Essay on We Need Same-sex Marriage Now - 1352 Words

We Need Same-sex Marriage Now Known to some people as a lifetime commitment of devotion, to others a promise to reside with a stranger, and even to some people as a union arranged by their parents, marriage is a widely varying ritual practiced all over the world. In the United States, marriage is a freedom of choice and an act of love, supported with benefits and privileges from the government. It has traditionally been the union of a woman and a man, made with the expectation of permanence and the aim of producing and raising offspring. Tradition, however, is beginning to change. The divorce rate is growing, there is an increase of step-families and single-parent families, and more and more couples are opting not to have children.†¦show more content†¦I dont know one American who would willingly surrender any of these rights ² (p. 45). Instead of legalizing homosexual marriage, many people are advocating a compromise -- the domestic partnership. Basically, a domestic partnership is a publicly recognized consent between heterosexual or homosexual couples to share the cost of living expenses. The consent also serves as a symbolic commitment to monogamy for many gays. However, many people qualify for the domestic partnership status under its vague specifications.  ³What constitutes a domestic partner? ² questions Brent Hartinger.  ³Could roommates qualify? A woman and her live-in maid? It could take an array of judicial decision making to find out ² (p. 57). This separate but equal attempt is, in truth, not at all an equal alternative to marriage. It is an agreement proposed by some cities to provide their unmarried municipal workers with bereavement leave and other benefits. However, the benefits offered are only a small part of the privileges entitled to married couples, and are available to only a small number of gay and lesbian couples in several cities. Furthermore, not only does a domestic partnership deny homosexual couples many rights, it is a statement that gay relationships are sub-normal, which is discriminatory. The widespread belief that homosexuality is Å’wrong causes many gays to live lives filled with alienation and separation from society. Often, these emotions arise whenShow MoreRelatedMarriage Law : The Legal Union Of A Couple As Spouses1642 Words   |  7 PagesMarriage is defined as the legal union of a couple as spouses. The elements of marriage include: (1) the parties legal ability to marry each other, (2) mutual consent of the parties and (3) a marriage contract as required by law. (Legal Information Institute, 2014, n.d.). In the United States, marriage law is regulated by the individual state. Standards such as age, residency, relation, mental capacity, and gender are requirements regulated on a state-by-state basis. Until recent changes, the DefenseRead MoreSame Sex Marriage Should Be Legal1288 Words   |  6 Pages Marriage is not precisely the same as it used to be interpreted. For example, women used to be their husband’s property. Sometimes the women were forced to marry whoever their parents wanted them to marry and most of the time they couldn’t leave the marriage. Nowadays women have more freedom. They can vote, they can run their own business, and they can marry whichever man they want to. The laws change as the people’s mind change. As they get more comfortable with the idea, they become more openRead MoreGay Marriage Should Be Banned874 Words   |  4 Pagesgay rights or same sex marriage should be banned or that it’s wrong under their religions. With that there are many factors that contradict against gay rights, such as religion, child adoption, and divorce just to name a few. Roger Severino, a graduate from Harvard Law School, and has a master in public policy claims the negative collusions that are against gay rights (924). Severino tells us that gay marriage conflicts with religious beliefs because it ruins the traditional marriage