Behaviour Problems That Should Be Referred to Others and to Whom These Should Be Referred

Supporting Teaching and Learning in Schools – OCR Level 2 Certificate Assignment – Unit 4: Equality, diversity and inclusion in work with children and young people Task A – Promoting equality and diversity Complete answers to the following. 1. Identify current legislation and codes of practice relevant to promoting equality, diversity and inclusion when working with children and young people (Ref. 1. 1) 2. Describe why it is important to support the rights of all children and young people to: a)Participation: b)equality of access (Ref 1. 2) 3.Why is it important to value and promote cultural diversity and what are the benefits of doing so? (Ref. 1. 3) Assignment – Unit 4: Equality, diversity and inclusion in work with children and young people Task B – The impact of prejudice and discrimination Give three examples of children or young people who may be affected by prejudice and discrimination and say how you might deal with this in your role as a su pport assistant in your workplace. (Ref 2. 1, 2. 2, 2. 3, 2. 4, 2. 5) Assignment – Unit 4: Equality, diversity and inclusion in work with children and young people Task C – Inclusion 1.Explain what inclusion means and give at least two examples of inclusive practices in your workplace. (Ref 3. 1, 3. 2) 2. How is inclusion promoted through the education system? (Ref. 3. 3) Assignment – Unit 204: Equality, diversity and inclusion in work with children and young people I confirm that this assessment has been completed to the required standard and meets the requirements for validity, currency, authenticity and sufficiency. Tutor/assessor’s signature: Date: I confirm that the assignment work to which this result relates, is all my own work. Candidate signature: Date: Internal verifier signature: Date:

A company, interested in the design Essay

Gabriel Oak’s character has developed a lot in ‘Far from the Madding Crowd’. He started off as ‘clumsy and foolish’ and he ended up as ‘heroic’. A hero is a man admired for achievements and noble qualities; In this case this word does not refer to someone with superhuman powers! The first description of Gabriel Oak: ‘on working days, he was a man of sound judgement, easy motions, proper dress and general good character’. Hardy’s description implies that there is nothing special about Farmer Oak; that he is just an average man. Hardy also states, that on a Sunday, a non-working day; Oak is a kind of pepper and salt mixture. This means that he is normal; he is a man with ‘balanced’ morals. Another thing that Hardy uses to bring across Oak’s personality is the way he dresses. This gives people more idea about Oak’s character and personality. His clothes were very practical but they made him look ‘clumsy and foolish’. Hardy also states that Gabriel was a source of some amusement; his watch was very difficult to get out, apart from being amusing, this also demonstrates that Oak doesn’t need to use modern conventions to tell the time. He can use the position of the sun and stars to tell the time. This is an example of how close he is to nature. This is also hinted in his name: Gabriel ‘oak’, the word oak is used to describe him as ‘natural and sturdy’ like the oak tree. In the 1st chapter, Bathsheba is in a carriage laden with goods, she is stopped at a toll gate and she refuses to pay the toll. When Farmer Oak sees this he steps in and pays the man at the gate the money needed to let Bathsheba pass. This shows that Oak is a generous and bold man. Generosity is one of Oaks many ‘noble qualities’. In chapter 5, Hardy demonstrates one of Gabriel’s first changes in character: one of Farmer Oak’s dogs rounded up and chased all of his flock over the cliff. This lost him a lot of money as the sheep were not insured and ruined his livelihood. His first thought was of pity, he felt pity for the sheep, after this Gabriel muttered: â€Å"Thank God I am not married: what would she have done in the poverty now coming upon me! † This proves Oak to be a very humble and kind man, he did not think of himself or the debts he now had. This demonstrates another noble quality that Farmer Oak has: selflessness. It also shows Oak’s true feelings about Bathsheba. In chapter 6, Hardy also demonstrates Oak’s heroism: there was a fire at the farm in weatherbury, a rick of straw had caught fire in a barn. There was a crowd of spectators all panicking, none of them new what to do. Gabriel immediately and calmly took charge of the panicking crowd. He called for a ladder and began putting out the fire himself with no concern of his own personal safety. This was a very heroic act by Gabriel. He was described as ‘bold’ by one of the bystanders. In chapter 21, there is another disaster at Bathsheba’s farm, one of her flocks of sheep managed to get into a clover field and they are all going to die. Bathsheba sends for Farmer Oak; he is the one who knows how to cure them, as Oak has just been sacked from the farm, he is reluctant to come back and help. Although, Gabriel swallows his pride and goes to the farm and began to cure the sheep very calmly and precisely: â€Å"Gabriel began to use it with a dexterity that would have graced a hospital surgeon. † This is a very heroic act, he swallows his own pride and helps someone else, he didn’t even think about receiving a reward, he did it out of his own kindness and his own concern for the animals. In chapter 36, Gabriel realises that there is lots of Bathsheba’s produce exposed to rain. He goes back inside to fetch help but everybody has passed out because they were drunk. Gabriel, rather than leaving it and hoping it would not rain, begins work atop the rick with no concern for his own safety. This is a very helpful and heroic thing to do. In chapter 37, Gabriel Oak is working on top of one of the ricks of straw in a powerful lightning storm. Bathsheba comes up to help Oak; they then begin to engage in an intimate conversation in which Bathsheba turns to Gabriel for guidance. Once again, Farmer Oak puts his own feelings aside and guides Bathsheba. Thomas Hardy made Gabriel Oak the hero in this novel, at the end of the novel, Gabriel’s noble qualities finally paid off and he managed to marry Bathsheba Everdene; he was always the one standing by her side, supporting and helping her in whatever she did. Hardy implied this by his name- he was a ‘rooted’ form of support. This shows Farmer Oak as a true hero, putting his feelings aside to help others.

Individual Constructions of PA-Related Reality Assignment Essay

Individual Constructions of PA-Related Reality Assignment - Essay Example A weak leader would always want to get ahead. He does not care whether or not he steps on anyone as long as it serves his ulterior motives. He is not able to motivate and neglects his responsibilities. A good administrator carefully oversees the work of his subordinates. He is able to adequately shade them yet not go so far as to overshadow them. This also means that he recognizes the work that everyone has done and does not claim all the credit for his own. As opposed to a good administrator, a bad one takes control of all situations. He is usually narrow-minded in his decisions and doesn’t allow for input other than his own. Much like this picture, the atmosphere between him and other members of the organization is gloomy. It is quite apparent that the garbage problem is one of the most difficult to solve. Every year the population continues to increase and these problems grows along with it. There may be visible remedies to this but is obvious that they are mere band aid solutions. This would have to be recycling. There are still many households who do not follow proper garbage disposal protocol. This may not be an ominous problem at face value but it has a great impact on life as we know it. The most pressing problem of the nation is quite perceptibly the collapse of the economy. Because of this many are affected and the continuous effort of the government must be kept at a solid pace. Only time can tell the effectiveness of the measures being undertaken. The most pressing problem of the world is how we respond to the imminent dangers of global warning. This is the dawn of what could be a pivotal point in our history. How we react to nature as human beings is something that is of the utmost import. Like a lighthouse, an activist shows the light to guide the people to the right way. Their convictions are not without merit which accounts for their intensity to fight. They give a different

Akinari Essay Example | Topics and Well Written Essays - 750 words

Akinari - Essay Example The danger arises because the limitations on conduct circumscribed by gender boundaries are breached by the overflow of passion. The story of â€Å"Bewitched† is the story of a white snake that appears in the forms of a beautiful woman and bewitches a young man. The beginning of the story itself subtly suggests the conflict that is set to play out through the course of the story. A young man, Toyo-O, sees a beautiful young woman at a temple during a sudden rain shower and lends her his umbrella. But a little later in the same episode, a mysterious serpent appears, subtly alluding a connection between the beautiful woman and the serpent. In Japan, snakes are regarded as animals of witchcraft and sorcery who are possessed by their owners, but who nevertheless search for victims to consume, hurt and possess, causing these victims a great deal of harm and pain (www.anime-myth.com). The presence of the snake - which is a symbol of pain for a victim - at the very beginning of the story, itself suggests that there is more to the beautiful woman than meets the eye. She is very beautiful, but the snake associat ion suggests that she may also be dangerous. Akinari’s story â€Å"Bewitched† is premised upon folklore about rejection transforming a lovesick woman into a malicious, deadly serpent. Akinari has used this as the basis to approach his story from a slightly different perspective: â€Å"If jealousy can transform a woman into a serpent, then love can turn a serpent into a woman.† (Akinari, 635). The beautiful woman is not in fact merely a woman, she is actually a serpent that has transformed itself into a woman in order to be near the man she loves. In essence, the story cautions a reader about the pitfalls and disaster that could befall a man who fails to show prudence and circumspection in his daily conduct and adopts a non-traditional gender

Therapy Practitioner Personal Statement Example | Topics and Well Written Essays - 500 words

Therapy Practitioner - Personal Statement Example I love this work by serving peoples, making them to knowabout the almighty. Also my love and the result of medication make the people to feel better. I do follow certain principle from others to make the mood of patient happy and also to boost their confidence level. I have a big plan to practice an eco friendly therapy and co operative therapy by getting the views from other experienced therapist. My plans as a certified happy THERAPY PRACTITIONER extend my vision so I have created a website so that many peoples will come to knowaboutme and about Angel Therapy. I ask everyone to visit my website to know about Angel Therapy. This is a science and art of reading our own mind. I would like to integrate angel work and counseling work to help them to be able to help themselves in a long run in various aspects of their lives. Ilike to do some teaching work of Angel Therapy. Anyone can visit this site and can get connect to me. After fixing the appointment through mail or phone calls visitors cancome to me for counseling to get relief from there the problems. I am sure that I can give you a best result on counseling. I have started some Angel works that are listed in my website. My website will give u a clear idea about our work. Some of the topics in our website are The above are some of the stuff that is being practiced by me. So visitmy website for more details.

