The African Family free essay sample

The conventional African family has confronted numerous tribulations, as it has not stayed static since the start of the Diaspora. It has confronted Resurrection authority which has darkened and twisted customary societies, which initially joined the African family through a system of solid conventions (Shoved, 2005).Other different outside powers, for example, geology, religion, impact of expansionism, intercontinental relocation, political and financial structures have influenced families in qualities, for example, polygamy, balance f jobs and obligations among guys and females, intervention, and adjustment Of western culture among youngsters (Sweet, 2000). Ensuing to the slave exchange and acquiring their opportunity, African American families still can't seem to overcome their fights: they face more prominent hindrances that take steps to release family ties. One of the most discernable attributes of conventional African families has been the presence of polygamy. It has filled in as a premise of African culture, and has essentially affected African social gatherings, clans and families (Retreat et al, 2011). Preceding the spread of Islam and Christianity, an African man, with his numerous spouses and kids was basically adequate in all cases. The explanation behind this is marriage in the African world is all inclusive (Shoved, 2005). Each man must wed a lady, leaving no single guys or spinsters.Therefore, in contrast to Western culture, the lady of the hour and lucky man didn't have a lot of individual information about their accomplice before subscribing to marriage. To make up for the general more prominent number of females and the necessary work for keeping up ranches through kids, it was normal for one man to have different relationships, albeit every deed to be gone before by romance and assent for marriage (Degree). On the off chance that a man was to have numerous spouses, he needed to ensure that partiality for a solitary lady or her kids was not appeared, on the grounds that it would upset the general equalization of the family unit and influence the youngsters mostly.Forwarding to 1 866, with the liberation, the demonstration of polygamy was abrogated by numerous states, and numerous male ex-slaves were constrained to pick one wife (Shoved, 2005). Throughout the years, polygamy includes changed inside the African-American family. Because of the enormous conjugal and familial disintegration because of financial aspects, families needed to receive substitute endurance procedures and social qualities to guarantee that the work framework didn't crush their customary lifestyle (Camps, 2009). Among the structure of family, patrimonial social orders were among the most well known (Camps, 2009).Although matrilineal social orders existed, patrimonial guaranteed that the man was the leader of the fami ly and was liable for accommodating the whole family. Logon the imperialism time, Africans were used broadly for wage work, which drove men from their families to work inside urban communities to have the option to manage the cost of charges. Ladies who were left at home were required to tend to ranches, whose yields were additionally at last devoured by monetary exchange inside the mainland (Retreat et al, 201 1). Because of the detachment of ladies and men, the jobs and obligations were accepted by the parent that remained with the kids (Camps, 2009).If men were involved by working far away from home, the lady needed to guarantee that the yields were reasonable enough to be sold. Then again, ladies were additionally influenced by wage work since they needed to take an interest in labor requests too. Ladies had to disregard their should obligations to work for the Europeans (Shoved, 2005). This prompted a reduction in development, which represented another issue all alone. In general, the jobs that were in the past satisfied by men were step by step turning into the obligations of ladies too, while they battled to discover a harmony among work and their conventional family unit obligations. Before colonization by the Europeans, Africans were intently sew with little social orders having a place with generally modest communities and urban communities organized into provincial towns that were to a great extent subject to agribusiness. Upon the strengthening of the Europeans and Arabs (for Eastern Africa), discretion spread quickly among these unassuming communities, going them to urban places for fast monetary and strict development (Camps 200). Urban living brought about changes with the inhabitant standards, exercises and occupations, and it changed the manner in which Africans thought, regularly testing their conventional convictions and social practices (Shoved, 2005).The gathering of Africans that were influenced the most by the brisk assertion were youngsters, as they gradually floated away from African culture and received Western customs, which were instructed to them by means of instructive organizations that were worked during the spread of religion inside the l andmass (Sweet, 2000). At the point when the slaves showed up into the Americas, they were separated independently, and families were deliberately broken with the goal that the possibility of disobedience was limited (Achieved, 2005).Marriage among slaves was ordinarily utilized as amusement for the experts family, and was to be finished uniquely at the tact of the slave-proprietor (Shoved, 2005). Preceding the liberation, absence of pre-birth and postnatal consideration, a trademark that as solid inside customary African families, was to be disregarded on the grounds that ladies were doled out to accommodate their lords before their kids. This additionally helped in an expansion in baby death rates, which further destabilize African slave families (Sweet, 2000).After the liberation, African slave families were essentially modified, going from being oppressed to self-supportable (Camps, 2009). To take into consideration a smooth change, polygamy was bit by bit expelled and guys were permitted to pick one female to begin a family with. Chapels and minister schools supported in this exertion and crippled numerous families, also (Sweet, 2000). In spite of the recently gotten opportunity, the mental impacts of bigotry and savagery that the Africans needed to confront was as yet engraved into their psyches, and this affected the family structure that was currently gradually setting up itself into the American community.Child government assistance frameworks didn't open up to African Americans until the late 1 ninth century (Shoved, 2005). Kids younger than 18 were manhandled or disregarded in the United States. Thus, numerous young people were found to have freak conduct. Additionally because of absence of chance and high paces of joblessness, African-American male populaces were seen as influenced by drugs, wrongdoings with ensuing jail sentences, absence of training, and higher infection rates (Waiters, 2009). This brought about an expansion in female-headed family units on the grounds that the guys were distracted with the previously mentioned problems.Despite the hindrances that African families have needed to confront, two qualities that have emphatically persevered over the ages is the significance of youngsters and the nearby ties that Africans have with one another. Family structure was the essential methods f improvement and suitable colonization for the youngster (Retreat et al, 201 1). Going back to customary African culture, a man was not viewed as manly until he had posterity to demonstrate it. Kids needed to experience inception which included perception of parental obligation s, direct involvement with the fields and exercises as stories, legends and melodies (Shoved, 2005). This guaranteed a decent prosperity of the youngster and to guarantee a profitable life. As referenced above, African relationships were all inclusive and were viewed as more open than private, since it included ties between he lady and the lucky men families and regularly comprised of the recently marry living with the guardians of the man of the hour (for patrimonial social orders) or the other way around on account of matrilineal ones (Retreat et al, 2011 Even while rehearsing polygamy, a man needed to guarantee than none of his kids were preferred over the other, on the grounds that it would affect different youngsters and occupants of the house negatively.Everything was requested to guarantee that the childhood of kids and the family balance was ideal. During imperialism, when the man had driven away from the family to procure a living for the family further room home, Africans families and networks helped spouses that were abandoned to help them and to offer good help (Retreat et al, 2011). Slave proprietors were very much aware of the closeness of the African family; accordingly they split them up when marketing them off to likely purchasers (Shoved, 2005).Forwarding to the post liberation period, bunches which joined Africans, for example, the National Association for the Advancement of Colored People, which battled for more noteworthy monetary chance and social equality for African American families, assisted with uniting African American gatherings ND to join them to battle for a reason (Shoved, 2005). It is human instinct that individuals with comparable interests and basic qualities are bound to meet up and to help each other out when out of luck. Essentially, Africans helped each other out when vital, and this can be gone back to the conventional African family, far before Europeans or Arab slave dealers even ventured onto the landmass. Along these lines, the presence of connection securities and a feeling of network have won regardless of the consistent battles and dangers to the conventional family. Throughout the years Africans have needed to confront various measures of difficulties which influenced them truly, socially, mentally and economically.To this day, every one of these snags have not been cleared out, however they have significantly diminished in force. African American families should persevere through a couple of more ages before they won't be made a decision about dependent on skin shading, or emphasize, or the manner in which they convey themselves; to dispense with a wide range of speculations and cliché decisions. Nonetheless, one can't deny that they have not developed extraordinarily with regards to cult ure, customs and freedom. The dark family is stopped

Mao Zedong Essay Example

Mao Zedong Essay Mao Sedona BY Ceaselessly Mao Sedona was the Leader of the Communist Party of China from 1893-1976. He was a key figure exposed war, which brought about a large number of passings for the Chinese Republic. This savage tyrant did whatever he could to keep his capacity. He did numerous appalling things one significant issue was his position on the Cultural Revolution. This force battle could have gone to ways: no viciousness or brutality. Sedona decided to unequivocally bolster the power of savagery.. Only he can be at fault for of 70 million passings which is more that both Hitler and Stalin. Numerous severe accounts of his activities despite everything frequents individuals. One such story was that individuals use to lie about how much food and great they could flexibly with the goal that they could live in to some degree success. In spite of the fact that the narratives deteriorate than this, there Is consistently the discussion in the event that he was a fortunate or unfortunate figure in our history. This contention has changed a lot to do with pubic undertakings. As the Republic of Chinas steadfastness has moved and changed from ruler to ruler so to the adjustment by they way they feel about the circumstance. This contention appears to be extremely frivolous thinking about that he was mindful or the demise of such a large number of his own kin yet is It conceivable that these passings had the option to make China as solid as It is today? We will compose a custom paper test on Mao Zedong explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Mao Zedong explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Mao Zedong explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer

Blog Archive Mission Admission I Am a FreelancerMy Resume Looks Like I Cannot Hold a Job!