between a manRead MoreThe Issue Of Same Sex Marriage1068 Words   |  5 Pagesstates allow same sex-marriage, many christians oppose and support it. It is the assumption that christians oppose same-sex marriage . Not all christians oppose same-sex marriage, many support it. The Bible has different forms of marriage. The inaugural version was Adam and Eve. There was polygamy, with or without concubines. The Moses version allowed divorce. Jesus then criticised the divorce process while encouraging a quality of relationship version. And then the kingdom of God makes marriage redundantRead MoreGeorge Chauncey, Why Marriage?1245 Words   |  5 PagesGeorge Chauncey, Why Marriage?: The History Shaping Today s Debate over Gay Equality, 2004 Nisha Chittal, Judges Chip Away at Florida Gay Marriage Ban, msnbc.com, July 26, 2014 Jeffrey M. Jones, Same-Sex Marriage Support Solidifies Above 50% in U.S., Gallup.com, May 13, 2013 Stonewall Rebellion, www.nytimes.com, Apr. 10, 2009 Goldberg, Carey (February 10, 2000). Vermont Panel Shies From Gay Marriage. New York Times. Retrieved July 13, 2013. https://www.isidewith.com/poll/965633 Read MoreSame Sex Difference Of Attitude963 Words   |  4 PagesSame Sex Difference of Attitude In the new age of same sex marriage and more people being part of the LBGT (lesbian, gay, bisexual, and transgender) community, society has become more accepting of same sex couples in some ways and not in others. Recent events such as marriage, health benefits, television programs, raising children and even the presidential campaign has been changed based on the acknowledgement of same sex couples. The attitude of the population is controversial, some people are forRead MoreSame Sex Marriage Should Not Be Legalized1617 Words   |  7 Pagesimportant influences, marriage was considered to be between man and woman holding a physical and spiritual bond between each other, not between man and man and woman and woman. Some may see marriage as between two people of the same gender, or what is known as same-sex marriage. This form of marriage became popular in the U.S. during the 1960’s and 1970’s due to the urge of legalization coming from many American citizens at the time . (â€Å"The Long Road to Marriage Equality†) Same-sex marriage became state-legalRead MoreNegative Effects Of Same Sex Marriage875 Words   |  4 PagesNegative Effects of Same-Sex Marriage Introduction In the past 50 years, the American family has undergone immense changes. In the past, families remained extremely conservative and traditional families, upholding the ideal of marriage, which remained between a man and a woman. Recently, with the passing of Obergefell v. Hodges, same-sex marriage is now legal in the United States. Consequently, the idea of marriage has been redefined, and, as a result, the new legislature will now have significant effectsRead MoreGay Marriage Should Be Legal1691 Words   |  7 PagesIn discussions of gay marriage one controversial issue has been whether or not it should be legalized. On the one hand, some people argue that gay marriage should not be accepted in our society. On the other hand, some people believe that gay marriage should be legalized. Others even maintain that gay marriage is not a problem, and we should respect the preferences of everyone. My personal view is that gay marriage is not a big issue because we are in a free country, wh ere everyone has to respectRead MorePersuasive Essay On Same Sex Marriage776 Words   |  4 Pages The issue of same sex marriage is an arguement that everyone has heard before. Some states, like California, argue incessantly about it; they pass and repeal the same few bills and laws dozens of times before anything gets done. In other countries, Canada for example, it is legal universally. Not allowing same sex marriage is a violation of constitutional law (Gannon). The constitution says that we all have equal rights, yet part of the population isn’t allowed to marry the people they love