Week five questions Speech or Presentation Example | Topics and Well Written Essays - 250 words

Week five questions - Speech or Presentation Example Hence, Greene was right to have acquired Heartland stock. The site can be used for 20 years before it reaches capacity. Bedford, which shares a facility in Bath Township with other municipalities, estimates that the new location will save $40,000 in annual operating costs. All operating costs, except depreciation, require cash outlays. On the basis of similar operations in other parts of the country, management anticipates that each trip will be sold out and that 120,000 passengers will be carried each season. Ignore income taxes. Columbia Enterprises is studying the replacement of some equipment that originally cost $74,000. The equipment is expected to provide six more years of service if $8,700 of major repairs are performed in two years. Annual cash operating costs total $27,200. Columbia can sell the equipment now for $36,000; the estimated residual value in six years is $5,000. New equipment is available that will reduce annual cash operating costs to $21,000. The equipment costs $103,000, has a service life of six years, and has an estimated residual value of $13,000. Company sales will total $430,000 per year with either the existing or the new equipment. Columbia has a minimum desired return of 12% and depreciates all equipment by the straight-line method. a. By using the net-present-value method, determine whether Columbia should keep its present equipment or acquire the new equipment. Round all calculations to the nearest dollar, and ignore income

Compare and contrast the fixed and flexible budgets Assignment

Compare and contrast the fixed and flexible budgets - Assignment Example However, in unstable business scenario, flexible budget is always more relevant as it helps the business to effectively manage possible changes in the business environment, which would be hazardous if not well managed. Therefore, budget managers are usually faced with the task of adopting the right type of budget for their organisations depending on business situation. This paper explores fixed and flexible budgets, their differences, preparation procedures and functions. A fixed budget (static budget), is a type of budget that remains unchanged over the budget period regardless of changes in the level of activity of the organisation. A fixed budget is â€Å"prepared of for one level of activity for a definite time period† (Dutta 2004 p. 25). On the contrary, a flexible budget is a budget which is designed to change with changes in activity level. It is also referred to as variable budget because it takes into account cost behaviour, such as fixed and variable costs, in connection with changes in output level or turnover (Weygandt, Kieso & Kimmel 2010). A fixed budget remains constant relative to the variation in the actual level of activity attained. This makes it inflexible. On the other hand, a flexible budget changes with the variation in the level of actual activity, which makes it flexible (Tulsian & Tulsian 2005). A fixed budget is developed based on one level of activity and relies on the assumption that no change will occur in the prevailing circumstances, which is impractical. On the other hand, a flexible budget is based on various levels of activity (Weygandt, Kieso & Kimmel 2010). In a fixed budget, all costs are related to a single level of activity. As such, variance analysis fails to provide valuable information about cost differences. On contrary, flexible budget analyses each cost on the ground of cost behaviour and thus gives important information about cost variances (Tulsian & Tulsian 2005). Under fixed budgets, the comparison of

Practicum Learning Agreement Assignment Example | Topics and Well Written Essays - 250 words

Practicum Learning Agreement - Assignment Example Help student to under stand their professions this by motivating the students to solve most tasks and get new ideas of their professional activities through research, Help to solve emerging negative issues of different categories for example communities, groups and individuals. This is through the discussions exhibits where one gets to know the problems the society is facing; it helps create good relationships of different people at different levels. By understanding their way of reasoning, levels of work, their exposure to the new technology and their educational level, Enable one in exhibition. This will help curb the social problem through one on one insertion due to demonstration in discussion thus improving the society and find solutions to the problems faced due to more research and achieve the objectives. The knowledge that the student will get will enable the student to fit well in the marketing industry and to make him become successful in everything that he/she

Normal and Pathological mourning Essay Example | Topics and Well Written Essays - 8500 words

Normal and Pathological mourning - Essay Example The object thus is to evaluate the understanding of a model of mourning and object loss in the light of academic perspectives and to define a demarcation between normal and pathological mourning. Finally in the light of case studies and examples drawn from academic literature the Paper culminates with an attempt to formulate a diagnostic approach to facilitate better handling of mourning and grief which may turn depressive There are many ways in which we view the world and ourselves. We can go inward or go outward, forward or backward. Precisely defining the psychological processes which takes place in experiences and express it into certain behavior pattern has always been contentious and has occupied the minds of thinkers through out the ages, that is since the time people probably developed the faculty of introspection and analysis1. The obvious importance of knowing self, knowing the most innermost processes which goes on as we tackle everyday life lies in several assumptions about ourselves which without having a frame into which we can view ourselves will lead to a sort of a vicious intellectual cycle and places us in a paradoxical situation due to uncertainties, when unknowns overtake our attempt at articulation. And here lies the importance of the field of study opened by Freud and the array of thinkers and researchers which followed this path of probing for the very nature of our being including the innermost recesses of the mind, the unconscious. It is essential to abandon the overvaluation of the property of being conscious before it becomes possible to form any correct view of the origin of what is mental. In Lipps's words, the unconscious must be assumed to be the general basis of psychical life. The unconscious is the larger sphere, which includes within it the smaller sphere of the conscious. (Freud) To Freud, the influence of the unconscious is such that it shapes personality and behavior and understanding how the unconscious world has enormous significance as knowing the reality of the external world. This suggests that the internal psychical process which may be unarticulated is intimately related to processes which gather and process such sense data from the external world. To Freud every thing conscious "has an unconscious preliminary state," and the unconscious is "incompletely presented by the data of consciousness as is the external world by the communication of our sense organs ("The Interpretation of Dreams," 1900). We come then to a possible key principle in trying to understand the functionality of the unconscious as it may frame object loss and consequent psychological reaction to it which we may call the incompleteness principle. In such an observe phenomenon of mourning for example how was this complex of emotions could be triggered and brought to consciousness and how this "incompleteness" could lead to anxiety deep seated in the recess of the unconscious could enormously aid in facilitating awareness on the part of the mourner especially those which may have strong indication of

The effect of the United Kingdom on the business environment of the EU Essay

The effect of the United Kingdom on the business environment of the EU - Essay Example The Single European Act that was enacted through the provisions of the Treaty of Rome is a key factor in the evolvement of the EU. It created the Single Market which has been one of the greatest and most successful actions initiated by national governments in the Union. This Act was designed not only for fair trade practices but also for the purpose of mutual acceptance of qualifications, harmonizing company law, imposing taxes and levies, the support of government to industries and other aspects such as government initiatives which enhance or diminish the advantageous position of a company.In December 1992, the Member States agreed to ratify this legislation. However this is not final as the unification process is a continuous one. The Treaty of Rome contemplated a free market in goods and services. Nearly seventy per cent of the European GDP emanates from this free market. Critics argue that firms that were in operation in the previous Member States that had streamlined costs and s tandards could be slowly weakened or injured by new firms in the new Member States with substandard ethics and costs. In order to meet this eventuality the Council of Ministers has endeavoured, several times, to set up a Services Directive with a standard regulatory framework, which is under examination and has not yet been finalized (Walsh, Stephens, & Moore, 2000, p59).The United Kingdom was not only unable to accept the supremacy of the EU but it was also reluctant to abandon its sovereignty. The current position is that Tony Blair's regime also chooses to extend cooperation by way of intergovernmental arrangements. It continued this stance of ignoring the predominant role of the European Court of Justice. In the year 1997, during the Amsterdam Summit the UK government was successful in retaining its right to maintain barriers at its national boundaries (Hall & Bhatt, Policing Europe. EU Justice and Home Affairs co - operation). It had regularly interpreted the principles of free movement under the Single European Act according to its convenience and in a manner that differed from other Member States. It does not want to permit EU citizens or anyone else to travel without a passport in the UK and it upholds its right to control the travel of non - EU nationals into Britain. This opt - out position exempts the UK from implementing the provisions of the EU, which provides for less stringent passport restrictions, and from permitting immigration and granting asylum. However, the UK is bestowed with a right to opt - in to EU arrangements in the future (Hall & Bhatt, Policing Europe: EU Justice and Home Affairs co-operation). The political importance of the UK's EU policy depends upon Justice and home affairs. Two significant decisions that represent its position of keeping away from EU integration are the decision not to join the EMU and the decision to opt - out from the implementation of free - movement of goods and people. The UK's ambition is to become the most important Member State in the EU and acquire a dominant position on par with France and Germany (Hall & Bhatt, Policing Europe: EU Justice and Home Affairs co-operation). In order to fulfill its aspirations the UK will chose the opt - in option in more free - movement policies in the near future. This strategy will endow it with a major role in the formulation of the migration policies of the EU. The UK yearns to display its strong determination to obtain an increased cooperation from the police and the judiciary in order to combat organized crime. In the area of judicial cooperation the government of the UK aspires to be in a leading position in order to bring about a Union - wide judicial scope. The UK with its potentially active law - enforcement institutions and a vibrant judiciary, will create a friendly atmosphere in international cooperation. This was