Blog Archive Mission Admission I Am a Freelancerâ€"My Resume Looks Like I Cannot Hold a Job! Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. If you work for yourself doing short-term, project-based work, you might struggle with how to structure your resume so that it does not give the impression that you switch jobs every few months. If you list each job separately, not only will your resume be too long, but you also run the risk that your reader will think you have not had a stable career, when in fact, if you are a successful freelancer or contractor, the opposite is the case. So how can you  organize your resume so that it showcases the strength of your work and avoid having the variety and number of your work experiences come across as a weakness instead? The key here is “clustering.” Rather than listing each short-term job separately, cluster them all under one heading, such as “independent contractor” or “freelance project manager.” Next to this heading, note the time range (i.e., start and end dates) during which you have worked for yourself. Then, using bullet points, list the individual projects you completed as a freelancer, noting your primary accomplishments for each one, followed by the related company/organization name and dates. The goal is to keep the focus on your accomplishments. Share ThisTweet Mission Admission Blog Archive Mission Admission I Am a Freelancerâ€"My Resume Looks Like I Cannot Hold a Job! Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. If you do mostly short-term, project-based work, you might struggle with how to structure your resume so that it does not give the impression that you switch jobs every few months. If you list each job separately, not only will your resume be too long, but you also run the risk that your reader will think you have not had a stable careerâ€"when in fact, if you are a successful freelancer or contractor, the opposite is the case. So how can you  organize your resume so that it showcases the strength of your work and avoid having the variety and number of your work experiences come across as a weakness instead? The key here is “clustering.” Rather than listing each short-term job separately, cluster them all under one heading, such as “independent contractor” or “freelance project manager.” Next to this heading, note the time range (i.e., start and end dates) during which you have worked for yourself. Then, using bullet points, list the individual projects you completed as a freelancer, noting your primary accomplishments for each one, followed by the related company/organization name and dates. The goal is to keep the focus on your accomplishments. Share ThisTweet Mission Admission

Invitational Leadership - 4232 Words

Introduction Leadership, and the study of it, has its commencement in the early civilizations. Ancient rulers, pharaohs, emperors and biblical patriarchs have one thing in common – leadership. Although scholars have been studying this phenomenon for almost two centuries, numerous definitions and theories abound throughout. However, enough similarities exist so as to define â€Å"leadership† as an effort of influence and the power to induce compliance (Wren, 1995). Leadership is a process through which an individual influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. This definition of leadership is relatively similar to that of Northouse’s (2007,p.3) And the†¦show more content†¦So by definition, an invitation is a purposive and generous act by which the inviter seeks to enroll others in the vision set forth in the invitation. From this we derive the term Invitational Leadership (Purkey amp; Siegel, 2002, p212). From an invitational viewpoint, individuals possess the characteristics of being able, valuable and responsible. As such, they are to be treated accordingly. Conversely, we observe a transformation from the appellations used: from â€Å"motivate,† â€Å"shape,† â€Å"reinforce,† â€Å"make,† â€Å"enhance,† â€Å"build,† and â€Å"empower† people to that of â€Å"offer,† â€Å"propose,† â€Å"present,† â€Å"encourage,† â€Å"consider,† and â€Å"summon cordially.† Similarly, in the school context, the invitational leader is the one who summons associates to higher levels of functioning and presents them with the opportunity to participate in the construction of something of mutual benefit. Ultimately, we find that this â€Å"something† is a procedure to create a better environment and a way to eliminate inequalities. Invitational Leadership offer a new perspective, an involvement f or positive social change. It acknowledges our potential, our integrity, our interdependence and our responsibility to do good. Moreover, a central element in many definitions of leadership is that there is a process of influence. Leithwood et al (1999, p.6) say that â€Å"influence †¦ seems to be a necessary part of most conceptions of leadership.† YulkShow MoreRelatedGender Leadership and Equality3047 Words   |  12 PagesGender Leadership and equality Introduction to Research There are different aspects of gender equality that effect leadership roles. My research focuses on the trends, relationships, and theories that effect men and women acquiring leadership roles in organizations. Gender equality is an ongoing focus of equality in the work forces of society. The issues of gender bias and gender stereotypes have been advances since the decades of 50s and 60s. Women in society are becoming more independentRead MoreLeadership And My Middle School Career822 Words   |  4 Pages Leadership and I, we’ve brushed shoulders a lot. There are the times I’ve confronted it, like the time I took the reigns on a School Club Project, and the times I’ve tried to avoid it, much like the times I have tried, to no avail, to gain experience and â€Å"power† whilst avoiding it. And then there are times I have tried to understand it with Google searches, Bing searches, Chrome searches, Wikepedia searches, Dictionary searches, and even Leader inquiries. The conclusion I had reached: there wasRead MoreEssay on Effective Team Leadership1535 Words   |  7 PagesEffective Team Leadership The area of team leadership attracts a lot of attention in the modern world because of the need to assemble and deploy diverse teams for the completion of projects. The future of many corporations relies more and more on the kind of team leadership they have for their projects. This paper explores a number of facets that constitute effective team leadership. There are certain essential elements that constitute the definition of leadership. It may refer to the totalityRead MoreSample Letter : Application Letter Essay2112 Words   |  9 PagesThe Daemen Kaleida ELC cohort consists of 2 classes LEAF 500: Organizational Leadership and Self-Development and LEAF 513 Developing Leadership Skills. The Daemen Kaleida ELC program did by far exceed my expectations; I was able to meet the goals I set forth in my application letter. I knew my journey of self-discovery and leadership was not complete, there was so much more to be learned about myself and the leadership journey. The Daemen Kaleida ELC cohort turned out to be my spring board into theRead MoreThe High End Private School Essay1334 Words   |  6 Pagescreate a participative environment that will lead to success and responsibility. 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This transformationalRead MoreEfficacy And Efficacy Of Self Efficacy1899 Words   |  8 Pagesbrief history of efficacy studies and current research on teacher efficacy and collective efficacy are included as well as different leadership styles. Additionally, information regarding the inclusion of demographic characteristics in efficacy research and the interrelationship between teacher efficacy and leadership are reviewed. Finally, the need for effective leadership and teacher efficacy. Self-Efficacy These concepts of teacher efficacy and collective efficacy have their origins in self efficacyRead MoreEssay on First Union Case Study1750 Words   |  7 Pagesspaces should be equal, cutting down on costs of space, equipment and furniture (Robertson, 2006, p. 34). Secondly, Meg’s boss, Dan Cummings, is senior V.P. of human resources. With his position, he organized the first annual â€Å"Dan Cummings Golf Invitational† now in its fourth year setup. Invitations to this prestigious event indicated status in the organization – only those V.P.s and assistant V.P.s close to senior management received invitations; yet no female employee had ever been invited to theRead MoreLand Rover Case Analysis832 Words   |  4 Pagesdriving under harsh weather conditions because we think consumers will be more likely to opt for a program that addresses their normal driving conditions as opposed to off-road conditions. We would not recommend promotions such as the Champagne Invitational Preview, direct mailings or newsletters, but we would advocate development of a site on the World Wide Web to reach a brand new audience. We would also advocate Love of Product seminars for staff and retail partners because we think individualsRead MoreE ssay about Tiger Woods3985 Words   |  16 Pagesnot only his tremendous golfing ability but also his academic achievements. The Adult Master: Even in the highly competitive college atmosphere he met no competition. In his first event at Stanford he won the William Tucker Invitational. That year he also played in three PGA Tour events, won the Western Amateur, and became the youngest champion of the US Amateur, which is unquestionably the most significant tournament for an amateur. At the end of the year he was named the PAC-10