Ilm Leadership - 859 Words

Title: Assessing your own leadership capability and performance (M5.29) 5 6 Assessment criteria (the learner can) 1.1 Review the prevailing leadership styles in the organisation Assess the impact of the prevailing leadership styles on the organisation’s values and performance Level: Credit value: Learning outcomes (the learner will) 1 Understand leadership styles within an organisation 1.2 2 Be able to review effectiveness of own leadership capability and performance in meeting organisational values and goals 2.1 Assess own ability to apply different leadership styles in a range of situations Assess own ability to communicate the organisation’s values and goals to staff in own area Assess own ability to motivate†¦show more content†¦d different leadership styles, such as: the trait approach to leadership the behavioural school (McGregor, Blake and Mouton) the contingency or situational school (Fielder, Hersey-Blanchard, Tannenbaum and Schmidt, Adair) leaders and followers (Servant Leadership, Team Leadership, Transactional and Transformational) dispersed leadership The key responsibilities of the leadership role in terms of: taking responsibility contributing to overall vision and goals setting and providing guidance on values setting direction for significant programmes or projects stimulating innovation and enterprise anticipating, planning for and leading change overcoming obstacles delegating setting objectives for teams and individuals communicating and motivating support ing and developing programmes, projects, teams and individuals modelling appropriate behaviour representing the team and feeding back its experiences and views protecting the team and its members Assessing the impact of different leadership styles Organisational values and acceptable standards of behaviour in the organisation Organisational values and organisational purpose, vision and mission Management Standards Centre (MSC) Business Management Institute of Leadership Management Private 01/01/2008 15 †¢ †¢ †¢ †¢ 2 †¢ †¢ †¢ Theories and principles of delegating responsibility and empowering others The critical importance of the leader gaining the motivation and commitment of others Critiques of the main theoriesShow MoreRelatedIlm Understanding Leadership Essay3166 Words   |  13 PagesUnderstanding Leadership Styles There are a number of factors that will influence the style of leadership a leader may choose, such as: The working environment, The task or project that is being tackled, The staff themselves and their preferred style of working, along with their personal traits and qualities How do you determine what is an appropriate style? Any leader uses a range of different styles at different times during the course of a single day. Decisions have to be made and it mayRead MoreILM L3 8600 308 Understanding Leadership1604 Words   |  7 PagesILM Level 3 Unit 8600-308 Understanding Leadership Assignment 1. Understand leadership styles 1.1 Describe the factors that will influence the choice of leadership styles or behaviours in workplace situations All situations are different and a leadership style applied in one situation will not always work in another. A leader must use judgement to decide the most appropriate style needed for each situation. The ‘Situational Approach’ to leadership identifies four leadership styles which are; Read MoreEssay about ILM Leadership and management4055 Words   |  17 Pages Name: Date: ILM Level 3 Award in Leadership and Management Assignment 8600-339: Understanding good practice in workplace coaching 1. Understand the context for effective workplace coaching 1.1 Describe and define the purpose of the workplace coaching? There are a number of definitions to what coaching is; I feel that I can personally relate to the following definition: Reference: Coaching for Performance:Read MoreIntroduction to Leadership4381 Words   |  18 Pages[pic] COURSE HANDBOOK ILM LEVEL 3 AWARD IN FIRST LINE MANAGEMENT ILM LEVEL 3 AWARD IN FIRST LINE MANAGEMENT Welcome to the ILM Level 3 Award in First Line Management. The ILM level 3 Award has been specifically designed to give practicing or aspiring managers a solid foundation in their formal development for this role. Benefits of the ILM Level 3 Award in First Line Management ILM qualifications bring about practical benefits to you and your organisation becauseRead MoreLeadership and Management Essay2750 Words   |  11 PagesILM Level 3 Award in Leadership and Management: |Centre Number: |R31609 | |Centre Name: |Leeds Metropolitan Institute of Leadership and Management (ILM) Centre | |Student Name: |Alexandra Hunt Read Moreilm level 3 Essay1509 Words   |  7 Pagesï » ¿ ILM Level 3 Certificate in Leadership and Management Name: Unit Code: 8600-308 Unit Title: UNDERSTANDING LEADership AC 1.1 Describe the factors that will influence the choice of leadership styles or behaviours in the work place AC 1.1 Autocratic Leader Autocratic leadership, also known as authoritarian leadership is a leadership style characterized by individual control over all decisions and little inputRead MoreGender Is A Better Manager?1447 Words   |  6 Pagescapabilities in the workplace. One of the characteristics that differentiate men and women as manager would be Ambition. From the outset, men seem to have more clarity into the direction that they wish to proceed. From the report by the Institute of Leadership and Management on Ambition and Gender at Work, they have found that 52% of men had a clear ambition to work in a role. Similarly, only 45% of the female managers had this trait. Men also have a higher expectation in furthering their career in aRead MoreUnderstanding Leadership Styles : The University Of The Arts London1876 Words   |  8 PagesAssignment 308: Understanding Leadership Understanding leadership styles The University of the Arts London is a culturally rich and diverse workplace. This diversity has an impact on the choice of leadership styles and behaviours a manager should adopt in the workplace but there are also other factors that come into play. Leadership in general is about influencing, motivating and inspiring people. It is about coaching, mentoring and developing people, treating them with respect but challengingRead MoreKey Teamwork and Leadership Theories Essay1984 Words   |  8 Pagesto a great extent by a leader, leadership styles and how effective their leadership is. Northouse (2012) defines leadership as â€Å"a process whereby an individual influences a group of individuals to achieve a common goal.†. Leadership is a crucial element in teamwork; some argue a team essentially relies on motivation and guidance from their leader. Managers generally adopt a leadership style and implement it in their work and within their team. Examples of leadership styles are: authoritarian, democraticRead MoreUnit 522 becoming an effective leader a7806 Words   |  32 PagesTask for Unit one - Becoming an Effective Leader Learner name: Section 1: Understand own ability to fulfil key responsibilities of the leadership role. An evaluation of my own ability to use a range of leadership styles, in different situations and with different types of people, to fulfil the leadership role. There are in essence, four core leadership theory groups [1], which are: Trait theories, Behavioural theories, Contingency theories and Power and influence theories. I strongly believe that