Bonnie Lyons Essay Example for Free

Bonnie Lyons Essay The critic, Christopher Lehmann-Haupt, considers The Handmaids Tale to be far more than a political tract deploring nuclear energy, environmental waste and antifeminist attitudes. Which features of Atwoods novel do you believe have contributed to its readability and secured its reputation as a piece of classic modern fiction? In the novel, The Handmaids Tale, it is my opinion that the principal aspect of Atwoods writing style is the depth and intensity with which she approaches her subject matter; she consistently shows that she has researched her material and is able to show relatively potential alternate futures at the time of the early 80s it is not inconceivable to imagine certain turns of events happening as they did in the narrative. In the 1980s, the political climate globally seemed to be turning toward economic restraint and conservatism. In general, this shift was a response to the liberalism and unchecked social spending that occurred in the 1970s, which were in turn the extended results of the freedoms won by the worldwide social revolutions of the 1960s. This conservative trend appeared in different forms in different countries. In Margaret Atwoods home country of Canada, Pierre Trudeau, the Liberal Party leader resigned in 1984, and the voters replaced him with Progressive Conservative Brian Mulroney. Margaret Thatcher, who was elected Prime Minister of England in 1979, reversed decades of socialism by selling government-run industries to private owners. In the United States, the 1980 election of Ronald Reagan created such a turbulent reversal of previous social policy that the changes sweeping through the government during the first half of the decade came to be referred to as the Reagan Revolution. The extreme shift toward conservatism in the United States at that time is significant to the social change that created the Republic of Gilead in Atwoods imagination. After the novel was published, she told an American interviewer that she had tried originally to set the novel in Canada, but that it just would not fit the Canadian culture. Its not a Canadian sort of thing to do, she told Bonnie Lyons in 1987. Canadians might do it after the United States did it, in some sort of watered-down version. Our television evangelists are paltrier than yours. The States are more extreme in everything. The Republic of Gilead is characterised as a dystopia; a dystopia is any society considered to be undesirable, for any of a number of reasons. The term was coined as a converse to a utopia, and is most usually used to refer to a fictional society where current social trends are taken to nightmarish extremes. One of The Handmaids Tales successful aspects concerns the skilful portrayal of a state that in theory claims to be founded on Christian principles, yet in practice miserably lacks spirituality and benevolence. The state in Gilead prescribes a pattern of life based on abstinence, conformity, censorship, corruption, fear, and terror-in short, the usual terms of existence enforced by totalitarian states, instance of which can be found in such dystopian works as Orwells 1984. The novels thematics operate by speculating upon conflicting extremes: a decadent present, which Aunt Lydia cynically describes as a society dying of too much choice, and a totalitarian future that prohibits choice. Naturally, while rejecting the indulgent decadence and chaos of an anarchic society, the reader condemns the Gilead regime for its intolerant, prescriptive set of values that projects a tunnel vision on reality and eliminates human free will. There is more than one kind of freedom, said Aunt Lydia. Freedom to and freedom from. In the days of anarchy, it was freedom to. Now you are being given freedom from. Dont underrate it.