Serial Killers And The Social Learning Theory Essay

Serial killers are usually made because of a significant event/events that may have happened during their childhood. Albert DeSalvo may be one of those serial killers. He grew up in an abusive household. He was taught at an early age about sex and physical abuse. This behavior demonstrates the characteristics of the social learning theory. This paper will go into great detail on Albert DeSalvo’s family background and the crimes that he committed in his lifetime, give a brief description of social learning theory, discuss differential association, and show how Albert DeSalvo and the social learning theory are related. â€Å"Albert Henry DeSalvo was born on September 3, 1931 in Chelsea, Massachusetts† (Vronsky, 2004, p. 76). His mother married his father, who was an alcoholic that was arrested numerous times, when she was fifteen (Vronsky, 2004). Albert DeSalvo’s father â€Å"had beaten the children repeatedly and often forced his wife to have sexual relations in front of them† (Evans, 2003, p. 549). These acts had a major effect on Albert’s life and personality. According to Vronsky (2004), Albert DeSalvo was â€Å"once sold to a farmer in Maine along with his two sisters for nine dollars† (p. 76). There is no record of what happened while they were on the farm. His mother divorced his father after he was put in jail when Albert DeSalvo was twelve (Vronsky, 2004). According to Vronsky (2004), Albert felt alone as a child and did not allow himself to become close to anyone except for hisShow MoreRelatedSerial Killers And The United States1743 Words   |  7 PagesIntroduction Serial murder crime though rare, is not a a new phenomenon. This crime has been committed for centuries and will continue to be a crime that is committed throughout the world. It is unfortunate and scary that this is probably one of the most serious of crimes that cannot be prevented. According to the U.S. Department of Justice, serial murderers commit their crimes because they want to. Rehabilitation is not obtainable for serial killers due to their inability for remorse and empathyRead MoreSerial Killers1314 Words   |  6 Pages like serial killers, and what drives them to do what they do. Many scientists are still researching whether or not if serial killers are driven by the way they were raised or if it is a part of their genes. This literature review will analyze what people think about the nature versus nurture debate. It will talk about the nature side and the nurture side of the debate. What is a serial killer? 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I will talk about the criminology theories that pertain to homicide, and a famous killer that can help the reader better understand what the theories actually mean and how they are seen in society. The last paragraph of this essay will talk about the social controls of criminals and ifRead MoreLife And Death Of A Serial Killer1092 Words   |  5 Pageschildren’s bed or in their closets. The monsters I’m referring to are serial killers that live and breathe the same air as us. In my opinion, Serial killers are sick psychopaths with no conscience, a damaged past, a lack morals and self-worth. After viewing the film â€Å"Life and Death of a Serial Killer† starring one of Americaâ⠂¬â„¢s first female serial killers, Aileen Wuornos; I began to wonder why do individuals become serial killers? What is so special about committing murders and what causes the urgeRead MoreInside The Mind Of A Serial Killer852 Words   |  4 PagesThe title of my proposed topic is: Inside The Mind of a Serial Killer. Mental Health services are a great portion of the Health and Human Service arena offering services to groups, individuals, intervention, prevention, inpatient, outpatient, and clinical administering of prescription drugs as well as court required evaluations. Mental health services are vital for understanding violent criminals and the treatment of all mental disorders. There are many Live-in Treatment Facilities to assist individualsRead MoreNature Vs. Nature : Nature And Nurture969 Words   |  4 Pages Human beings are complicated and have complex personalities—and serial killers even more complex. Determining where these personalities come from, especially in serial killers, is a question of speculation asked by psychologists. One theory, nature, is that who people are is determined by genetics. Another theory, nurture, is that people are who they are because of environment. Both theories are in fact correct; however, the cause of personality is not solely natur e or nurture, but onRead MoreA Profile Report By Eric W1570 Words   |  7 PagesAileen Carol Wournos A profile Report by Eric W. Hickey (2015) described Aileen Carol Wuornos was a serial executioner who had murdered seven men, broadly accepted to be the United States first female serial executioner. She was indicted six for the killings and sentenced to death, at last meeting her end through execution by deadly infusion. The result of an exceptionally broken marriage, Aileen had been subjected to terrible torments as a young lady. Her dad was a psychopathic pedophile whoRead MoreThe Case Of Jeffrey Dahmer Essay1377 Words   |  6 Pagesmost notorious serial killer did not murder for financial gain, rage, or vengeance, he murdered to feed a desire. Could Dahmer’s DNA be the reason for his impulses to kill? Many theories criticize the biological perspective, but the studies of those who commit murder suggest the biological theory could be accurate. I. Introduction First, psychological theory suggests that a person’s environment and past can influence their ability and desire to commit crime while biological theory suggest a person’sRead MoreNature versus Nurture: Criminal Behavior2176 Words   |  9 Pagesto understand how criminals behave. The theory of what influences psychopath and serial killers’ violent and destructive pathways has not been agreed on till this day. Criminals such as psychopaths and serial killers have been researched for the past two decades. Scientists have found that genetics is a determining factor of who becomes a serial killer. It is important to understand the determinants involved within a serial killer, because if these social and environmental causes are discovered,

The Globalization of Animated Features and the Merging of...

By using the inherent talents of its people to create digital media forms as anime, Japan has been spreading its culture and philosophy all over the globe, and this can be described as globalization. Up until recently, there were around 60 anime production companies, such as Crunchyroll and Funimation, and these companies â€Å"provided products in 112 countries† that held approximately â€Å"87 percent of the world’s population† (Anonymous). Additionally, in 2010, the anime-related market in North America region made around $2 billion, though this so-called anime is not a hundred percent Japanese. It was influenced by the western styles of animated features while diffusing around the world through glocalization. Since then, it has not only changed†¦show more content†¦In his thesis, he also argued that the primary conflict in the post-Cold War period will be between the identities of culture and religion. Also, he pointed out in his article: The great divisions among humankind and the dominating source of conflict will be cultural. Nation states will remain the most powerful actors in world affairs, but the principal conflicts of global politics will occur between nations and groups of different civilizations†¦ The fault lines between civilizations will be the battle lines of the future†¦ This is not to advocate the desirability of conflicts between civilizations. Although as globalization process running, there are other aspects can look at other than it is a factor of a world conflict. Arjun Appadurai’s article â€Å"Disjuncture and Difference in the Global Cultural Economy,† argues that the main problem of modern day globalization is on the tension between homogenization and heterogenization. Besides, Appadurai stated in the article that globalization appeared as â€Å"scapes,† or five different cultural identities. The five â€Å"scapes† include ethnoscapes, mediascapes, technoscapes, financescapes, and ideoscapes. Ethnoscape is the number of people increase due to immigration or tourism can affect the global dynamics. As technoscapes, he addressed that somewhat like a high speed movement in technology. FinancescapesShow MoreRelated The Globalization of Anime Essay3133 Words   |  13 Pagesrest is that the anime included a huge portion of Japanese culture within it. In every series that aired, they include spe cial holidays like Natsu Matsuri—summer festival, tea ceremony, traditional clothing such as kimono, etc. One could, from watching anime, notice the characters’ behavior are different and food and customs are different from American or western cartoon. Strangely, these differences in the anime, eastern media features, appeared in the philosophy of Confucius. Confucianism hasRead MoreInfluence Of International Culture On The Fashion Industry7108 Words   |  29 PagesInfluence of International Culture on the Fashion Industry The author’s curiosity towards the Fashion industry, and all the different sub sectors in and amongst it, was ignited at an adolescent age through the phenomenal approbation they felt for the Walt Disney motion pictures and viewing for the first time all the heroes, protagonists and villains that were featured on the animated screens wearing fabulous, flamboyant costumes and garments, that projected high fashion, couture in the most overRead MoreGlobal Communications Benchmarking and Gap Analysis4307 Words   |  18 Pageswhich consumers need low cost and high quality. The challenge is for a grocery chain like Wegmans to offer both without raising the costs that will eventually be passed onto the consumers. Another challenge is to remain true to the organizations culture and vision. 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Corporate Governance in Accounting Discretion †MyAssignmenthelp