My Imaginary Story Free Essays

Dark, angry clouds smothered the silver moon from witnessing anything below; it’s betraying illumination concealed. Heaven cried tonight. Its vast, seemingly empty canvas stretched beyond limits gently fluffed with a smattering of low level flat dull clouds. We will write a custom essay sample on My Imaginary Story or any similar topic only for you Order Now Their harsh gray smothering the silver lining and obstructing portions of the endless abyss. A vivid shock of white tore through the inky highlighting a city of infinite beauty-the untamed power reverberating too late to warn. The city grew quiet besides the occasional sobs of the wind. It was a perfect night for a murder. She shivered, quickly drenched by the cold tears. No one knows her name besides the tombstone resting in a little city no one has heard of; the cemetery and its dead also forgotten. The epitaph of nothing significant or even worth remembering slowly appeared under the drumming of water droplets as the dust and dirt crusted on beated away. It was just like the night she died. The cemetery has been emptied for years now, but a small anemone rested by tonight wasting away under the dreadful, heavy tears of Heaven. Its core rippled with a deep black; the fresh petals still white even as it submerged into the earth with the pounding of the rain. She picked it up hoping to smell its lingering scent. The storm rumbled on. Heavy, dense dark clouds pushed through still blocking the only silver chasm–a compliment to the divine scarlet ruthlessly uncovering her for seconds at a time. â€Å"Hey pretty,† a voice drawled next to her. She whipped around to hopefully get a glimpse of him before he left again, but it was to no avail. She huffed sigh. â€Å"Hello Kai.† She greeted the emptiness of the dark. She watched as the only streetlight cracked, flickered, and died–the glass glazing below, but she felt his ardent warmth crackling next to her as he held onto her wrist. â€Å"Run with me, pretty. Just for one night.† She stifled a laughter which transformed into a hacking cough. â€Å"Shall we run tonight?† And for once she saw a smirk embrace his pale lips. She saw his rigid veins on the surface of his skin stretching out in creeks and streams to the ocean, the blood running so dark of a blue it startled her, but what can he ever do to her? She was already dead at most. â€Å"So tell me, Kai, why are we running?’ They had ran to a secluded alley, always hiding in the darkest parts. It was the same alley if she remembered correctly, of course she did, where her final warmth left her to be replaced with nothing but the chilling cold and this emptiness she herself did not know of. Again the smirk was there, and his eyes glowed with a fiery orange and flames of red hot. â€Å"I could tell you, but then I’d have to kill you, and you’re just so beautiful it would be such a shame.† â€Å"Don’t tease me,† she warned. â€Å"Which is exactly why I will tell you,† he winked, â€Å"You didn’t even let me finish. You’re so unfair.† The wind rustled, and his answer never came. The storm stopped raging, and the night was half gone. If they were alive, she would hear his heart beating in rhythm with hers, she would at least hear his, but she heard nothing. â€Å"You were always so pretty,† he began. He let go of her cold hand to cup her cheeks. His eyes dimmed to a soft orange glow as he rested his forehead against hers. â€Å"So pretty,† he whispered, his breath was warm, but of a frosted mint. â€Å"Please forgive me.† He touched his lips to hers and captured her in bliss. Only if she knew†¦ As he deepened the kiss, what remained of her slowly dissolved into ashes and his heart was beating with fury How to cite My Imaginary Story, Papers

Legalize Marijuana Analysis Essay Example For Students

Legalize Marijuana Analysis Essay I, for one, believe that Marijuana should be legalized. I have several reasons for this, the main one is that it would almost completely eliminate the crime and other problems associated with the drug. We would need fewer police officers looking for pot, we could concentrate drug education in schools on the more grievously damaging drugs heroin, cocaine, LSD. The only long term effects marijuana has on a person are the same as with cigarettes. No one would dare prohibit the sale and possession of those, and pot isnt treated with an array of chemicals. Its just picked, dried, and smoked. Marijuana has similar short term effects as those of beer, but more relaxing. Marijuana tends to mellow a person, while alcohol might make someone violent. Plus alcohol contributes to brain and liver damage. I can not say that I completely advocate the recreational uses of marijuana, but it nothing else there are definitely medicinal uses such as the treatment of glaucoma. It also tends to increas the appatites of terminaly ill AIDS patients who otherwise wouldnt have the desire to eat. I think the repercussions of legalizing pot would be almost completely beneficial to society as a whole. The beneficial effects outweigh the adverse. This subject should be seriously investigated by our government.