Sociology Essays Tattooing Body Mutilation

Sociology Essays Tattooing Body Mutilation Tattooing Body Mutilation Sociology Cultural Studies Question. Undertake a case study of any contemporary cultural practice or set of practices of your choice, explaining what you consider to be their sociological significance. Tattooing Body mutilation has long been part of non-Christian cultures as a positive mark of identity, while in many modem Body modification practices are so prolific that an exhaustive account of the practices of body magic and marking around the globe is nearly impossible. Body mutilation such as tattooing often functions as part of a healing ritual, protection against forces that may cause injury and admission to a social group. Cultural practices of body mutilation are often functionally akin to prayer as a practice that spiritually elevates an individual. Tattooing is not the hideous custom which it is called. It is not barbarous merely because the printing is skin-deep and unalterable. -Henry David Thoreau. Several major religions exhibit complex attitudes toward self-mutilation and adornment. In the Old Testament, Leviticus 19.28 prohibits followers of Judaism from marking the body: Ye shall not make any cuttings in your flesh for the dead, nor imprint any marks upon you. The â€Å"Holly Koran† forbids marking the body. The Christian Bible associates body markings with sin as shown in the story of Cain, who was marked in punishment for slaying his brother. Still, many people apparently have continued to feel a need for confirmation of their religion by marking their bodies. The Judaic custom of circumcision persists. Coptic, Armenian, Abyssinian, Syrian, and Russian pilgrims returning from the Holy Land frequently acquired souvenir tattoos to commemorate their journey. At the turn of the nineteenth century, it was traditional for Gypsies to tattoo these pilgrims, and the tattoo marks became part of the pilgrims social status. An example of this is the Armenian title for one who has made the pilgrimage which is Mahdesi, which translates as I saw death. Because only religious pilgrims were tattooed, the religious tattoos were also known as Mahdesi. The tattoo is a code indicating a spiritual passage, or at least a religious pilgrimage. Similarly, in Turkey the souvenir tattoos were known by the Turkish word for one who has made the religious pilgrimage, Haji. These religious tattoos became symbols of entry into a higher plane of spiritual existence and exemplify the overlap between Christian beliefs and body magic. First documented by a traveler in 1660, common marks included dots in the shape of a cross at the base of the fingers and crosses on the back of the hand or inside of the wrist. Biblical scenes marked the bearer as a devout Christian, but also served magical purposes. Women chose Annunciation scenes to ensure fertility, and sufferers of illness placed tattoos on ailing parts of the body to promote healing. Although Greek and Latin Christian churches have criticized these practices, they persist, and many Muslim Arabs tattoo in disregard for the Islamic prohibition on marking the body. Even today, many American tattooees have permanent religious icons and emblems as well as personal magical symbols inked upon their bodies. Tattoos are prompted by the primitive desire for an exaggerated exterior and are manifestations of deep psychological motivations. They are the recording of dreams, which simultaneously express an aspect of the self and recreate and mask the body As products of inner yearnings, self-concepts, desires, and magical or spiritual beliefs, designs on the human body formed by inserting pigments under the skin have been crafted by nearly every culture around the world for thousands of years. Definitive evidence of tattooing dates to the Middle Kingdom period of Egypt, approximately 2000 B.C., but many scholars believe that Nubians brought the practice to Egypt much earlier. There was little anthropological attention to tattooing in the early part of the century because of preconceived notions of its insignificance to cultural analysis. Archaeological evidence indicates that the Maya, Toltec, and Aztec cultures performed tattooing and scarification, and that the practice is thousands of years old in Asian cultures. Although tattooing was practiced in pre-Christian Europe, the word tattoo does not appear in English until Captain John Cook imported it after a journey to the Pacific Islands in the eighteenth century. Although no connection has been made between the words tattoo and taboo, it seems highly likely that they are related. While enduring the process of acquiring socially meaningful marks, the tattooee is being formed and shaped into an acceptable member of society. Prior to the completion of the tattoos the person is not only physically vulnerable because of the possibility of contamination during the penetrating process of tattooing but symbolically vulnerable as well. No longer without a tattoo, but without a finished tattoo, the persons body and therefore the self are not yet completed. The person is a luminal entity not yet in society and therefore taboo. Although the origin of tattooing is uncertain, anthropological research confirms that tattooing, as well as other body alterations and mutilations, is significant in the spiritual beliefs of many cultures. Various peoples tattoo or scarify during puberty rituals. In traditional South Pacific Tonga society, only priests could tattoo others and tattoos were symbolic of full tribal status. Eskimo women traditionally tattooed their faces and breasts and believed that acquiring sufficient tattoos guaranteed a happy afterlife. In many African cultures scars indicate social status and desirability as a marriage partner. Scarification patterns often identify the bearer as a member of a specific village. Many of these practices are changing and fading as Western influences enter African cultures. Until the mid-nineteenth century, Cree Indians living on the Great Plains tattooed for luck, for beauty, and to protect their health. Cree men with special powers received tattoos to help them communicate with spirits. A dream conferred the privilege of receiving a tattoo, which would be inscribed during a ceremony conducted by a shaman authorized to tattoo. The ability to withstand the painful and tedious process of tattooing, which often lasted two to three days, confirmed the tattooees courage. Blood shed during the process was believed to possess magical power and was absorbed with a special cloth and kept for future use. The ritual recreates the flesh bequeathed to initiates by their parents and experienced during childhood. The physical change marks a symbolic rebirth into a new spiritual, social, and physical reality as well as a real physical change. This magical use of the body reiterates the idea that physical and spiritual existence and their interactions are deeply entwined. European civilizing cultures often attempted to eradicate body marking practices, often in the name of religion. In 787 A.D. Pope Hadrian I decreed a ban on tattooing. Constantine prohibited tattooing as an act of altering the body that God molded in His own image. Puritans in the New England colonies connected body markings with witchcraft, and those suspected of practicing witchcraft were searched for devils marks as proof of their alliance with Satan. Quoting the Old Testament interdict against printing or cutting marks upon the flesh, the Puritans also condemned Native American tattooing. By the 1850s many Native Americans had adopted the settlers customs of dress and began to view tattooing as unnecessary and uncivilized. Africans brought to the colonies as slaves often bore scarification marks of royalty, social standing, or servitude, which were probably perceived by the colonists as heathen tokens of savage cultures. In some cultures, the elite class marks the bodies of individuals considered pariahs or marginal members of society. In the Near East, slave masters sometimes tattooed slaves as a sign of degradation and branded incorrigible slaves. In late medieval and early modern Europe, slaveholders branded their slaves, a practice continued in France until the early 1800s and in Russia until the mid-1800s. Runaway slaves in Brazil, the renegade quilombos who were branded if recaptured, considered their brands marks of honor and infamy. In Yoruba, where body markings placed one within society, slave owners denied their slaves distinguishing marks of social status. Exemplifying a much different assumption about body marking, slaveholders in the Americas branded and tattooed their slaves to place them firmly outside mainstream society. During the eighteenth century, prisoners incarcerated in France were physically marked. The use of body markings as positive signs of identification and inclusion in many African societies contrasts sharply with European use of the marks as signs of degradation and marginalization. The American association of tattooing with exoticism solidified in 1851 when Dan Rice hired a tattooed man named James F. OConnell to appear in his circus. During this time Rice was also fascinating America with another body image in popular culture, the blacked-up minstrel. The minstrel representation of the black body was replete with complex meanings of manhood, race, and class. The tattooed body on display was probably less familiar but equally intriguing. Without evidence of what kind of tattoos Rices employee had, or whether or not he performed, or served only as a display object, it is difficult to assess the meaning of his existence. Perhaps OConnell conjured images of a white savage, halfway between the articulate, civilized white man and the Native American who expressed his culture with paint and body markings. Perhaps audiences saw the tattooed man as Melvilles Queequeg incarnate; exotic, half-blackened with ink-and half† black, but not without feeling or humanness. P.T. Barnum followed Rices success by displaying an elaborately inscribed Albanian named Constantine, who was an extremely popular attraction. Barnum was the first to exhibit a tattooed woman, in 1898, which added the erotic element of viewing the female body. During the latter part of the nineteenth century as the public became more familiar with the art of tattooing through the circus, which was primarily a working and lower-class entertainment, tattoo was also developing commercially. The first known professional tattooist in the United States was Martin Hildebrand who had an itinerant practice during the Civil War and opened a shop in New York City in the 1890s. At the turn of the century, tattoos showed up in titillating and disreputable places. Tattooing became a shop-front industry in the disreputable Chatham Square area of New York City. Electric tattoo machines made tattooing cheaper and less painful and good tattoos easier to render. With this new technology, tattooing became popular among the lower classes and quickly came to be associated with blue-collar workers and ruffians. Although tattooing was an upper-class trend for a brief period, by the 1920s the middle class considered it deviant. Tattoos were considered a decorative cultural product dispensed by largely unskilled and unhygienic practitioners from dingy shops in urban slums, and consumers were seen as being drawn from marginal, rootless, and dangerously unconventional social groups. In the 1930s, the American fascination with body alteration as a deviant practice, continued. During this time a psychiatrist and writer named Albert Parry often wrote about the significance of tattoos and embedded stereotypes of deviance in the public discourse. Although Parry was an avid fan of tattooing, and bemoaned its decline in popularity, he called tattooing a tragic miscarriage of narcissism. He claimed tattooing was a substitute for sexual pleasure, evidence of homosexuality, and a source of masochistic pleasure. Parry associated tattooing with abnormal sexuality. Although the exhibition of a tattooed woman in the circus in prior decades was tinged with a hint of sexual voyeurism, Parry explicitly constructed images of tattooed women as abnormal and accessible commodities. He claimed that five percent of American women were tattooed and insinuated that beneath their conventional clothes, these disguised women had marked their bodies with signs of desire and erotic adventure. Parry stated that prostitutes in America, as elsewhere, get tattooed because of certain strong masochistic-exhibitionist drives. Parry reasoned that prostitutes obtained tattoos because they desired yet another reason to pity themselves and were seeking to be mistreated by clients. He also asserted that they believed tattoos would prevent disease and that they obtained sexual pleasure from the tattoo process. As proof of the prostitutes urge to self-humiliate, Parry described several tattoos of cynical humor and sexual innuendo inscribed upon prostitutes, such as pay as you enter. Conflating racism, homophobia, and the idea of women as a sexual commodity, Parry also claimed that English prostitutes etched names of their pimps on themselves or likenesses of their Negro lovers, much to the chagrin of American sailors, while French women inscribed the names of their lesbian lovers, and gay men tattooed themselves in order to seduce young boys. Parry relished the stereotype of tattooing as a perverse and deviant activity. His assertions reverberated for decades in the assumptions psychologists held about tattooed man and women. Tacitly based on the preconception that marking the body is deviant, psychologists have sought to determine a connection between tattoos and psychopathology. Members and potential members of the military who bear tattoos have served as subjects for several studies that correlate tattoos and social adjustment. A study in 1943 concluded that psychopathology or social or emotional maladjustment is significantly higher among tattooed than among non-tattooed men. A 1968 study concluded that sailors with tattoos were more likely to be maladjusted, and military men with Death before Dishonor tattoos were more likely than non-tattooed sailors to be discharged from the service. Other studies conducted during the late 1960s link tattooed women with homosexuality and masochism and tattooing practices in institutions with high levels of aggression, sexual insecurity, and social maladjustment. These studies both pre-selected the subject pools and ignored the effects of the institutional milieu on the tattooees. Other studies of imprisoned populations reveal motivations to tattoo that are similar to the motivations to self-mutilate as a reaction to the surrounding environment. Similar to inmate self-mutilation, tattooing may provide relief from the numbness of incarceration and establish individual or gang identity. A 1964 survey of the public perception of tattooed persons revealed that a majority of people perceived tattooed individuals as physically strong and psychologically aggressive. This survey concluded that whether or not tattoos are indicators of social maladjustment, they may function to enhance the bearers self-image and integrity. Returning to the theory of confirmation of the self in a pain-enduring interaction, one can understand the connotation of toughness and integrity that a tattoo confers. One psychoanalytic case study observed that a dominatrix in this relationship bore her tattoos as evidence of her ability to manage the ritual infliction of pain adroitly. This self-mastery and toughness earned her the right to control her submissive partners and proved her ability to alter, both own and her