Question: Discuss about the Corporate Governance in Accounting Discretion. Answer: Introduction: From the media release of ASIC 17 to 162, it is clearly understood that business enterprises that are listed under Australian Stock Exchange need to prepare financial statement by keeping into account activities that should fulfill the purpose of financial users (Investor.myer.com.au. 2017). In order to be more specific, the financial report needs to be prepared with transparency and in agreement to conceptual framework where the financial statement should be well-understood by the external and internal users. On analysis, it is noted that most of the companies are using improper assumptions at the time of preparing their accounts for different transactions such as recognition of liabilities or revenue. John Price was the commissioner of ASIC and he opined that auditors should be analyzing the accounting strategies in accordance to the financial statements of previous years (Zhuang 2016). As mentioned in AASB 136 (Impairment of Assets), these assets actually seek way to assure the fact that assets shown in the balance sheet should not carry out values that is more than the recoverable value of the assets (Aasb.gov.au. 2017). At the time of impairment of assets, the recoverable value as well as fair value of the assets is deducted from the cost of disposal that needs to be measured. In addition, the impairment loss is the different between the recoverable amount as well as fair value of the asset. As mentioned in AASB 136, business enterprise should carry out the impairment test for once in each year. It was clearly mentioned in the Para 12 to 14 under AASB 136 that some of the indicators are related for impairment of any asset (Rahman 2013). Furthermore, it is the responsibility of the management to test the impairment of asset for given period of time. There are different indications of impairment that are mentioned below: Internal source It is understood that the asset become obsolete or it is damaged physically (Bond, Govendir and Wells 2016). At the time of using asset, the method use is significantly changed (Preiato, Brown and Tarca 2015) External source The external environmental analysis such as technological, legal, market situations for operating in the environment of the business entity that had been significantly changed. The carrying amount of asset exceed with the market capitalization There are significant changes present in the market rate of interest or market return that need proper attention (Khokan Bepari, Rahman and Taher Mollik 2014) Evidence of impairment with regard to Myer Holdings Limited Asset Turnover- In regard to Myer Holdings limited, it is important to take into account the asset turnover where the turnover ranges from 1.40 to 1.80. There is no significant shift present that can enhance the impairment indication (Bond, Govendir and Wells 2016). Asset Flow- In regard to Myer Holdings limited, it is noted that if impairment test is carried out properly, then proper consideration needs to be taken regarding the asset flow of many stores of Myer Holdings limited. It is where the asset flow is recognized but there is no significant change preset over past few years (Kabir and Rahman 2016). From the above two tests, it is noted that these tests fails to recognize asset for impairment. Hence, it is needed to compete with Amazon where Myer Holdings limited planed to change the outlook of the departmental store of Frankton (Preiato, Brown and Tarca 2015). To this, the company plans to change their outlook by changing traditional black and white get up of the store to vibrant yellow color. There will be change of uniforms for the staff members. The storage system will be altered in a way that can give more space for storage. In accordance to AASB 136, the changes will be restructured as per the accounting standards that are treated as the internal source of information for impairment indication of the store front. It is for this reason why the store of Frankton need test for impairment in their accounting operations (Guthrie and Pang 2013). Process of determining impairment At the time of calculating value or amount of impairment assets, it is important to look at any indication of impairment of asset in business in such events (Bond, Govendir and Wells 2016). It is important to measure the carrying value of assets as well as value in use. In addition, the approval of assets by the management of business in relation to asset based on forecasted cash flow statement that is generated by assets. Forecasting cash flow statement is predicted for longer time. It is the responsibility of the management to use terminal rate of growth for calculating cash flow for almost 5 years (Deegan 2013). There are various assumptions that are used at the time of calculating cash flow by asset generation activities and these are as follows: Terminal growth rate is assumed to be at 2.5% Pre-discount rate has been assumed to be at 14.4% Operating margin rate deals with gross profit that is assumed to be at 39.5% It is evaluated by each stores of company that is used for recognizing and establishing impairment requirement. In addition, it is important to forecast cash flow operations that generates from assets and based on budget for cash generating unit. Information related to determination of impairment It is important to determine the impairment value as well as reason that is associated with the fact where impairment is made by using recoverable value and through value in use (Preiato, Brown and Tarca 2015) It is essential for business enterprise to conduct detailed disclosures at the time of recognition of loss in associated with impairment and testing of impairment It is essential for business enterprise to reverse the amount of loss in association with the impairment in the past accounting period that concern or deal with goodwill or any other assets. It can be performed in events when forecasted values of recoverable value of assets are used for impaired changes (Bond, Govendir and Wells 2016) As mentioned in the income statement, impairment is treated as expense after identifying and recognizing loss. As mentioned in the balance sheet, amount is subtracted from asset closing value of assets. Flexibility management for recognizing asset impairments On analysis, it is noted that there is no hard and fast rule that all management of companies need to have specialized expert in accounting based on Australian securities as well as investment commission (Bond, Govendir and Wells 2016). To that, management of companies can always taken help from accounting firms or recruit accounting experts for the work. At the time when forecasted or projected value does not match with required or actual outcome, it is essential for the management to discuss the matter with accounts by engaging in in-depth analysis. Clarity should be present in each of financial statement of any business enterprise so that the users can easily interpret the information in an effective way (Bond, Govendir and Wells 2016). As mentioned in the Australian Accounting Standard Board 136, there are some facts that need proper attention and can be understood from the case study of Myer Holdings Limited (Preiato, Brown and Tarca 2015). To that, it is important for the management to carry out test for impairments at least once in a year. It is important for the company to measure the value in use as well as recoverable value. From the case study on Myer Holdings Limited, it is noted that the company is very adjusting for carrying out the impairment tests (Bepari and Mollik 2015). Reference List Aasb.gov.au. 2017. Australian Accounting Standards Board (AASB) - Home. [online] Available at: https://www.aasb.gov.au/ [Accessed 29 Aug. 2017]. Bepari, M.K. and Mollik, A.T., 2015. Effect of audit quality and accounting and finance backgrounds of audit committee members on firms compliance with IFRS for goodwill impairment testing.Journal of Applied Accounting Research,16(2), pp.196-220. Bond, D., Govendir, B. and Wells, P., 2016. An evaluation of asset impairments by Australian firms and whether they were impacted by AASB 136.Accounting Finance,56(1), pp.259-288. Brown, P., Preiato, J. and Tarca, A., 2014. Measuring country differences in enforcement of accounting standards: An audit and enforcement proxy.Journal of Business Finance Accounting,41(1-2), pp.1-52. Deegan, C., 2013.Financial accounting theory. McGraw-Hill Education Australia. Guthrie, J. and Pang, T.T., 2013. Disclosure of Goodwill Impairment under AASB 136 from 20052010.Australian Accounting Review,23(3), pp.216-231. Investor.myer.com.au. 2017. Myer Investor Relations. [online] Available at: https://investor.myer.com.au/Investor-Centre/ [Accessed 29 Aug. 2017]. Kabir, H. and Rahman, A., 2016. The role of corporate governance in accounting discretion under IFRS: Goodwill impairment in Australia.Journal of Contemporary Accounting Economics,12(3), pp.290-308. Khokan Bepari, M., F. Rahman, S. and Taher Mollik, A., 2014. Firms' compliance with the disclosure requirements of IFRS for goodwill impairment testing: Effect of the global financial crisis and other firm characteristics.Journal of Accounting Organizational Change,10(1), pp.116-149. Preiato, J., Brown, P. and Tarca, A., 2015. A comparison of between?country measures of legal setting and enforcement of accounting standards.Journal of Business Finance Accounting,42(1-2), pp.1-50. Rahman, A.R., 2013.The Australian Accounting Standards Review Board (RLE Accounting): The Establishment of Its Participative Review Process. Routledge. Zhuang, Z., 2016. Discussion of An evaluation of asset impairments by Australian firms and whether they were impacted by AASB 136.Accounting Finance,56(1), pp.289-294.

Atypical Pneumonia essays

Atypical Pneumonia essays Atypical pneumonia, also known as walking pneumonia, is a common cause of community-acquired pneumonia. Mycoplasm pneumomiae is the responsible organism which results in pneumonia in only 3% of cases; 20% of infections are asymptomatic, while 77% involve the upper respiratory tract. Although atypical pneumonia can occur at any time of the year, outbreaks tend to occur in the fall. The incubation period averages 3 weeks, in contrast to that of influenza and other viral pneumonias, which generally are a few days. Epidemics of mycoplasmal pneumonia tend to occur every 4-8 years in the general population and tend to be more frequent within closed populations, such as in military and prison populations. Mycoplasmal pneumonia is a disease of insidious onset. The patients history may include fever and chills, malaise, worsening dry cough, headache, scratchy sore throat, sore chest and tracheal tenderness and pleuritic chest pain, which is usually rare. Most cases of pneumonia due to M pneumoniae resolve after several weeks, although a dry cough can be present for as long as a month; some patients can have a protracted illness lasting as long as 6 weeks. The physical exam will reveal a nontoxic general appearance, erythematous tympanic membranes or bullous myringitis, mild pharyngeal erythema with minimal or no cervical adenopathy and no exudates. Usually there is a normal chest and lung exam with early infection but rhonchi, rales, and/or wheezes are heard via auscultation several days later. Generally lab studies are not needed but can be obtained. Complete blood counts tend to be within normal limits or slightly elevated. Sedimentation rate can be elevated with prolong infections. Chest radiographs should be obtained for definitive diagnosis, however at times there are no findings on x-ray and the clinician should treat presumptively. Macrolide antibiotics such as Erythromycin or Azithromycin are the drug treatment of choice due ...

An Online MBA †On My List, Part II Essays

An Online MBA – On My List, Part II Essays An Online MBA – On My List, Part II Essay An Online MBA – On My List, Part II Essay In the last post I talked about the truly horrible experience of losing my very best friend to cancer at the age of 40. She was such a lover of life that she was almost our hub of energy and when she passed away it was like a light went out for good. I could have very easily wallowed in my grief for years to come but instead I chose to honor her life by stepping outside my comfort zone and taking some of her lessons to heart. She was never one to sit around waiting for things to happen; if she wanted something she went after it completely and totally. This was what motivated me to change the way in which I saw the world, change my behavior, and go after what I wanted now instead of later. Part of what I did during this time was throwing myself into finding more information about returning to school – something that I had long wanted to do. I had always wanted to go back and get my MBA but I couldn’t figure out a way that I would be able to make it all work. So I took a page from my friend’s book and I committed myself to finding a way no matter what. I didn’t have to do much research before I found the information I was looking for – the online MBA program. An online MBA program would allow me to juggle my job, my family, and the responsibilities of school because I would be able to do all of my school work and attend all of my lessons from home. I was pleasantly surprised to learn how much was available in the online programs out there. The online MBA program was not the only thing available – there was the online IT degree program, nonprofit management program, online business degree program, and much, much more.