Gender Issues In Physical Education free essay sample

Coeducational classes mandated by 1972 law, pros cons, teacher student attitudes, biological issues. Title IX of the Education Amendments of 1972 sought to eliminate sex discrimination in the public school systems throughout the United States (Lirgg, 1993, p. 324). Title IX, as the act is commonly called, prohibited the offering of same-sex courses and programs. All-girl home economics, all-boy industrial-arts, and same-sex physical education classes were no longer an option for school districts receiving public money. Coeducational physical education had arrived. The social, psychological, and physiological aspects of this change in policy, with regard to physical education, had not been addressed prior to the passage of the legislation. The legal mandate, Title IX, was made before all the risks and benefits, to the children, could be assessed.

Essay about Politics and Right

Essay about Politics and Right Essay about Politics and Right Politics and what is Right It is impossible to discuss a platonic statement without first examining its context. Each word is carefully placed and should therefore be taken as a whole group rather than as individual parts. Accordingly, in order to analyze Plato’s declaration in Apology 32a, we must also look at Apology as a whole as a reference to this sample. Several significant dialogue advancements evolve Socrates’ reasoning towards this statement, each pertaining to his own life. Personal experience, therefore, is the driving force behind, if not the solitary reason for, his assertion. The first two experiences that lead to this revelation are contained in his first and second rebuttals. When the first group accuses him of â€Å"[being] a criminal . . . prying into things under the earth and up in the heavens, and making the weaker argument the stronger, and teaching these same things to others,† he responds by explaining the negative opinions towards him - which led to these accusations – by narrating his divine enlightenment. (Apology, 19b) The oracle at Delphi had prophesized that he was the wisest of men. Socrates, therefore, concluded that his wisdom must stem from the fact that he understands that he knows nothing and considered this to be a calling to expose the â€Å"false wisdom† of others. As is customary with self-concept, these men blamed Socrates for their uncovered shortcomings and responded by â€Å"repeat[ing] the stock charges against philosophers, ‘underground lore and up-in-the-air lore, atheists, making the weaker argument the stronger,’† thus validating the aggravating nature of the Socratic Method. (Apology, 23d) As for his second accusers, their contestation is that â€Å"Socrates is a criminal who corrupts the young and does not believe in gods whom the state believes in, but other new spiritual things instead.† (Apology, 24b) In response, Socrates cross-examines Mel etus, as he is accustomed to doing in private circles. He is marginally more focused on embarrassment than arriving at the truth here but this dialogue still further illustrates the legitimacy behind his claims that his method upsets those who encounter its revealing nature. His defense is succeeded by the regression and the third occurrence that brings about his revelation. Here, Socrates affirms his willingness to defy authority of any form. He disregards the jurors’ power by minimalizing their greatest penalty, death, by not only showing fearlessness regarding it but also saying that â€Å"to fear death †¦is only to think that you are wise when you are not,† thereby calling them fools for thinking that this was a power at all. (Apology, 29a) He goes on to say that if they release him on the condition that he cannot practice philosophy he would rather die than conform to it, both showing his absolute commitment to the his cause and confirming that he would no t respect any determination that would force him to cease the behavior that his accusers claim is unlawful. This shows that he has an irrational non-fear of the government as an entity that has power over him. These three developments contain the relevant details that Apology gives its readers that can be used in order to formulate a reasonable understanding of the roots of Apology 32a, in which he argues: â€Å"It is necessary that one who really and truly fights for the right, if he is to survive even for a short time, shall act as a private man, not as a public man.† (Apology, 32a) This statement comes in a few parts and is derived from Socrates’ personal experience. First is â€Å"the man who really and truly fights.† Socrates’ unwillingness to forgo his disputed actions, despite any consequence or penalty, communicates that he relentlessly or â€Å"really and truly† fights. Furthermore, his complete dedication to his cause, his belief that it was divinely inspired, and his assertions that his actions are a gift to the state imply that he believes himself to fight â€Å"for the right.† Lastly, it