partners consciousness and identity. The lack of understanding of the functional purposes of both the tattooing process and the final marks have led to a perception of tattooing as barbaric, deviant, and sexually perverse. Dominant American culture has considered tattoos as marks of degradation, criminality, and marginality. Without an understanding of manipulation of the body to inspire sacred awe in viewers and bearers of tattoos and other body alterations, one can not grasp the significance of these alterations as tangible establishment of personal, spiritual, and social identity. Although body modifications such as tattooing and piercing have been construed as signs of deviance, during the past two decades body alteration has begun to filter into mainstream culture as a popular form of self-expression. Articles about tattooing and piercing proliferate in popular literature. Fashion magazines show models with tattooed ankles and pierced navels, and recruit well-known tattooed musicians for their pages. Children are able to play with tattooed dolls. Exhibits of tattoo art are shown in art galleries. Piercing boutiques and tattoo shops are conducting brisk business. Several factors have encouraged a tattoo renaissance since the 1950s. Post war prosperity along the West Coast combined with a new interest in Asian cultures, many of which revere tattooing. The Japanese, for instance, have a long tradition of tattoo as an intricate body art. New technology and interest in tattooing as a fine art have produced new aesthetic standards, a wider clientele, and an infinite variety of tattoo designs, including neo-tribal stylistic forms that are heavily influenced by tattoo traditions of other cultures. Today, as sociologist Clinton Sanders notes, tattooing has become more professional and more of a fine art. Tattoo artists are much more likely to have formal artistic and academic training than in previous years and to consider their tattooing practice a creative pursuit. A more diverse population is getting tattooed in the past two decades. New tattoo clients are better educated, have more disposable income, and care more about the decorative and aesthetic elements. Customer’s often custom design their own tattoos and the tattooer-customer relationship is changing from one of service provider and buyer to a collaborative effort. The relationship between a piercer and his or her client may be even more intricate and personal. With or without conscious realization of the significance of body making in other cultures, Americans today are adopting similar practices. To understand these practices as cultural phenomena, we must first understand their significance for individuals. Tattooing and piercing are not just adornments added to the body surface like jewelry or cosmetics, but they penetrate the flesh. Piercing is a quick process followed by several weeks of tenderness while healing. Tattooing is a tedious, painful process followed by a period of transformation in which the wound heals and the redesigned body emerges. These adornments, like self-starvation and self-cutting, accrue significance from both the process of physical transformation and the final product. The tattoo procedure is often a highly social act in which an individual manipulates and asserts identity within a specific social milieu. Getting a tattoo is often a social event experienced with close associates, who provide moral support, offer advice, and help pass the anxiety-filled waiting time. Many tattoo artists and piercers comment on the large percentage of their customers who belong to college fraternities or sororities and get pierced as part of the initiation process. It is rare that these individuals tattoo or pierce alone. Often several associates accompany the initiate to provide companionship and fortification. Many cultures attach social status to body alterations and consider pain a crucial element for imparting meaning to body alteration. Yoruban scarification is not only considered aesthetically pleasing but announces the marked individuals fortitude and ability to endure pain. A Yoruban woman acquires her markings when she is old enough to marry and accept the painful ordeal of childbirth. Her kolo cicatrices exhibit her willingness to bear pain. Aesthetic value is bound up with the value of endurance and the willingness to bear discomfort to accomplish a greater good. Tiv women remark on the ability of scarification to indicate masculinity and the desire to withstand pain in order to be attractive: What girl would look at a man if his scars had not cost him pain? Withstanding the pain of tattooing and other body alterations is also significant in American culture. The tattooee or piercee, like any initiate, vulnerably awaits the pain and new status the procedure will impart. Enduring pain is often considered crucial to gender constructions and demonstration of toughness. Although some tattooees have a difficult time bearing the pain, others see it as a good pain. Part of the pleasure of a tattoo is the macho implication of being able to bear the pain, and during the 1950s and 1960s getting a tattoo was a common rite of passage into adulthood for many young men. Still today, withstanding the tedious and painful process with bravado may be required to gain membership in a youth gang, or to demonstrate rebellion against authority. College fraternities may require members to get tattooed or pierced as a sign of their loyalty. One tattoo artist with many tattoos connects the pain of the process with the pleasure of creativity. Its a strange metaphor to say that pain is like an orgasm, but it is in a way. And its like labor too, to go through this pain to create a thing, to get it out of you. The design is inside of you, it just wants to get out. The creative expression of identity is enhanced by the feeling of aliveness that accompanies the pain of the process for many people. This sense of existing, of feeling, of enjoying life, [comes] to many with the touch of the needle. The prolonged pain produces euphoria for many, and pain is also a meaningful and enjoyable element of the piercing process for some piercees as well as people who indulge in body branding or scarification.62 Individuals who tattoo and pierce imbue the body with narcissistic or magico-religious powers to confirm identity and connect them to a deeper self-awareness, a social group, or a vision of integration with the cosmos. Similar to the way in which the self-mutilator or anorectic physically demarcates a change in self-awareness and interaction with the surrounding milieu, an individual who chooses to self-mark physically confirms a change in status. The badge of admission may carry personal meaning as well as a message of affiliation with a religion, one other person, a community, a youth gang, a fraternity, a military organization, or any specific group. The complexity of the action lies in the fact that the confirmation of identity is based on distancing the self from a large non-marked portion of the population. Body markings are marks of disaffiliation with the mainstream and visually proclaim a sense of camaraderie to others so marked.† The change in status, similar to the self-mutilators change in tension level and temporary cure of feelings of fragmentation, Body alteration functions in similar ways in Western culture, but it accrues a different potency as a deliberate choice of identification because of the stigma it incurs as a rebellion against, rather than an embodiment of, dominant cultural values. American women, fully aware of the stigma attached to tattooing and body alteration that doesnt help achieve standard beauty goals for women, are more likely than men to choose adornment that is not publicly visible and attach more personal meanings to their markings. In a culture that has taught them to preserve their bodies for the enjoyment of others, women who tattoo themselves are implicitly making a declaration of independence from at least some aesthetic standards expected of them by families, friends, and society. One 21-year-old woman explained the reaction of her mother to her tattoo. She asks me to keep it covered if we go out in public. It is a sign of disrespect to her. One woman explained, I did this not for my husband, not for my parents, not for a boss, not for anyone else but me, my internal reason was to make a statement. Women mark their bodies as an act of reclamation of their identity after a divorce, as a gesture of healing from sexual or other physical abuse, or simply as self-celebration. Body alteration symbolizes control over and pride in the physical self for many women. Centuries ago, this tangible evidence of self-control and self-celebration may have been enough to convict a woman of witchcraft and sentence her to death. If a devils mark was found on the body of a woman accused of witchcraft -whether self-imposed or organic in reality-it was interpreted as a chosen mark that confirmed the womans autonomous nature and rebellion against prescribed behavior. Her willful desecration of her God-given body proved her collusion with the Devil. Today, a womans self-creation carries less formidable consequences. Similar to the ways of punk styles of leather and metal access forbidden gender symbols and behavior for women, tattoos and piercing provide a form of gender rebellion also. The 1970 study highlighted this idea when one of the woman subjects proclaimed her motivation to tattoo as I want to act like a boy anything they can do I can do better. Tattooing and body piercing blur previous assumptions about gender roles for both women and men. Historically considered a salacious and pagan badge by Western cultures, deliberate body alteration proclaims defiance of cultural standards for both men and women, and many body modifiers enjoy the shock value of their adornment and take pride in their stigmatized identities. Piercers and tattooees reject mainstream norms of adornment while simultaneously embracing subterranean status. This is an especially important component of the body modification trend for adolescents who are trying to establish social identity and autonomy from parental authority. Recreating the body differentiates one from ones previous childhood body, and conventional familial and cultural milieus. One connection between body alteration and youth and popular culture is explained by Daryl Bear Belmares, who had been a professional piercer for nine years in 1996 Belmares attributes the rise in piercing popularity since 1990 to the influence of media and describes two general motivations to pierce. Some people are entranced by the trends of the look. They come in and say I saw it on MTV. Theyve seen the Aerosmith video that has a model with a pierced navel and think it looks sexy. Their main motivation is a desire to be different. These individuals are likely to let their piercing heal over after a few years. Other piercers are functional piercers who spend more time premeditating their decision and pierce for sexual enhancement, to consciously mark a transition in their life, or to heal emotional scars. Although one might think that women are more likely to pierce as a narcissistic use of the body to establish identity, based on the proportion of self-starvers and self-cutters who are women, Belmares denied this gender distinction, noting that his clientele is 50 percent men and 50 percent women. In 1969, Edward Podvall noted that not only does the iconography of self-mutilation appear continually on the landscape of our culture as something seemingly more honest, authentic, pure, or disciplined, but it can be found as an unexpected posture within one particular developmental epoch. He concluded that individual self-mutilation is an attempt to fend off developmental anxiety, and its prevalence may indicate exoneration and approval by the surrounding culture. As a cultural phenomenon, the iconography of self-mutilation may be interpreted in several ways. Podvalls depiction of self-mutilation as part of a developmental process, like Turners delineation of body marking as a resolution of an initiation process and like psychoanalytic theory of body narcissism and self-mutilation as attempts to combat fragmentation of the ego, reveals the cultural significance of body modification. Self-starvation, self-cutting, performance art, and painful, permanent body adornment are potent expressions of rebellion, desire for autonomy, and need to disseminate tension. They are attempts to self-heal, self-initiate, and self-symbolize. Self-mutilation may augment self-awareness, provoke euphoric feelings of spirituality, and resolve a state of liminality by culminating in marks of identity. In the context of culturally sanctioned rituals, these marks incur social inclusion and demarcate social status. In American society, which has considered body alteration practices barbaric and has few formal coming of age rituals that mark the body, the perception of these marks as deviant or perverse has been changing as they have become more common. Conclusion: Although the extent to which contemporary Western society accepts self-mutilation is debatable, many forms of self-mutilation are becoming increasingly popular as real and symbolic forms of self-creation. The public and private, individual and social spheres in which body alteration is significant are entwined. Self-mutilation cannot be separated from the culture in which it exists. As David Napier points out, American culture is obsessed with coming of age as a never-ending process. This struggle to achieve identity is reflected by the implosion of self and identity into the physical symbol, and reality, of the body. The human body is an accessible and viable pathway to holistic integration of self and is a terrain upon which to carve and etch ones deepest desires for identity and meaningful connection to both earthly and spiritual realms. At times altering the body is a form of play and adornment, assuming a mask, playing a role, at other times it is a desperate attempt to feel alive and combat a feeling of alienation and disassociation. Altering the body is an exploration of limits and boundaries of the self, whether in the arena of staged art, subculture, or the local tattoo shop. As individuals test their own limits, they test and change the limits of society. Although still considered distasteful and non-mainstream by many people, body piercing and tattooing are being adopted by individuals seeking to fulfill spiritual and social identity needs. In contrast to societies in which body marks are inscribed according to cultural tradition, the self-chosen marks of todays modem cultures are marks of disaffiliation with convention and historical values. Finally, as individuals modify their bodies as exploration of their individual identities, the culture composed of these individuals begins to explore what it means to be human and what role the body plays in civilization. Tattooing is an act which is very much painful in some cases so why should someone get the tattooes even when they are so terrible. This is society‘s responsibility to set such standards for such unusual things so that every body can have clear mind about these weird things. Bibliography 1. Edward Westermarck, â€Å"The History of Human Marriage† Volume: 1. Macmillan. London. 1921 2. Alfred Metraux, Easter Island: A Stone-Age Civilization of the Pacific Oxford University Press, New York. 1957 3. Tattooing and Civilizing Processes: Body Modification as Self-Control Michael Atkinson Journal Title: The Canadian Review of Sociology and Anthropology. Volume: 41. Issue: 2. Publication Year: 2004 4. Tattooing, Gender and Social Stratifica