Analyze and make an argument for the success of Martin Luther King Jr Essay

Analyze and make an argument for the success of Martin Luther King Jr speech, I Have a Dream - Essay Example talked about equality for all the races and probably this is the main reason why this speech was a huge success as it changed the whole scenario of the American civil war and the black’s fight for getting equal rights like the white people in America. Martin Luther King delivered this speech around 50 years ago in the footsteps of Lincoln memorial in the august of 1963. The speech started with the history of blacks in America and their continuous struggle to get equal rights in the country just like the other people living in the country moved very beautifully and had all the listeners enchanted. It talked first about the great leader of America under whose footsteps it was being delivered, King then moved on to mention the declaration of independence and its constituents that after the independence all the citizens of America which included black people too would be treated equally and have the same right. No one will be treated on the basis of their color but hundreds of years later, the blacks are still being oppressed as they’re not being given their rights and are not being treated equally. In his speech Martin Luther King talked majestically about how justice has disappeared from the country and how the blacks have been struggling throughout their history in this country. They have been oppressed and being treated as slaves but, they deserve equal rights. King mentioned in his speech that the struggle of blacks to get their rights, to get to get what they deserve and to get what actually is theirs will continue until they achieve their goal but they will not at all use the path of violence but continue their ‘Creative Struggle’. This speech indeed was a very well researched one as King had his point proven after he had delivered the speech. The speech mentioned Bible, the Holy book of the Christians, The Declaration of Independence and President Lincoln, who had all talked about equality and justice for all, Who had all talked about giving equal

Changes in US higher education Dissertation Example | Topics and Well Written Essays - 2750 words

Changes in US higher education - Dissertation Example This essay discusses a goal of higher education that is for students to be in an environment where they can focus on their academic success. Pressure has been placed on many universities to ensure that all students complete their degree. The growing importance of degree completion has led to the increased need for leaders to ensure that the mission and goals of their institutions are aligned with students completing their education. Within universities, departments such as athletics are examining their role in providing student athletes with opportunities for full participation in the college experience. Leaders within the university are challenged to provide a student athlete with an environment where they focus on their academic success. Other challenges include ensuring institutional practices and policies are not being compromised for the sake of athletic programs and to ensure student athletes are being fully engaged through the integration within their campus academic communiti es. Some of the challenges that leaders face in higher education today are law, distance learning, response to change, gender, diversity and retention. The implementation of change in higher education can be quite costly and initiate faculty and personnel changes within the pedgological construct and dynamic of the university. This paper will address the challenges leaders face in organizing a successful preparation to these dynamics. However, prior to dealing more on this issue, the essential background of some of the problems in US higher education shall be discussed first. Background of some of the problems in US higher education In the United States, higher education is under local government control and capitalism, and a gateway to transform an individual into a middle-class (Eckel and King, 2004). In this regard, the US higher education has become a reflection of American character which primarily depicts independence, suspicion of government, ambition, inclusiveness and compe titions (Eckel and King, 2004). This makes US higher education so complex and diverse that in one way or another it is difficult to describe standard practice for all those exercised in the states. The US higher education is subdivided into three different institutions which includes four-year, two-year and less than two-year courses which can be public, private and not-for-profit, and private and for profit. Considering that the US higher education is not controlled by the federal government, each of the 50 states is therefore responsible for its local management and control on higher education. This resulted to the fact that there is a significant variation in the degree of control for higher education from state to state (Eckel and King, 2004). As a result, there is variation of policies from different states regarding the establishment and management and control of colleges and universities. These variations although would not be so much of an issue at some point, but have signi ficant impacts on the US higher education in the future. This could be explained further through the following situations. Although higher education remains to be at the third priority of the most states in the US in the budget allocation, it is also the first priority to undergo budget cut especially in bad economic times and fall of state tax revenue (Eckel and King, 2004). This is a corresponding problem in higher education for having the full potential to organize itself and achieve substantial amount of profit for its self provision. Today, colleges and universities in the US are trying to expand their revenue stream through different strategies including online education system, niche-oriented degree and non-degree academic programs, expansion of research capacities, engagement in licensing and sponsorship agreement, and obtaining auxiliary enterprises (Eckel and King, 2004). These strategies could prove as substantial evidences that the US higher education is highly commercia lized and has become intended for profit-making activity.

The Shaping of Character of Pecola Through Her Family and Her Society Essay Example for Free

