and understanding of the signs of possible abuse and neglect. Please see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ). I hold a current Early Years First Aid for Children and Adults certificate and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety Awareness training courses. I ensure that I am up to date with my knowledge by attending regular training throughout the year. I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and words for the children to refer to. I make sure that all equipment and resources I provide are age and stage appropriate and that they are safe and clean. They are checked daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors. I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I provide and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened. My premises are secure at all times: the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorised adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen. All the children are taught about road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix ) The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their continued participation in learning to how to keep safe. I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitability to look after the Children. The Children feel safe whilst they are in my care because they know that I will listen to any concerns they may have and respond to them appropriately. The parents know that I operate clear child safety procedures and they have copies of all my policies and permission forms. I make sure that I am a good role model for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Children should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm. IDENTIFY STRATEGIES FOR COMMUNICATING WITH CHILDREN There are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them on their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say feeling funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not English and that they will find it harder to communicate in English to begin with. Some children may have speech impairment or learning difficulties and this will make it harder for them to communicate effectively. It is also important to be patient and give the children time to respond to your questions. Communicating Effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a vi ew of themselves and the world that is positive and healthy. Use the Childs name first this will get their attention and they are more likely to listen to you. Eye contact shows respect and allows you to gauge how much of the conservation is being understood. Calm tone children are sensitive to anger and do not like raised voices because they can focus solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying. Thumbs up is a simple and easy way of showing approval. Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways. Listening and showing an interest a very important part of communication because if you do not listen and appear interested then it is just a one-way conversation and the child will not feel valued. Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc. Questioning use open-ended questions to check understanding and acknowledge that they have heard what is being said. Speak slowly and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise. Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it. Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their needs without being able to speak. Picture cards Can be used for asking children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother language so they learn new words as they progress. DISCUSS ONE FACTOR THAT AFFECTS CHILDRENS BEHAVIOUR There are many factors that can affect childrens behaviour but I am going to focus on divorce. Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding. A pre-school child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may become confused, irritable or worried. Children between six and nine are very vulnerable. At this age, a child is still not mature enough to understand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time talking about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties. Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings. All Children can become very insecure. Insecurity can cause children to behave as if they are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it difficult to concentrate at school. It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such as aggression, depression, lower self-esteem and poorer school performance. Children can express themselves in other ways than with words. Play is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may need to work off tension through energetic games; you can spend some time at the park or go to an indoor play centre. Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talking about what is going on inside, especially if they are not the type of child to talk openly. The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next. DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIES I operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a unique individual, to respect each others differences, and to learn from each other. Centre for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource. I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a comment a child has made or a parent. I will explain to the child or parent why what they have said is wrong and how their words have hurt another person. I make sure that I am a good role model for the children. Please see my Equal Opportunities Policy (Appendix ). I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious occasions from a variety of religions worldwide to give the children a greater understanding of the World around them. I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World. For example, if a Child called another person four-eyes because they wear glasses, I would explain to the Child how they have hurt that persons feelings and that they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding). Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity. If I have any children with additional needs in my setting I always talk to all the children about their impairments or disabilities (using the correct medical name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get rid of any fears about disabilities and helps to influence childrens attitudes in a positive way. I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses. EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTING I have explained in E2 my role in meeting the individual needs of the children and now I will explain how I implement the childrens rights in my setting. I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under which they can develop and thrive. Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pictures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix ) I have used some of the Articles of the United Nations Convention on Rights of the Child to show how I implement childrens rights into my setting: Article 1 Everyone under 18 has these rights I ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other. Article 2 You have the right to protection against discrimination All children are treated with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures. Article 3 Adults should do whats best for you Everything that I do in my setting is always in the best interests of the child. I always take into consideration their views, feelings and rights when carrying out day to day activities. Article 7 You have the right to have a name and a nationality On the wall in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat. Article 11 You should not be kidnapped I make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has authorized it in times of emergency and we always use a password system. Article 12 You have the right to an opinion and for it to be listened to and taken seriously The children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each other. Article 19 You have the right to be protected from being hurt or badly treated I know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime. Article 23 If you are disabled, either mentally or physically, you have the right to special care and education I run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition. Article 24 You have the right to the best health possible and to medical care and information I provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the children to routine appointments. Article 29 You have the right to education which develops your personality, respect for others rights and the environment All children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience across all the areas of learning and development, which allows each individual child to develop to their full potential. Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own language We all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out about different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued. Article 31 You have the right to play and relax by doings things like sport, music and drama The children a Policies for the Promotion of Child Rights Policies for the Promotion of Child Rights IDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR SETTING One piece of legislation that promotes the childrens rights in my setting is the Data Protection Act 1998. This legislation gives everyone the right to know what information is held about them and it provides a framework to ensure that personal information is handled properly. One of its purposes is to safeguard the fundamental rights of individuals. The Act works in two ways, firstly it states that anyone who processes personal information must follow the eight principles below to make sure that the personal information is: Fairly and lawfully processed Processed for limited purposes Adequate, relevant and not excessive Accurate and up to date Not kept for longer than is necessary Processed in line with your rights Secure Not transferred to other countries without adequate protection Secondly, the Act provides everyone with important rights; these include the right to find out what personal information is held about them on computers and most paper records. It also gives the individual the right to complain if they are denied access to their personal information or feel that their information has not be handled according to the eight principles I have stated above. The Data Protection Act 1998 affects the way I run my setting. I have to ensure that: Any personal information I have is kept confidential and stored in a locked filing cabinet and I only can access it. I am careful when discussing with parents anything confidential that no-one is around to overhear our conversation, including in person or on the telephone All personal information I hold is relevant to my setting and is kept up to date I do not keep any information longer than necessary No data that I hold can be used or passed onto other parties without written consent from the parent Parents have the right to request access to my records at any time, but they can only see the information held about themselves and their children My confidentiality policy covers the above please see Appendix 1 Every organisation that processes personal information must notify the Information Commissioners Office (ICO) unless they are exempt; failure to notify is a criminal offence. I am exempt because no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they have now made changes to the notification fee structure that came into effect on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of different sizes. DESCRIBE THE ROLE OF PRACTITIONER IN MEETING THE INDIVIDUAL NEEDS OF ALL CHILDREN It is important that the practitioner meets the individual needs of all the children. To do this the practitioner first needs to know what the childrens individual needs are and this can be found out by talking to the parents and getting them to fill in My Special Book, any observations that you carry out, any other professionals involved with the child and liaising with any other settings that the child attends. If the child is old enough they may also be able to tell you. It is important to speak to the parents regularly and keep updated in any changes to the childrens interests and needs or home life. The ways that I use are: Email an effective way to send a quick message, but some parents may not have access to a computer. Newsletters can be a great way to keep parents informed of some of the activities the children have been doing; events and festivals planned; holiday dates and any other information the practitioner wants to tell the parents. Letters to the Parents if there are things you need to inform them of privately a letter would be best. In addition, the parents may have a hearing impairment and may not be able to use another form of communication. Telephone conversation this is best done at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You will need to make sure who can overhear the conversation so that you can maintain confidentiality. Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns but again you need to maintain confidentiality and make sure you are not overheard. Daily diary keeping the parents informed of the activities the child has done during the day, along with sleep times, healthy food, snacks and drinks, nappy changes and any other information the parents need to know. The parents can also add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc. Text the quickest way to communicate, it can also be invaluable to someone with a hearing impairment. Most people nowadays have a mobile phone. It is also important to find out and respect the views of all the children to make them feel valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We often play games that allow the children to air their views and opinions and I use this knowledge to enhance their learning and development. To be able to meet all the childrens needs you first need to understand what their rights are. There is a lot of legislation that promotes children rights but quite simply every child has a right to have their basic needs met for food, warmth and hygiene, but you also need to provide a nurturing environment where the children can rest, play and develop to their full potential. Maslows Hierarchy of needs is one of the best-known descriptions of needs. It identifies five basic needs and shows how higher needs are not considered until the lower level needs have been met. Self-actualisation (Achieving individual potential) Esteem (Self-esteem and esteem from others) Belonging (Love, affection, being a part of groups) Safety (Shelter, removal from danger) Physiological (Health, food, sleep) Diagram copied from Maslows Hierarchy at Changingminds.org It is important to know the difference between a want and a need. A Need is something that we cannot do without, like sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without. To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their stage of development and abilities and whether they need to sleep or have quiet time when planning my daily routine, I make sure that I incorporate all their needs into my daily routine. The children need a daily routine to help them feel secure and they get to know what is happening next and this promotes their development. I adapt my routines depending on which children I have in the setting at the time. It is important that all the children are given a choice as much as possible, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would like to play with and with whom. It is my professional responsibility to: Safeguard and promote the welfare of all the children Make sure that people they come into contact with are suitable Ensure I have safe and suitable premises, environment and equipment Organise my setting so that every child receives an enjoyable and challenging learning and development experience that is tailored to their individual needs Maintain records, policies and procedures to ensure safe and efficient management of my setting and to meet the needs of the children Practice Guidance for the Early Years Foundation Stage (2007, pg 6) states, Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life. DISCUSS HOW YOUR DAILY ROUTINES SUPPORT CHILDRENS WELL BEING I have a basic daily routine that includes school runs, child-initiated play, adult-led activities, sleep/quiet time, snack and meal times and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is never set in stone and it allows us to experience spontaneous events like playing in the snow, or taking your lunch to the park on a nice sunny day. For example for snack time the children know that after the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can easily access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash their hands before eating and I have a stool so they can reach the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is always a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life. I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from different countries. Snack time is also a social time where we all sit together including myself. We talk about anything and everything, they tell me about things at home or school, where they are going on holiday, what there siblings have been doing, their favourite toys etc. It is a great time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table. School drop off and collection times are also very social times. We talk as we walk to school; we often play games like eye spy, count how many red cars we see and look out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger; how to cross the road safely and why we must all walk together and not run off. Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their hands and allows the children to socialise and make healthy choices. The Importance of Routines Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life. DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR HOME BASED SETTING My daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each day. The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school run. The older children know that when we get home to wash their hands and they help to set the table, the younger children see what the older children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others. Snack time is a time where we all talk about our day and share what we have been doing and what we enjoyed or disliked. School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings. We often include a trip to the playground on the way home from school, the younger children benefit from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment. DISCUSS HOW YOU PROMOTE CHILDRENS SAFETY Promoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily risk assessments of my home and garden and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and understanding of the signs of possible abuse and neglect. Please see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ). I hold a current Early Years First Aid for Children and Adults certificate and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety Awareness training courses. I ensure that I am up to date with my knowledge by attending regular training throughout the year. I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and words for the children to refer to. I make sure that all equipment and resources I provide are age and stage appropriate and that they are safe and clean. They are checked daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors. I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I provide and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened. My premises are secure at all times: the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorised adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen. All the children are taught about road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix ) The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their continued participation in learning to how to keep safe. I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitability to look after the Children. The Children feel safe whilst they are in my care because they know that I will listen to any concerns they may have and respond to them appropriately. The parents know that I operate clear child safety procedures and they have copies of all my policies and permission forms. I make sure that I am a good role model for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Children should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm. IDENTIFY STRATEGIES FOR COMMUNICATING WITH CHILDREN There are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them on their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say feeling funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not English and that they will find it harder to communicate in English to begin with. Some children may have speech impairment or learning difficulties and this will make it harder for them to communicate effectively. It is also important to be patient and give the children time to respond to your questions. Communicating Effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a vi ew of themselves and the world that is positive and healthy. Use the Childs name first this will get their attention and they are more likely to listen to you. Eye contact shows respect and allows you to gauge how much of the conservation is being understood. Calm tone children are sensitive to anger and do not like raised voices because they can focus solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying. Thumbs up is a simple and easy way of showing approval. Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways. Listening and showing an interest a very important part of communication because if you do not listen and appear interested then it is just a one-way conversation and the child will not feel valued. Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc. Questioning use open-ended questions to check understanding and acknowledge that they have heard what is being said. Speak slowly and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise. Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it. Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their needs without being able to speak. Picture cards Can be used for asking children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother language so they learn new words as they progress. DISCUSS ONE FACTOR THAT AFFECTS CHILDRENS BEHAVIOUR There are many factors that can affect childrens behaviour but I am going to focus on divorce. Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding. A pre-school child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may become confused, irritable or worried. Children between six and nine are very vulnerable. At this age, a child is still not mature enough to understand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time talking about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties. Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings. All Children can become very insecure. Insecurity can cause children to behave as if they are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it difficult to concentrate at school. It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such as aggression, depression, lower self-esteem and poorer school performance. Children can express themselves in other ways than with words. Play is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may need to work off tension through energetic games; you can spend some time at the park or go to an indoor play centre. Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talking about what is going on inside, especially if they are not the type of child to talk openly. The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next. DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIES I operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a unique individual, to respect each others differences, and to learn from each other. Centre for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource. I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a comment a child has made or a parent. I will explain to the child or parent why what they have said is wrong and how their words have hurt another person. I make sure that I am a good role model for the children. Please see my Equal Opportunities Policy (Appendix ). I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious occasions from a variety of religions worldwide to give the children a greater understanding of the World around them. I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World. For example, if a Child called another person four-eyes because they wear glasses, I would explain to the Child how they have hurt that persons feelings and that they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding). Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity. If I have any children with additional needs in my setting I always talk to all the children about their impairments or disabilities (using the correct medical name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get rid of any fears about disabilities and helps to influence childrens attitudes in a positive way. I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses. EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTING I have explained in E2 my role in meeting the individual needs of the children and now I will explain how I implement the childrens rights in my setting. I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under which they can develop and thrive. Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pictures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix ) I have used some of the Articles of the United Nations Convention on Rights of the Child to show how I implement childrens rights into my setting: Article 1 Everyone under 18 has these rights I ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other. Article 2 You have the right to protection against discrimination All children are treated with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures. Article 3 Adults should do whats best for you Everything that I do in my setting is always in the best interests of the child. I always take into consideration their views, feelings and rights when carrying out day to day activities. Article 7 You have the right to have a name and a nationality On the wall in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat. Article 11 You should not be kidnapped I make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has authorized it in times of emergency and we always use a password system. Article 12 You have the right to an opinion and for it to be listened to and taken seriously The children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each other. Article 19 You have the right to be protected from being hurt or badly treated I know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime. Article 23 If you are disabled, either mentally or physically, you have the right to special care and education I run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition. Article 24 You have the right to the best health possible and to medical care and information I provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the children to routine appointments. Article 29 You have the right to education which develops your personality, respect for others rights and the environment All children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience across all the areas of learning and development, which allows each individual child to develop to their full potential. Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own language We all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out about different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued. Article 31 You have the right to play and relax by doings things like sport, music and drama The children a