Benefits of Education for Society

Benefits of Education for Society Benefit of the education: Education a tool for progress Abstract This document shows us some educative system that change social status of the society and how the education is a perfect mechanism for finding the economic stability of a country. This research is based on fact of countries that had suffered key change using to the education how way for building a competitive civilization. Moreover, Finn educative system has been the best of the world without pressures to students. When they choose subjects, class schedules with the purpose of having brilliant students that supply their knowledge at the community. It decreased the levels of poverty in developing cities. So, this country focused in creating groups people working together for finding big profits on an environment complex. In addition, government have implemented extreme laws as free education since the first education years until university. In this nation, all is free including educative material, meal and transport producing big result as the first country in innovation. Besides, time moderns had put on evidence that the world continually modify different aspects as educational, economic and social.   It has seen the need of finding other solutions based in the creativity and the innovation that request to progress with the time. So, technology is the result of people who look for show their investigations through constant experiments. Nowadays, it serves as support material for creating an easy learning to students that allow them development their thought creative. Education: A tool for progress The educational systems influence in the student dynamics facilitating the learning with techniques that allow the development mental and psychological of the students. However, obsolete educational models is ending with the critical thought of the youth. Due to, classes are not interactive between professor and student or student and student getting a level low of learning in comparison of other countries. It connects the real world with the imaginary established possibilities for the progress where the only benefited has been the humanity. It has meant a halted society in the past without future. However, could new educational methods serves as a window to successful? Challenges of the human being are strategic approaches designs depending on the necessities that turn around of our environment. In other words, it means our world is created on base of people who has seen and thought of a way different. So, some countries adopt at the education as a form for the progress and create new policies on profit of the knowledge until get a stability economy of a country on development process. Then, it allow to develop scientist mind through experiments based experience accumulations that in an unexpected moment appearance and transformed our life. Therefore, we have to mention to the creativity and at the innovation as resources of development on a future closer. The Knowledge Builds Cities The researcher spirit is inside of each person like a faded diamond that only need to polish for having a shine. It means that the people since they are children need to have more attention and a correct education for developing a set of ideas in front of any event. It will allow them improving to generate big solutions in look for excellent. But, in the traditional educative systems, students go to the classes for staying in their seat and do not interact in the classes. At the result, that country stays in the past. The humanity requests changes constants on educative models and at the same time a dedication about effects produced on the youth. However, countries advance to big step that decrease its resources until cause damage irreversible. Here, the education is an important role because, it creates mechanics that help to eradicate problems with simple solutions based on idea rains according to a think way. Educative institutions are held to Government laws apply their form of leading a nation. In this situation, the new mechanics tend to lose their figure on the development model technologic and industrial. But, there are countries where the public sectors have their space. So as, Hancock (2011) explain that In 1963, the Finnish Parlia-ment made the bold decision to choose public education as its best shot at economic recovery. Finland recently has been the attention center at worldwide level on education because this country has the best educative system of the world. This change began 40 years ago when they used at the education as only possible of thriving on the economy. This program takes many time until on 2000 year was the first evaluation done by Programme for International Student Assessment (PISA) with a standardized test showing that Finland had the best readers of the world, on few time after they was the best in math. In 2009, PISA put to Nordic state on second place in science, in third place in reading and six place in math. So, they performed that education is the key of the successful. Due to, government post at the education as a mechanism for leaving of the poverty and compete worldwide. This system is success on two important aspects: Educative Model The education is free for all Finn with any economic levels receive the same knowledge and children begin school life at 7 years old. The primary education has a length of six years during this time, they have classes with the same professor each subject. They attend at the school few hours each student learns to think in the different educative levels are integrated in one only body. In other words, there is not a transition since initial education, school primary, college until university. Professor It is the career more difficult because the students must study hard for getting excellent grades. The major of students want to follow a teaching career because it has big prestige and is a respectable figure. Although, the professor salary is not high as others professions, it has huge petition in society. This carrier is enough demanding for the students but each university admits only 10% of the total of candidates. In addition, duration of this university career is five years, three years they study for a bachelor ´s degree and two years for a specialization obligatory on master. When students finish his teaching career, majority of graduate choose the childhood as the resource of knowledge on a society in building. In short, they consider that the childhood is starting point for future changes of their country. Also, children have curiosity for learning and know things that are around. All Finland people trust in the knowledge of their teachers and usually need them help about something that they do not know. Because, the community knows that students with excellent qualifications access to the teaching. Innovation and Creativity The innovation is the source of the wealth on setting of the creativity, a transition that breaks the traditional diagrams below the light of fresh ideas promoting  Ãƒâ€šÃ‚   the art of thinking.   So as, Robinson (2010) explain that In fact, creativity which I define as the process of having original ideas that have value more often than not comes about through the interaction of different disciplinary ways of seeing things. Then, the tactic discipline puts on evidence creation of a right behavior directed interchange of ideas between people. Occasionally, the scientists use simple ideas like hypothesis for arriving to a general idea (thesis) in middle of these two points exist innumerable experimental processes. So, there are great creations start with simple answer and follow a sequence logical of thoughts until get a purpose. For instance, the technology since its creation on the century XXI has united borders and has destroyed obstacles on the field social and on construction of new knowledge. Nowadays, the professors and students have benefit on the learning and the teaching through computational programs orient to create more invent in basing of invent created. However, it needs economic investment of local governments and contribution of private companies for an excellent educative level. That is to say, the better investment is in the education. In addition, some invents serve like experimental models for the next generation. It attracts attention of the students and possibility of creating a revolutionary idea. Creativity designs a path of chances on crisis times. Creative uses passion as the motor to develop an activity and involving the imagination in the prediction about something that will happen or happened. Humans are the only with capacity compose, create, invent, build cities and buildings. We live in an imaginary world where everything around us is the end product of an idea that someone had. So, if we put our neurons to work we are able to advance, progress, start our projects and face new challenges. Although, sometimes we have possibility of making mistakes, this not must be impediment because stumbling leads to a good idea. Therefore, we all have capacity to create and to imagine but we must learn to develop it in the same way that we learn to read. Senegal (2016) said that Technology is progressively replacing manual labour and pervading how we live and work. So, the creativity revolutionizes the learning and changing the social status of a generation that advances continuously using new methods on the education. Modern methodologies offer a variety of solutions with the building of investigation centers. It has gotten good profit and the quote of investigators for the modern world. In conclusion, this research have found important aspects that is changing the world since human beings use their physical abilities or intellectuals for creating something. However, some people is following old methods that do not allow developing a creative though with activities focused to future world. On the other hand, new study techniques propose radical changes in the behavior mental in front of challenges of a society that search getting an equilibrium social and economic. So, each epoch marks the end and the beginning of something new where creativity plays an important role in the advance or deterioration of a civilization. References Compton, A. (Direccià ³n). (2012). The Finland Phenomenon [Pelà ­cula]. Hancock, L. (- de 09 de 2011). Smithsonian.com. Obtenido de Smithsonian.com: http://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/ Ossola, A. (12 de 11 de 2014). The Atlantic. Obtenido de The Atlantic: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ Robinson, K. (2010). Ted Ideas Worth Spreading. Obtenido de Ted Ideas Worth Spreading: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en Segal, S. (20 de 5 de 2016). World Economic Forum. Obtenido de World Economic Forum: https://www.weforum.org/agenda/2016/05/a-case-for-disruption-in-latin-america-s-classrooms/

Political Repression of the Black Panther Party Essay -- essays resear

Charles E. Jones documents the overwhelming causes that brought an end to the Black Panther Party. He notes that the key reason which led to the demise of this black nationalists party as being political repression. If the reader is to thoroughly understand the message Jones is trying to convey, they must first understand what he means by repression. By repression Jones means government action which discriminates against a person and/or organization viewed as presenting a fundamental challenge to existing governmental policies. In this critique I plan to demonstrate how the misunderstood Black Panther party was systematically destroyed through the following covert techniques, Political repression, legal repression, and violent repression. Upon reading Jones' article the first form of repression the reader noticed is that of a political stance. Political repression is a three fold offense. One of the key attributes of political oppression is that it is subtle, sometimes even indictable. The federal government implemented techniques that were subtle, unnoticeable to the majority of ...

Spacecrafts :: Space Shuttle Outer Space Race

Spacecrafts The first spacecraft was launched into space on October 4th, 1957 by the Soviet Union. Since then, there have been many more spacecrafts launched into space. I want to find out where the idea for sending a spacecraft into space came from, what spacecrafts do for the average person in their day to day lives, why the space race so important to the U.S. and the USSR and the advancements it made in spacecraft technology, and what NASA and other space agencies are planning to do with spacecrafts in the future. I have always had an interest in this subject and want to find out more about it. In 1903, Konstantin Tsiolkovsky proved mathematically that it was possible to launch a spacecraft into space using liquid fuels. After that, many people began working on ways to accomplish what Tsiolkovsky proved mathematically. Twelve years later, in 1915, Robert Goddard established that it was possible to send a rocket to the moon. In 1926, Goddard took a big step by launching the first liquid-fuel rocket. The Soviets took the first huge step in space by launching the first satellite, Sputnik 1 into space in 1957. The Soviets also took the next big step in space by putting the first human in space, Yuri Gagarin on April 12, 1961. On July 20, 1969, Neil Armstrong became the first human to step onto the moon. Since then, there have been many launches and missions into space. Ever since Tsiolkovsky proved it was possible to launch a spacecraft into space, people worked very hard to make that a reality. Although Tsiolkovsky did not come up with the idea to send a spacecraft into space, he did prove it was possible and got the ball rolling in sending a rocket into space. Spacecrafts do a lot of things for many people who do not even realize that they are using spacecraft technology to do what they are doing. When you watch the news in the morning to get the weather for the day, a satellite was used to observe weather patterns around the globe to provide the information you are viewing on the television. Any time you use your cell phone, you are using a satellite to connect to the person on the other line. Many people have satellite television rather than cable, which transfers information from a satellite to your television. Spacecrafts :: Space Shuttle Outer Space Race Spacecrafts The first spacecraft was launched into space on October 4th, 1957 by the Soviet Union. Since then, there have been many more spacecrafts launched into space. I want to find out where the idea for sending a spacecraft into space came from, what spacecrafts do for the average person in their day to day lives, why the space race so important to the U.S. and the USSR and the advancements it made in spacecraft technology, and what NASA and other space agencies are planning to do with spacecrafts in the future. I have always had an interest in this subject and want to find out more about it. In 1903, Konstantin Tsiolkovsky proved mathematically that it was possible to launch a spacecraft into space using liquid fuels. After that, many people began working on ways to accomplish what Tsiolkovsky proved mathematically. Twelve years later, in 1915, Robert Goddard established that it was possible to send a rocket to the moon. In 1926, Goddard took a big step by launching the first liquid-fuel rocket. The Soviets took the first huge step in space by launching the first satellite, Sputnik 1 into space in 1957. The Soviets also took the next big step in space by putting the first human in space, Yuri Gagarin on April 12, 1961. On July 20, 1969, Neil Armstrong became the first human to step onto the moon. Since then, there have been many launches and missions into space. Ever since Tsiolkovsky proved it was possible to launch a spacecraft into space, people worked very hard to make that a reality. Although Tsiolkovsky did not come up with the idea to send a spacecraft into space, he did prove it was possible and got the ball rolling in sending a rocket into space. Spacecrafts do a lot of things for many people who do not even realize that they are using spacecraft technology to do what they are doing. When you watch the news in the morning to get the weather for the day, a satellite was used to observe weather patterns around the globe to provide the information you are viewing on the television. Any time you use your cell phone, you are using a satellite to connect to the person on the other line. Many people have satellite television rather than cable, which transfers information from a satellite to your television.

Focalization in Richard Wrights :: essays research papers fc

Focalization in Richard Wrights Bright and Morning Star 1. Introduction 3 2. Narration 4 3. Focalization 5 - 6 4. Conclusion 6 5. Bibliography 7 1. Introduction The presentation of events in narratology differs greatly with the purpose of the text. Certain events would seem less authentic if they were to be presented in a third-person narrative, other events just can’t be described objectively within a first-person narrative. Sometimes the events call for a non-involved description but on the other hand are too personal not to include thoughts and views of the character. In this case a different perspective is needed to view the events, not to describe them. For analytical purposes one can assume that the different aspects on narration are chosen for reason by the`implied author ´, a substitute agent which is "the governing consciousness of the work as a whole." (Shlomith Rimmon-Kenan, Narrative Fiction Contemporary Poetics, London / New York, 1983). This agent therefore presents the events through the mediation of a certain perspective, the focalizer, and verbalizes them through a different agent, the narrator. The analys is of both narrator and focalizer can give further insights into the purpose of a story and can help to overcome hermeneutical differences in the interpretation. I will begin my narratological analysis of Richard Wrights Bright and Morning Star with the aspect of the narrator and his role and purpose in the interpretation. Since the aspect of narration is not my main topic I will keep the analysis short and in direct relation to the focalizer. I will then concentrate on the aspect of focalization and the different levels of pervasion of the focalized. The degree to which the lead character is focalized can be directly related to aspects of interpretation and certain linguistic features which I will specify. I will then conclude my analysis by showing that the described aspects serve to evoke a certain perspective and atmosphere and are therefore useful for contextual interpretation. 2. Narration In Richard Wrights Bright and Morning Star the events are mediated through a third-person narrator who describes events past to him. Using the terminology of Rimmon-Kenan the narrating agent can be classified as an ulterior extra-diegetic, heterodiegetic narrator. The first aspect defining the narrator is the relationship between narration and story, the time when the story is being narrated. The most frequent form is the narration of events after they happened, the ulterior narration, as in Bright and Morning Star. The use of the past tense is the most prominent indication of an ulterior narration.