The Shaping of Character of Pecola Through Her Family and Her Society Essay The Bluest eyes is the work of Toni Morrison. In this novel we can see that there are many characters that are very interesting to analyze it. Because the characters are very characteristic. We can see at the main character of the bluest eyes, Pecola. Pecola has psychological problem that is very interesting to analyze. So in here I want to analyze the character of Pecola that is shaped from her family and her society. In here the big question for analyze the changing of Pecola’s character: What make Pecola want to have blue eyes and get it until she seems crazy? And for this question, I use close reading and Psychoanalysis for know about the changing of Pecola’s Character and what the psychology problem in herself. Psychoanalysis Psychoanalysis studies the often times skewed ways in which the mind expresses feelings. Those feelings range from anxiety and fear to hostility and sexual desire, and they can originate in a range of sources, from the traumas of personal history to the instincts of the body. Psychoanalysis is also concerned with the dynamics of interpersonal relations with the way the self is formed through interactions with its familial and sociocultural environment. Depending on the school of psychoanalysis one heeds, the study of mind’s operation in literature should be concerned either with the unconscious and the instincts or with the family, personal history, and the social world that shapes the self. Several reading strategies emerge from these psychoanalytic theories. A text might be read for the way unconscious material manifests itself through indirect means- images or descriptions that evoke psychological issues. The relation between characters might be studied for what they disclose about family dynamics and the way such dynamics shape selves. A psychoanalysis reading might also attend to such themes or issues as separation, loss, boundaries, fusion with others, and the struggle to form a coherent and functioning self out a damaging context or traumatic personal history. Finally, language itself can be studied as a means of instantiating unconscious processes and working through some of the issues an emerging self faces as it struggles for adult existence or as it seeks to come to terms with disturbing unconscious material. Pecola, her family and her society Pecola is a girl who eleven years old. Her father is Cholly Breedlove and her mother is Pauline Breedlove and her brother is Sammy. They are a poor family. In the beginning story have been described they have ugliness and describing of their ugliness is very clear. â€Å"Mrs. Breedlove, Sammy Breedlove, and Pecola Breedlovewore their ugliness, put it on, so to speak, although it did not belong to them. The eyes, the small eyes set closely together under narrow foreheads. The low, irregular hairlines, which seemed even more irregular in contrast to the straight, heavy eyebrows which nearly met. Keen but crooked noses, with insolent nostrils. They had high cheekbones, and their ears turned forward. Shapely lips which called attention not to themselves but to the rest of the face. You looked at them and wondered why they were so ugly; you looked closely and could not find the source. † (Morrison: 30) Pauline has bad character. She is a mother but she does not like a mother. Even she is more love to her boss’ daughter than her daughter. She feels disgusted to her daughter. She does her daughter like Pecola is not her daughter. She always treat Pecola and through ill treatment makes Pecola hate herself. Cholly, he is worst father. He is a drinker and he hate her daughter, Pecola. Even he rape Pecola. You can imagine that if there is a father rape her daughter? It shows to us he is worst father in the world. There are some characters that effect Pecola’s character. There are Frieda and Claudia who always love and keep Pecola from enable dangerous from their society. For example when Bay Boy, Woodrow Cain, Buddy Wilson, Junie Bug tried to mock Pecola, Frieda actually helped Pecola and made the black boys go away from them. Since that menstruation Pecola was in Claudia’s house because she had no house. Frieda and Claudia are very kind to her. They always play together. At one moment, when Frieda, Claudia and Pecola discussed about what they must do. The first proposal from Frieda to Pecola was go to Mr. Henry’s house to see girlie magazine. Suddenly in middle their discussion, blood was running down in her legs. Claudia was very panic and Frieda suddenly knew what they have to do. â€Å"Frieda said, Oh. Lordy! I know. I know what that is! What? Pecolas fingers went to her mouth. Thats ministratin. Whats that? You know. Am I going to die? she asked. Noooo. You wont die. It just means you can have a baby! (21) And her mother came and helped Frieda that is helping Pecola. After that happen, in the night they lay down in the bed and Frieda and Claudia awe and respect to Pecola because it means that Pecola is now grown up. There is a question from Pecola Is it true that I can have a baby now? and that question was answered by Frieda and said that â€Å"sure†. And Pecola asked again to Frieda â€Å"but†¦how? † and â€Å"Oh, said Frieda, somebody has to love you. . and Pecola asked again How do you do that? I mean, how do you get somebody to love you? but that question was not answered by Frieda because she had been asleep. Somebody has to love you? â€Å"Somebody has to love you. † That is the answer for Pecola where when the maturity that is signed by menstruation and based on the answer of Frieda how Pecola can have a baby. I think that statement â€Å"somebody has to love you† make Pecola think about how the way someone loves her. But the fact, there is no one love her include her family. That evidences are her mother didn’t like her, her father and her friends too. They hate her very much because of her ugliness. From at that time she thought to how the way somebody loves her and actually she has no her own standard of beauty based the standard of beauty generally in America. That is has white skin and has blue eyes. Her mind has been suggested by that standard of beauty. So she wants to have a pair of blue eyes. If she had a pair of blue eyes and can fulfill the standard of beauty, there’s somebody love her. But actually and true fact she did not have blue eyes and can’t fulfill the standard of beauty. Contrast to Pecola’s longing who want to fulfill the standard of beauty and everyone loves her. She even accept cruel treatment form her society especially from her family. Like I said before, her father and her mother did not like her very much. One day, when Frieda and Claudia visited to Pecola’s house, there is something happen that make Pauline was very anger. â€Å"Mrs. Breedlove yanked her up by the arm, slapped her again, and in a voice thin with anger, abused Pecola directly and Frieda and me by implication. Crazy fool my floor, mess look what you ork get on out now out crazy my floor, my floor my floor. Her words were hotter and darker than the smoking berries, and we backed away in dread. The little girl in pink started to cry. Mrs. Breedlove turned to her. Hush baby, hush. Come here. Oh, Lord, look at your dress. Dont cry no more. Polly will change it. †(85) That borned out that Pauline did not love Pecola very much and she prefer that baby than her daughter, Pecola. Her father is very cruel. He raped her own daughter and this made Pecola thought that her life is very bad and make her frustration. She thought that if she had a white skin and beautiful girl maybe her mother and her father did not do bad thing to her. So do her friends. Her friends did bad thing to Pecola too. She was ever mocked by black boys (Bay Boy,Woodrow Cain, BuddyWilson, Junie Bug ), â€Å"Black e mo. Black e mo. Yadaddsleepsnekked. Black e mo black e mo ya dadd sleeps nekked. Black e mo † and Maureen did too â€Å"I am cute! And you ugly! Black and ugly black e mos. I am cute! †. Everything her friends and her family did to Pecola made Pecola hated herself. Her face was very ugly and her body was black skin. The ugliness from herself have made her think about herself. One day, she has ever seen in front of the mirror and thought that she was really ugly and everyone did not want she is there. â€Å"Long hours she sat looking in the mirror, trying to discover the secret of the ugliness, the ugliness that made her ignored or despised at school, by teachers and classmates alike. She was the only member of her class who sat alone at a double desk. The first letter of her last name forced her to sit in the front of the room always. But what about Marie Appolonaire? Marie was in front of her, but she shared a desk with Luke Angelino. Her teachers had always treated her this way. They tried never to glance at her, and called on her only when everyone was required to respond. †(Morrison, 37) She thought that how beautiful she is if she has blue eyes. Yeah she wanted to have blue eyes. So their friend like and love her and did not something make her be anger and hate at herself. Why, look at pretty-eyed Pecola. We mustnt do bad things in front of those pretty eyes. Pretty eyes. Pretty blue eyes. Big blue pretty eyes. Run, Jip, run. Jip runs, Alice runs. Alice has blue eyes. Jerry has blue eyes. Jerry runs. Alice runs. They run with their blue eyes. Four blue eyes. Four pretty blue eyes. Blue-sky eyes. †(Morrison, 37) For reach her purpose to get blue eyes, she went to meet Soaphead who work in church. Do what for you? I cant go to school no more. And I thought maybe you could help me. Help you how? Tell me. Dont be frightened. My eyes. What about your eyes? I want them blue. (Morrison, 146) But Soaphead lies Pecola. He made something that did not make sense. He tried to lie with reaction of the dog. If the dog had strange behavior, it meant that her purpose had been acceded. She had blue eyes. But the dog behaves strangely and made Pecola thought that she has had blue eyes. In the end, she seemed crazy because she always talk with her own self. She felt she have had a pair blue eyes. The bluest eyes she had than Alice and Jerry in storybooks, bluer than Joanna’s, bluer than Michelena’s. pecola had the bluest eyes than her friends. Pecola and Psychological Problem Psychoanalysis discuss psychological problem in character. Character that loss identity and happen struggle at self to be interesting discussion in The Bluest Eyes novel. The main character is Pecola. In the beginning story there’s no happen in Pecola’s mind but after she always get ill treatment from her mother, her father and her friends, her character has changed. Her society makes herself change. Pecola does not thank to God upon her body’s condition. Even she hates herself and want to be the other that have blue eyes. Everything she has done include goes to Church to meet Soaphead that she believe can accede her dream want to have a pair of blue eyes. Unfortunately, she is just eleven years old girl and does not know that her condition can’t change because that is nature form birth. Soaphead is easier to lie her and make her seem crazy because she feel she have had blue eyes and in the end story she seems talk to herself and proud to have blue eyes. How sad she is. â€Å"The Bluest Eye portrays in poignant terms the tragic condition of the blacks in racist America. It examines how the ideologies perpetuated by the dominant groups and adopted by the marginalgroups influence the identity of the black women. Bombarded by image of white beauty, Morrison’s characters lose themselves to selfhatred and their only aim in life is to be white. They try to erase their heritage, and eventually like Pecola Breedlove, the protagonist,who yearns for blue eyes, have no recourse except madness. †(Bharati, Joshi, 39) Conclusion The bluest eyes is a novel that tell about the tragic condition of the black in racist America. Pecola that have black skin and does not fulfill the standard of beauty feel suffer and do everything to do fulfill that standard although in the end of the story she seems crazy because she has hallucination have a pair of bluest eyes. It show psychological problem at herself. Her family and her society that make her become to want the standard of beauty.

Superstitious :: Free Essay Writer

Superstitious R.L. Stine who is one of America’s best-selling authors and the devilish creator of the Fear Street and Goosebumps series of horror stories for kids. Stine is who wrote the book I read, but he came back with a book for the older generation. All of Stines ideas in his books are suggested from real life. Most of his ideas came from his imagination and his memory. He now lives in New York City with his wife Jane, and teenage son, Matthew. The story took place on a small Pennsylvania College campus. Numerous of murders had taken place. Every murder was much more gruesome than the first. The detectives didn't know what had happened. The victims looked like an out of control animal rather than a human killed them. One of the main characters in this was Sara Morgan. She had just moved to Pennsylvania or school. Everything was going just fine until she met a professor named Liam O'Connor; he was another main character. Liam had a dashing romantic figure with a Irish accent, good looks, sweet charm, and a host of Old World superstitious-all of which dazzled Sara. Plunging headlong into a sudden love affair, Sara barely had time to notice the horrible events taking place on the campus. Liam was extremely close to his sister Margaret. A little too close that is. Sara and Liam soon got married after a couple of dates. Everyone said it was strange, yet, too soon for him or her. But she claimed she was in love with him. She started receiving crank phone calls, warning her to stay away from Liam. Then she received two bloody rabbit feet in the mail saying " If you’re going to marry Liam, you’re gonna need all the luck you can get." That scared her to death. When she told Liam about it, he acted like he didn’t care. Instead he blew all up in her face because she left out the front door and came in through the back door. Lately his superstitions had been getting out of hand. And he had been getting real mad at Sara. On their wedding night they made love by the light of sixteen candles, which was one of his superstitions. They were going on, non-stop. Then he whispered in her ear that he wanted to impregnate her. She accepted the offer without really thinking.

Contex and Principles for Early Year Learning Essay

Question: An explanation of the legal status and principle of the relevant Early Years Framework and why the early year frameworks emphasise a personal and individual approach to learning and development 1. 1 The statutory framework for the EYFS sets out the legal requirements relating to learning and development and the legal requirements relating to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006. The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006. This Act, which regulates the childcare in England, formalise the important strategic role local authorities play, through a set of duties. These duties require authorities to †¢ work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years of age and reduce inequalities between them †¢ secure sufficient childcare for working parents †¢ provide a parental information service †¢ provide information, advice and training for childcare providers. The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeing professionals from bureaucracy to focus on supporting children. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this is a step towards a lighter touch regulatory regime. The Government will continue to seek to reduce burdens and remove unnecessary regulation and paperwork, which undermine professionals’ ability to protect children and promote their development. The new EYFS framework makes a number of improvements: †¢ Reducing bureaucracy for professionals, simplifying the statutory assessment of children’s development at age five. †¢ Simplifying the learning and development requirements by reducing the number of early learning goals from 69 to 17. †¢ Stronger emphasis on the three prime areas which are most essential for children’s healthy development. These three areas are: communication and language; physical; and personal, social and emotional development. †¢ For parents, a new progress check at age two on their child’s development. This links with the Healthy Child review carried out by health visitors, so that children get any additional support they need before they start school. †¢ Strengthening partnerships between professionals and parents, ensuring that the new framework uses clear language. The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR for people caring for children aged from birth to 31 August after their fifth birthday and the GCR for childcare over this age. The GCR has two parts: the compulsory part (for providers of childcare for children aged five to seven) and a voluntary part (for providers of childcare for children aged eight and over or childcare that is exempt from registering on a compulsory basis). The EYFS has replaced three precedent frameworks: Curriculum Guidance for Foundation Stage, the Birth to Three Matters frameworks, and the National Standards for Under 8s Day-care and Childminding. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday. All early years providers are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations. The Early Years Foundation Stage 2012 (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS seeks to provide: †¢ quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; †¢ a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; †¢ partnership working between practitioners and with parents and/or carers; †¢ equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: †¢ the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; †¢ the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and †¢ assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers). The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Four guiding principles should shape practice in early years settings. These are: †¢ every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured; †¢ children learn to be strong and independent through positive relationships; †¢ children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and †¢ children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: 1. setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings. 2. providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability. Practitioners should focus on each child’s individual learning, development and care needs by: removing or helping to overcome barriers for children, being alert to the early signs of needs that could lead to later difficulties and responding quickly and appropriately, stretching and challenging children because all of them should have the opportunity to experience an enjoyable programme of learning and development. 3. creating the framework for partnership working between parents and professionals, and between all the settings that the child attends. Working with children means working in partnership with a lot of people, for this reason is important that practitioners ensure continuity and coherence by sharing relevant information with each other and with parents. Parents and families are central to a child’s well-being and learning’s needs. For this reason practitioners should support this important relationship by sharing information and offering support for extending learning in the home. 4. improving quality and consistency in the early years sector through a universal set of standards which apply to all settings and providing the basis for the inspection and regulation regime. 5. laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment. It is important to their future success that children’ earliest experience help to build a secure foundation for learning throughout their school years and beyond. Practitioners must sensitive to the individual development of each child to ensure that activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue enjoy learning. Practitioners must observe assessment planning for each child’s continuing development through play-based activities, and respond quickly to children’s learning and development needs. There are a lot of important aspects on the early years’ provision in the EYFS framework. These principles are: 1. There should be a variety of provision for children under five in any locality. 2. All groups should operate in safe, healthy premises and should register with the local social services department. 3. Groups should be of manageable size and have a high adult to child ratio. 4. Groups should comply with al employment legislation and pay adequate salaries and expenses to volunteers. 5. Staff should be trained and experienced, and with volunteers and parents, should be given the opportunity to further their learning. 6. Groups should have opening times that reflect the needs of parents and children. 7. Groups should have clear policies and procedures for admission and attendance of children 8. Groups should consider children’s dietary needs to ensure that any food or drink provided is appropriate, acceptable and nutritious. In the provision of any refreshment, groups should respect individual, cultural, religious and medical requirements. 9. Groups should have appropriate and adequate insurance cover. 10. Parents are the main educators of their children and should be involved in all aspects of the group including management. 11. Groups should have sound management procedures. 12. Groups should be recognised by, and have contact with, other local providers of education and care for young children. 13. Groups should provide for children and adults with disabilities and learning difficulties including â€Å"children in need† as defined by the Children Act 1989. 14. Groups should be well organised, with carefully planned activities. 15. Groups should provide good quality educational equipment and play activities appropriate ages and stages of development. 16. The quality in any group is ultimately dependent upon the skills, attitudes and commitment of adults, and groups should build upon these. 17. There should be equal opportunities, in all aspects of the group’s work, for adults and children. All children in England between ages 5 and 16 must receive a full-time education. For children under age 5, publicly-funded nurseries and pre-schools are available for a limited number of hours each week. After the age of 16, students can attend sixth form colleges or other further education institutions. There are different types of child settings but all of them should follow The Disability Discrimination Act 1995 that sets out two main duties for childcare providers: †¢ not to treat a disabled child ‘less favourably’ †¢ to make ‘reasonable adjustments’ for disabled children Registered day nurseries Children are normally admitted from age 18 months to 3? years. They usually have fixed opening times and are usually open all day and during the school holidays to meet the needs of working parents. They may also offer before and after school childcare and holiday care for school aged children. Local authority nursery schools and nursery classes They are funded by the local authority. Children can start a nursery school or nursery class attached to a primary school from the age of three. Some nursery places are for a half-day (either a morning or an afternoon), others are for the whole school day. Pre-schools and Playgroups Pre-schools and playgroups provide care, play and learning opportunities for children aged two to five years. They usually offer half day sessions, term time only, although some may offer extended hours. Primary school Primary schools are for children aged from four or five until the age of 11. Secondary school Secondary schools are for children aged 11, until the age of 16 but often also include sixth form centres or colleges which have pupils until the age of 18. Special schools Special schools educate children or young people aged 5 and upwards almost always with statements of special educational need. Childminders Provide care, play and learning opportunities within the childminders own home. They may be able to work flexible hours and periods. Will often take or collect children from playgroup or school. Can care for a maximum of six children under 8 years of age, depending on the play space available, but no more than three under 5 years of age and not normally more than one under 12 months Question: An explanation of how national and local guidance materials are used in setting 1. 2 UK’s current provision to work with early years children has been influenced by many different theories. FRIEDRICH FROEBEL (1782-1852) Froebel founded his first kindergarten in 1840. He believed in outdoor and indoor play and invented finger play, songs and rhymes. He valued symbolic behaviour through play: this is where children understand that they can make one thing stand for – or symbolise – something else – for example, a yoghurt pot can symbolise a cup of tea. He felt that children were able to learn at their highest level through imaginative play. He was also well known for encouraging block play which he called gift – encouraging children to understand a variety of mathematical concepts and relationship through play with various wooden blocks. His theory start with the concept that humans are creative beings, for this reason true education must help children to understand their true nature as creative beings. Froebel believed that play is the engine that drives true learning. Play is not idle behaviour. It is a biological imperative to discover how things work. It is happy work, but definitely purposeful. Froebel sought to harness this impulse and focus the child’s play energy on specific activities designed to lead them to create meaning from this experience. In his opinion children can only learn what they are ready to learn. Each child is unique and develops according to their own schedule. Nothing can be more wasteful or frustrating than to try to force a child to march to a different beat. Froebel works with each child’s own rhythm but makes it purposeful and guides the child toward the group. Froebel recognized that you cannot control the child so he controlled everything else. A prepared environment provides the teacher with the proper tools and gives children the experiences that the teacher feels are most beneficial, leading the child’s mind to the subject at hand. It feels less structured or forced, but it is actually extremely efficient. After his death the idea of his child-centred kindergarten became popular in both Germany and the rest of Europe. MARIA MONTESSORI (1870-1952) Maria Montessori was a doctor in poor areas of Rome in the early twentieth century. During this time she observed children’s development and saw them as active learners. She did not believe in imaginative play but she felt that children needed to experience concepts such as shape, size and order through structured play. She also felt that, at different stages of their development, children are particularly receptive to certain area of learning and that the adult must guide them through these. Montessori believed that children would become independent learners if they worked on their own. She did not encourage sequence of exercises often using specifically designed didactic (instructional) materials. (Penny Tassoni, 368)These are materials that involve sensory experiences and are self-correcting. Montessori materials are designed to be aesthetically pleasing, yet sturdy and were developed by Maria Montessori to help children develop organization. Montessori believed that the environment should be prepared by matching the child to the corresponding didactic material. The