Letter to Shakespeare Essay

Having studied the play, â€Å"Macbeth†, imagine that letters can be sent to the past and that Shakespeare is living in retirement at Newplace, Stratford-Upon-Avon, Warwickshire, England. You decide to write him a letter telling him about the success of his play, â€Å"Macbeth†, in the 21st century and this play is still being read and performed and filmed. Dear William Shakespeare, I am writing to you from the 21st century as we have developed a new way which allows us to write letters to people in the past. I am very glad to tell you that your play, â€Å"Macbeth†, has become very successful. People admire what you have done in Macbeth. Macbeth is very relevant today for example we have women like Lady Macbeth, as well as men plotting evil crimes. Macbeth has something we call timeless themes, timeless themes are things that are written about in the past but still occur in every day life and are relevant to people now. The people of the 21st century are very fond of the characters you put into Macbeth. They like how Macbeth changed from a noble character to an evil villain. The thoughts that go through his mind interest them a lot. The way Macbeth’s conscience takes a hold of him and grows to be a hurdle as he progresses through the play. The social and cultural attitudes of people of my time have changed vastly. People in the Elizabethan time respected and feared the monarchy for example in act 5; scene 7, Macbeth’s soldiers were fighting not because they loved him but because they were afraid that he might kill them. The monarchy also had all the power. I am not saying that everyone does not respect the monarchy but the majority of people do not. The people of our time are not scared of the monarchy now either as the people have realised that the parliament have the most power now. The monarchy is more of an iconic figure that shows the heritage of Britain and has a less important role in the running of the country. Macbeth emphasised witchcraft in numerous ways but the thrill for witchcraft has died down in our time. Witchcraft was very popular in your time. Witches were seen as evil creatures e.g. Banquo says â€Å"The earth hath bubbles, as the water has, and these are of them†¦Ã¢â‚¬  This shows that Banquo does not trust the witches and as the general public would think in your time Banquo classes the witches as rare and evil. Most people now do not believe in witchcraft but are still intrested when they read about it in your play. I was intrigued by the witches in the first scene when they started chanting because it grabbed my attention and got the play to a great start. People are now going to the cinema more than they go to the theatre as the theatre is seen as old fashioned now. However you will be pleased to know that you movie is being broadcasted on TV and cinema too. As I said before, your play uses something we call timeless themes. People of our time still enjoy reading all your plays. They love the humour of Midsummer Night’s Dream and cannot get enough of the romance of Romeo and Juliet. They enjoy these plays as they have incidents which are still relevant to us know. Personally I think the reason Macbeth is so popular is because of its successful structure. The structure is simple but very effective. I have realised that you introduced the witches in the first scene to grab the readers’ attention and to keep them interested through the whole play. The witches at the end of the scene say, â€Å"Fare is foul and foul is fare, hover through the fog and the filthy air†¦Ã¢â‚¬  I think you put this bit in to confuse the people watching and make them think about what has been said and keeps the audience’s attention through the rest of the play. Act 3 Scene 5 is the next big scene where the witches get a lot to say. In that scene you have made the witches talk about Macbeth once more. This shows that the witches are intrigued by Macbeth, â€Å"†¦to trade and traffic with Macbeth†¦Ã¢â‚¬  The witches have mixed feelings about what they have done to Macbeth. The witches conversation about Macbeth makes the audience think about what the witches plan on doing next. I was interested and got into the play most when you created dramatic irony in the play for example when the audience knew Macbeth was plotting to kill Banquo. However he was being very nice to Banquo and Banquo had no idea he was walking into a trap. â€Å"Here’s our chief guest† Macbeth said as he talked to Banquo and Lady Macbeth, although he was actually plotting to kill him. You also added in soliloquies into the structure, mainly Macbeth’s. The soliloquies focused on a fight between Macbeth’s guilt and Macbeths ambition, â€Å"Our fears in Banquo stick deep, and in his royalty of nature reigns that which could be feared†¦Ã¢â‚¬  In almost all of the cases Macbeth’s ambition came ahead of the guilt he had. You had put in some very strange characters but managed to fit them in magnificently well. People in your time must have been amazed to see a woman (Lady Macbeth) committing a crime. However, in the 21st century we have women committing crimes almost as frequently as men. Lady Macbeth in your time was unique as she was a villain. It fascinated people then and even though women committing crimes is not rare it still fascinates us now. Witches were very popular in your culture, I understand that King James even wrote a book about them called Demonologie! The witches that intrigued people on your time still have an impact on us even thought it is not the main talking point in our culture. The character of Macbeth is really complicated. His character is what we call a tragic hero. Macbeth was introduced as a brave fighter which really caught the eye of the audience, â€Å"Hail, brave friend†¦Ã¢â‚¬  The evil of the witches changed him completely into a criminal. His ambition to be the king was his downfall and that really shocked the audience. Who would have thought that ambition was a bad thing? The ambition came from the witches’ prophecies which portray them as evil once more. The witches talk in rhyming couplets. The language you used was amazing. You had to describe the surroundings using only speech for example â€Å"How goes the night boy†¦Ã¢â‚¬  It worked very well and it shows that you do not need props to describe the surroundings. I have realised that you have used a lot of imagery in your play as well in the form of similes and metaphors, â€Å"like a rat without a tail† It is very effective and adds something new to the plain language in a normal conversation. The Duncan murder scene which you left out was a good decision. I believe that you did not have props to show the murder and also that you thought it would have been disrespectful to the monarchy if you put the scene in. However, people have been making new versions of your play with Duncan’s murder added into it. A man called Roman Polanski made a version of Macbeth with scenes added into it. In Act 2 Scene 1 Polanki puts in different camera angles to portray what certain characters are doing at the time. The castle is full of stair cases and long corridors. When the dagger appears there is strange music going on in the background suggesting Macbeth is going to do the unnatural by killing Duncan. In the same act he also uses a lot of silence to create tension and suspense. He puts a close up on Lady Macbeth to show that she’s trying to keep out of sight from Banquo and Fleance. Polanski uses a great technique to show who is hiding or not. He puts the characters in dark light to show they are not prepared to show their face. Polanski adds extra bits in Scene 1 and Scene 2 of Act 2. He added these bits as it would be easier for the viewer to make sense of the whole play. When Macbeth approaches Duncan’s room, you notice white light coming from it which is to show that he is innocent. As Macbeth gets closer to the room the light begins to flicker showing that Duncan is in trouble. Polanski shows Duncan’s murder in a gruesome manner. Duncan’s death is emphasised by his crown falling to the ground, thus showing that the King is no more. In conclusion as I have mentioned before, your play is very successful. My favourite character is Banquo. I like him as you have portrayed him as an innocent and a noble man. I feel that he is one of the few innocent people all the way through the play because the other characters are changed by evil around them. I loved the moment when Banquo’s ghost came back to haunt Macbeth as it seemed very unnatural. In that moment people at the banquet, including his wife, see Macbeth as cowardly and insane. This was in contrast to the impression people had before when they thought of him as a brave, fearless and noble soldier. Overall the popularity of your play has not died down over the years and your play has been transformed into movies and TV programmes with great success.

Penalties for success: Reactions to women who succeed at male gender-typed tasks Essay