environment should be comfortable for children (e. g. , child-sized chairs that are lightweight). The environment should be homelike, so child can learn practical life issues. For example, there should be a place for children to practice proper self-help skills, such as hand washing. Since Montessori believed beauty helped with concentration, the setting is aesthetically pleasing. The â€Å"Montessori method† consists in a carefully developed set of materials which create the proper environment for children at each stage of their development. In this environment and with the guidance of trained teachers, they can develop their intellects and acquire all the skills and content of human civilization. Over sixty years of experience with children around the world proved Dr. Montessori’s theory that children can learn to read, write and calculate as easily and naturally as they learn to walk and talk. Her methods are still popular in Montessori schools around the world. The High/Scope approach The High/Scope Approach has roots in constructivist theory. Constructivists believe that we learn by mentally and physically interacting with the environment and with others. Although errors may be made during these interactions, they are considered just another part of the learning process. Although both Constructivism and the Montessori Method involve learning by doing, there are significant differences. In Montessori, for instance, the didactic, self-correcting materials are specifically designed to help prevent errors. Children learn by repetition, instead of by trial and error. The role of pretend play is also different in the two methods. In High/Scope, children’s creative exploration is encouraged, and this sometimes leads to pretend play, while in Montessori, â€Å"practical life work† that relates to the real world is stressed. Although Constructivism is a theory of learning, as opposed to a theory of teaching, High/Scope has exemplified an approach of teaching that supports Constructivist beliefs. Thus, children learn through active involvement with people, materials, events, and ideas. What Are High/Scope’s Main Components? Social †¢ One of the fundamental points in the High/Scope approach is that children are encouraged to be active in their learning through supportive adult interactions. †¢ The High/Scope approach includes times for various grouping experiences in the classroom. There are specific periods in each day for small group times, large group times, and for children to play independently in learning centres throughout the classroom. †¢ Children are encouraged to share their thinking with teachers and peers. †¢ Social interactions in the classroom community are encouraged. Teachers facilitate work on problem resolution with children as conflicts arise. †¢ When a child talks, the teachers listen and ask open-ended questions; they seek to ask questions that encourage children to express their thoughts and be creative rather than a â€Å"closed† question that would elicit more of a yes/no or simplistic answer. †¢ Each day the High/Scope teacher observes and records what the children are doing. During the year, teachers complete a High/Scope Child Observation Record from the daily observations they have collected. Curriculum †¢ â€Å"Key experiences† were designed specifically for this approach. The following is a brief summary of key experiences taken from Kostelnik, Soderman, & Whiren (1999, p. 32). The key experiences for preschool children are: -Creative representation -Classification -Language and literacy -Seriation -Initiative and social relation -Number -Movement -Space -Music -Time †¢ â€Å"Plan-do-review† is another major component of the High/Scope framework. Children are encouraged to: 1) plan the area, materials, and methods they are going to work with; 2) do, actually carry out their plan; and 3) review, articulate with the class-room community what they actually did during work time. The review time helps children bring closure to their work and link their actual work to their plan. †¢ Cleanup time is a natural part of plan-do-review. Children are given a sense of control by cleaning up. Representative labels help children return materials to appropriate places (Roopnarine & Johnson, 1993). †¢ The High/Scope classroom has a consistent routine. The purpose of the resulting predictability is to help children understand what will happen next and encourage them to have more control in their classroom. Environmental Set-Up †¢ The High/Scope ® classroom is a materials-rich learning environment. Usually, the locations for classroom materials are labelled to help children learn organizational skills. †¢ Materials are set-up so that they are easily accessible at a child’s level. This helps facilitate children’s active exploration. †¢ Teachers set up the classroom areas purposefully for children to explore and build social relationships, often with well-defined areas for different activities. Reggio Emilia Approach Reggio Emilia is a small town of northern Italy. The approach has become so popular in the early childhood field because it offers many unique curriculum ideas, because of the strong infrastructure for the Reggio schools, and because of the attention to co-construction. What Are the Reggio Emilia Approach’s Main Components? Social †¢ Cooperation and collaboration are terms that stress the value of revisiting social learning. First, children must become members of a community that is working together (cooperation). Once there is a foundation of trust between the children and adults, constructive conflict may be helpful in gaining new insights (collaboration). †¢ Co-construction refers to the fact that the meaning of an experience often is built in a social context. †¢ An atelierista is a teacher who has a special training that supports the curriculum development of the children and other faculty members. There is an atelierista in each of the Reggio Emilia pre-primary schools. †¢ Pedagogistas are built in as part of the carefully planned support system of the Reggio Emilia schools. The word pedagogista is difficult to translate into English. They are educational consultants that strive to implement the philosophy of the system and advocate for seeing children as the competent and capable people they are. They also make critical connections between families, schools, and community. Curriculum †¢ One of the special features of the Reggio Emilia approach is called â€Å"documentation. † Documentation is a sophisticated approach to purposefully using the environment to explain the history of projects and the school community. It does not simply refer to the beautiful classroom artwork commonly found throughout schools following Reggio Emilia Approach. And, even though it often incorporates concrete examples of both the processes and products that are part of a child’s education, it is more than just that. It is a fundamental way of building connections. Documentation is discussed in more detail in the next section that describes the uniqueness of the Reggio Emilia Approach. †¢ Co-construction increases the level of knowledge being developed. This occurs when active learning happens in conjunction with working with others (e. g.having opportunities for work to be discussed, questioned, and explored). Having to explain ideas to someone else clarifies these ideas. In addition, conflicts and questions facilitate more connections and extensions. There is an opportunity to bring in different expertise. Thus, to facilitate co-construction, teachers need to â€Å"aggressively listen† and foster collaboration between all the members of the community whenever possible. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. †¢ Long-term projects are studies that encompass the explorations of teachers and children. †¢ Flowcharts are an organized system of recording curriculum planning and assessment based on ongoing collaboration and careful review. †¢ Portfolios are a collection of a child’s work that demonstrates the child’s efforts, progress, and achievements over time. Environmental Set-Up †¢ In Reggio Emilia, the environment is similar to that found in Montessori schools. However, the environmental set-up as a â€Å"third teacher† has been enhanced and extended in the Reggio Emilia approach. †¢ Like Montessori, it is believed beauty helps with concentration; the setting is aesthetically pleasing. †¢ Reggio Emilia schools create homelike environments. In Reggio, the homelike atmosphere is designed to help make children feel comfortable and learn practical life issues. †¢ Each child is provided a place to keep her own belongings. †¢ Documentation is a major part of the environmental set-up. Documentation illustrates both the process and the product. In documentation, the child is seen as an individual but also in relation to a group, with various possibilities for the individual. Question: An explanation of how different approaches to work with children in early years have affected current provision. 1. 3 Early years frameworks emphasize a personal and individual approach to learning and development because every child is unique and they develop and learn in different ways and at different rates, for this reason all areas of learning and development are equally important and inter-connected. Another reason is that experiences during the early years strongly influence a child’s future development. This means that the care and education that babies and young children receive to support their growth, development and learning must be of high quality and appropriate to their individual needs. Therefore, all practitioners should look carefully at the children in their care, consider their needs, their interests, and their stage of development and use all this information to help plan a challenging and enjoyable experience across all the areas of learning and development. In fact EYFS’s aim is to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs. Question: An explanation of the Partnership model of working with carers 3. 1 Working with children means have a lot of responsibilities and one of the main ones is to have a positive partnership within the child setting’s staff and parents/carers. For this reason every child setting has its own policy to regulate relations between carers and carers and families. Positive partnership calls for: †¢ mutual respect and trust †¢ a recognition of equality between parents and professionals †¢ awareness of cultural and ethnic diversity †¢ partners to share information and skills. This means that good communication is essential to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. †¢ an acknowledgement and sharing of feelings †¢ all parties to play a role in the decision making process. Question: A review of the Potential barriers to participation for carers, and an explanations of how these barriers may be overcome 3. 2 Barriers to partnership working There are many potential barriers to establishing a working partnership with parents, which can apply to both parties. Here are some of them: Time and availability. †¢ Finding a mutually convenient time and venue to meet †¢ Other demands from family and work †¢ Access and transport for some parents Language, culture and religion Cultural and/or religious attitudes towards disability †¢ Language barriers (there are no words for Down’s syndrome in Punjabi or Urdu) †¢ What is culturally acceptable Parents own education †¢ Negative feelings towards school and authority †¢ Feelings of inadequacy †¢ Fear of being judged Communication †¢ Poor communication channels (e. g. through the child only) †¢ Poor information sharing (what does go on in school? ) †¢ Automatic use of jargon. †¢ Shyness †¢ Lack of confidence School and staff †¢ Personal relationships between teacher and parent †¢ Limited facilities for meeting with parents †¢ Lack of empathy with the role of parent †¢ Lack of staff skills and confidence †¢ Access to relevant information †¢ An unwelcoming environment Parent and school †¢ Who to talk to? †¢ Lack of acceptance or awareness of child’s difficulties †¢ The value placed on education †¢ Young people not wanting parents involved †¢ Lack of information around transition periods (from one school to the next) †¢ Disinterest/lack of clear responsibility. †¢ Lack of consensus between parents Previous experience †¢ Negative previous experience †¢ Feelings of being judged †¢ Lack of action or follow up †¢ Being patronised Some ideas for overcoming barriers Communication †¢ Use regular newsletters to improve information flow †¢ Have a central information point e. g. regularly updated notice board †¢ Have a central contact point †¢ Exploit technology – web sites, email, blogs, text messaging †¢ Provide up to date information and a jargon buster †¢ Create regular meeting slots †¢ Create opportunities for informal as well as formal contact e.g. parents assemblies, social events. †¢ Collect parents views e. g. suggestion box, parent forum, parents’ spokesperson †¢ Involve parents in school activities †¢ Use home/school books and diaries †¢ Use email or phone if there is sensitivity about keeping a written record School and staff †¢ Develop staff skills in communication and listening †¢ Increase availability of staff and head teacher e. g. regular meeting slots, surgery times for 1-1 meetings †¢ Improve the range of activities in which parents can participate †¢ Make direct personal contact with parents †¢ Provide creche.