Women are subjected to gender-biased evaluations with their performance on male gender-typed tasks often devalued and their competence denied. This result from the inconsistency between stereotypic perceptions of what women is like and the qualities thought necessary to perform a typically male job. The main idea of this article is to demonstrate this phenomenon, to provide insight into why and under what conditions it is likely to occur, and to examine its consequences for how women are evaluated and rewarded in work settings. Key to their argument is the dual nature of gender stereotypes that not only denote differences in how women and men actually are but also denote norms about behaviours that are suitable for each about how women and men should be. Thus behaviours are positively valued for men and typically prohibited for women. Gender stereotypes and the self-fulfilling expectations that they produce prompt bias in evaluations of women. When a woman is acknowledged to have been successful at performing male gender-typed work, her motivation in achievement situations are inhibited by her fear of disapproval for not being feminine. Or there are penalties for women who violate gender-stereotypic prescriptions by being successful are apt to take the form of social censure and personally directed negativity. It states that success can be costly for women in terms of social approval. Competent women for example as compared with competent men have been depicted as cold and undesirable as fellow group and also as severely wanting interpersonally (e.g. bitter, selfish, devious). In their first study, they sought to demonstrate the reactions to women and men on a male gender-typed job when performance on that job was clearly successful rather than ambiguous with regard to performance outcome. They predicted 2 hypothesis:1)In a male gender-typed job, women will be rated as less competent and less achievement oriented than men when information about performance outcome is ambiguous but not when success is clear. 2)In a male gender-typed job, women will be rated as less likable and more interpersonally hostile than men when information about their success is  clear but not when the performance outcome is ambiguousThe result of this study supported those hypotheses. Women were viewed as less competent and characterized as less achievement oriented than men only when there was ambiguity about how successful they had been; when the womens success was made explicit there were no discernible differences in these characterizations. However, when success was made explicit, there was differentiation between women and men in how they were viewed interpersonally hostile. In the second study, the subjects reviewed and evaluated men and women who were all highly successful, but at jobs of different gender types. They expected the following:1)Successful women as compared with successful men will be rated as less likable and more interpersonally hostile when the job is male in gender type but not when it is female or neutral in gender type. The study provided strong support for the hypotheses. So negative reactions to successful women occurred only when the job was male in gender type, but not when it was female or neutral in gender type. Same negative ratings were directed at successful men occupying female gender-typed jobs. But the findings suggest that the failure to act in accordance with gender-stereotypic norms does not uniquely produce social disapproval for men, if it does not the same then for women. The study 3 was focus on the effect of being disliked on how individuals are evaluated and on the types of recommendations made about how they should be treated in work settings. The premise behind this study was that people who are disliked are at a serious disadvantage when evaluations are made and rewards distributed. 1)Information about likability will have a significant effect on overall evaluations and reward recommendations made about both male and female employees regardless of how competent they are. These results suggest that being disliked can have detrimental effects in work settings. The fact that an unlikable individual has a worthy of salary  increase or promotions was found to be true, regardless of whether the individual is a man or woman. There are many things that lead an individual to be disliked but it is only women, not men, for whom a unique propensity toward dislike is created by success in a nontraditional work situation. That is meaning that success can create an additional impediment to womens upward mobility when they have done all the right things to move ahead in their careers. General discussion on this experiment:Success in traditionally male domains can have deleterious consequences for women. They are less liked and more personally derogated as compared with equivalently successful menNegative feelings about successful women can have serious consequences: affect on evaluations, recommended organizational rewards, including salary and special job opportunitiesWomens success would prompt disapproval only in situations in which the success signalled deviation from behaviour deemed appropriate for them (penalties for success only when the job was a male gender-typed)In none of the three studies, female subjects react differently to the stimulus targets than did male subjectsFinally, success in nontraditional areas is double-edged for women. The price is social rejection taking the form of both dislike and personal derogation, and appears to have definite consequences for evaluation and recommendations about reward allocation. Terms like bitch, ice queen, iron maiden, and dragon lady are invoked to describe women who have successfully climbed the organizational ladder. That provide some insight into why despite their success, high-powered women often tend not to advance to the very top levels of organizations.

Early Education Program Essay

The best way to set up an early childhood program is to provide visual stimulating environments combined with spaces children can call their own. The best way I can set up an infant/Toddler classroom with everything I learned thus far would be to use a few simply approaches and theories in our school setting. Each class has a daily schedule that is posted and followed. The class schedule starts from 6:00 am-6:00 pm. The routine must include diaper changes/potty training every hour. Our children must have outdoor time twice a day (weather permitting) and bottled feeding of infants are on demand while our toddlers eat three meals a day starting at 8:30, 11:30, and 2:30. Along with this schedule, the staff create open centers and teach creative curriculum even as young as six weeks in our program. Infants/toddlers are always learning and absorbing their surroundings. We as staff are their first teachers in life. They are natural copycats. I choose this age group of infant/toddlers because I believe this is a very important stage in a child’s life. Infants/toddlers learn by watching what we do no matter if it’s a positive action or a negative one. They will copy us its just what they do. So being mindful of how we talk and move and our tone really sets the mood for their learning. In my infant/toddler program, there are many things I would like to see happen and the way I would approach it is by teaching my staff how to apply The Creative Curriculum approach. This is a comprehensive early childhood educational system that emphasizes a practical, easy to understand approach to working with children. It promotes the use of interest areas as a way of providing experiences that promote cognitive, social, and physical and language development. (Teaching strategies gold). I would use this method by setting up everything in the class at eye level. The children need to be able to see and touch everything. Sensory is very important at this age and allowing the infants access to their surroundings helps build their social emotional and physical needs. Children learn through play and every day life experiences and creative curriculum allows me the ability to let them play and learn at the same time. Our teachers will set up their classroom in areas that allow for science, math, literacy, music, art, and dramatic play. Friedrich Froebel is a huge part of education, he saw children as having an innate desire to learn, and he believed that children needed to be active in their own learning and Respect with which the individuality and ability of each child should be treated; â€Å"the importance of creating a happy, harmonious environment in which he or she can grow; and the value of self-activity and play as a foundation on which the integrated development of the whole person can be built. † (Friedrich Froebel 1782-1852). I choose this approach because it relates to the type of classrooms I envision in our program because Froebel stated, â€Å"Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul. † He also believed that children were like flowers because they varied and needed care, alone they are beautiful but together they are glorious. I have learned in my career that infants/toddlers are all unique and learn at different paces and levels. Froebel’s teachings used things like free play, games, songs, stories, and crafts to stimulate imagination while developing physical and motor skills. Creative curriculum is all about gross motor and fine motor skills as well. Both of these tie so well into each other that it makes for excellent observations when shadowing the child. There are a lot of ways we can teach our infant/Toddlers cognitive, social- emotional, and physical development skills, even at this early age. By having centers set up around our classrooms that allow our staff to teach them these tools is easy to execute. Our children learn these things through creative curriculum in our program. For example Math! Singing a simple song such as â€Å"This little piggy† Wiggle your toes! Twirl your fingers! Reciting favorite nursery rhymes is an engaging way for your child to learn to count. â€Å"Turning your favorite nursery rhymes into counting games for kids is an engaging way for your child to learn to count and begin understanding one-to-one correspondence. † (PBS. ORG) My staff can sing these kinds of songs during diaper changes or while laying/sitting on the floor. And example of how this activity would be done is the following: Recite to your child the classic nursery rhyme â€Å"This Little Piggy Went to Market. † As you say each line, softly squeeze one of your child’s fingers or toes and say a number in sequence from 1 to 5: This little piggy went to market. (Softly squeeze a thumb or big toe and say, â€Å"That’s one! †) This little piggy stayed home. (Softly squeeze a second finger or toe and say, â€Å"That’s two! †) This little piggy had roast beef (or tofu or ice cream). (Softly squeeze a third finger or toe and say, â€Å"That’s three! †) This little piggy had none. (Softly squeeze a fourth finger or toe and say, â€Å"That’s four! †) This little piggy cried â€Å"Wee-wee-wee! † all the way home. (Softly squeeze a pinkie finger or toe and say, â€Å"That’s five! †) Reading is very crucial at this age so it should be a daily part of our curriculum. Examples to implement this would be Recite nursery rhymes and sing songs to your younger infants in the classroom. Early infancy is a good time to begin reciting and singing rhyming songs. Studies have shown that nursery Rhymes calm and soothe babies and believe it or not theses are the first stories they will begin to learn and memorize. Around baby’s first birthday, my teachers should establish a regular reading routine. At this age, many babies will enjoy looking at a specific book that has been read over and over, the lead teacher will choose to implement this book in his/her circle time. Teachers can let the child sit in their lap and touch the book and turn the pages. Teachers can point out objects and really let them connect with what’s on the page. Science is learned primarily through sensory exploration of the world. Explores objects in many different ways (e. g. , shaking, banging, throwing, dropping). Repeats an action to make it happen again, experiencing cause and effect (e. g. , dropping items off highchair tray). All of these examples allow our infant/toddlers to explore and learn at their own pace. According to the NAEYC standards its our job as teachers and Administrators is to promote a healthy environment for our children that respectful, supportive, and challenging to them. NAEYC also states that family and community support is huge part of their educational future, I have parent volunteer forms that allow my parents to come in a read to our toddlers during circle time. I encourage them to come and join the crafts we do as well as start communication logs. This is the foundation and core of what early Ed. Is all about. Another standard our program met is doing weekly observations on the infant/toddlers to see where they are. My observations are done in each area to give me and my staff a  better idea of where the child is at and what things we need to do to help if the child is lacking in any area. An example of this would be if a teacher has an infant that reaches out for him/her as soon as he/she sees them and starts smiling. This is a social/emotional observation because the infant is showing recognition of who they are and making a connection with them. Infants that cry and then suck their thumbs to self soothe is showing cognitive observations by taking care of ones needs. This infant has figured out how to meet her needs by self-soothing. These are areas we must be trained in to observe and document according to NAYEC standards. Another standard is standard five building meaningful curriculum. â€Å"Candidates prepared in early childhood degree programs a) use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They b) know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates c) use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. (NAYEC)An example of this is the lesson plan listed below to show how our teachers implement this in the Toddler classroom. The role we as administrator’s play is very different from the teachers because it is our job to make sure our school runs smoothly. As the director I over see the day-to-day routines in the classrooms. I help my teachers with lesson plans by approving them or teaching them what things they need to add or find appropriate activities for the children. With our school be accredited by NAYEC. I make sure we follow all curriculum based guidelines within that. I send all my teachers to training to give them the tools to be able to apply creative curriculum and I am here to make sure all policies and procedures are being followed to ensure we are living up to our philosophy, vision, and mission statements. Our program believes in parent and community involvement we promote that by inviting them into their child’s classroom, we stand by our vision of providing our teachers with the best trainings and educational support possible. Lastly our Philosophy Children learn through play and need to be able to have the freedom to thrive and learn from one another. No two children are the same so their learning process should not be the same! When you know better you do better! We believe in allowing our children to take part in what they learn and how they learn. You need to excite an interest to learn within a child instead of making it a chore. (Week 1, dis 1) REFERENCES Thoman, E. , & Browder, S. (1995, January 1). Infant/Toddler Caregiving A Guide to Cognitive Development and Learning. Infant/Toddler Caregiving: A Guide to Cognitive Development and Learning. Retrieved June 11, 2014, from http://clas. uiuc. edu/fulltext/cl03256/cl03256. html http://www. pbs. org/parents/education/math/activities/baby-toddler/ http://teachingstrategies. com/ http://www. naeyc. org/ http://www. pgpedia. com/f/friedrich-froebel Gadzikowski, A. (2013). Administration of early childhood education programs. San Diego, CA: Bridgepoint Education, Inc.