The public's interest should be taken more into account when the Essay

The public's interest should be taken more into account when the decision is made to disclose a person's health details. Discuss with reference to public health law and confidentiality - Essay Example The Human Rights Acts validates the responsibility of medical personnel to avoid disclosure of confidential medical information. However, Article 8 provides exceptions to confidentiality rights when public interest is involved (Garside & Branthwaite, 2006). The Access to Medical Records Act of 1988 also gives the right to patients to review medical information contained in their records which may be submitted to their potential employers. Along with other relevant health-related legislation, these provisions take note of the public’s interest in considering possible breach of confidentiality agreements. In child abuse cases, public disclosure of health records is important. Many family members prefer to keep information about the child’s health and condition within the family. â€Å"The most difficult dilemma of all often arises in cases of possible child abuse or other criminal activity where individuals refuse to allow disclosure of information, despite the fact that silence puts other people at risk of harm† (Wilks, 1999). The potential for violence that might befall the child is often not prevented when social workers and other health care givers, who are privy to vital health information, have their hands tied by the confidentiality agreement. Public interest is important where â€Å"disclosure to the relevant authorities of suspected abuse or neglect of a patient who does not have the capacity to consent, such as a young child or someone with mental disability is considered to be in the patient’s best interest† (Tranberg & Rashbass, 2004). In cases where the patient has the capacity to consent, his wishes must be respected, except where the abuser may also potentially harm the minor children of the patient. For the greater interest of the minor children and other people who may also be harmed, medical records should be disclosed to authorities. â€Å"The rights of family members to

Curriculum and Design Essay Example | Topics and Well Written Essays - 1000 words

Curriculum and Design - Essay Example The funds are distributed equally to various educational organizations as per the EETT proposals. The main peculiarity is that 25% of the grant available can be utilized for giving proper training to teachers and improve the process of learning among students. The comprehensive training programs to teachers make them capable to deal the proposed curriculum so perfectly. More over the teachers are authorized to give proper instructions to students to promote learning by conducting useful researches regarding the subjects. Thus the new methodology on learning makes the students grasp the matter with less effort. This plus point of the scheme has attracted every educational expert and they have recommended this scheme for better outcome from students. Students enjoy certain advantages by implementing this special curriculum. Preliminary among them is student’s achievements. Students can develop remarkable achievements by means of this technical education. Then students can be technically proficient when they complete their school education. Result oriented research based educational programs is the other advantage of this education. All these can be made available by proper teachers training and adequate renewal of curriculum from time to time. One of the advantages of this education is that the teaching and learning methods can be practiced from concerned website. The valuable data which are available through their Laptops from the website must be helpful to provide students considerable basements with respect to the curriculum. In order to promote aims the EETT grant has some special proposals. Accordingly one position called Grant Coordinator cum staff developer is to be created. Next certain renewed projects which can boost the technical education should be designed. Then digital educator scholarship should be organized for encouraging students. Online training and learning facilities and sources should

Investment Fundamentals and Portfolio Management Research Paper

Investment Fundamentals and Portfolio Management - Research Paper Example The company has registered gross profit of $24.3 billion in the fiscal 2011 that is an increase of 4.1% over previous year. That has been achieved through better management practices and customer focused policies (The Home Depot, Inc., 2012). A significant increase in operating income at $6.7 billion has been registered compared to $5.8 billion posted in fiscal year 2010 – that means an impressive 14.1% increase in operating income on yearly basis (The Home Depot, Inc., 2012). The remarkable performance has been possible through four major key initiatives: focusing on customer service, increasing productivity and efficiency, innovation and portfolio strategy providing value to the customers (The Home Depot, Inc., 2012). Increasing shareholder value has been one of the major objectives of the Home Depot. Accordingly, the company resorted to buy-back its own shares and garnered 97 million shares from the market amounting to $3.5 billion during the year ended January 2012. In November 2011, the company rewarded its shareholders by declaring a cash dividend of 29 cents per share, a 16% increase over previous quarter proving that the company values its shareholders (The Home Depot, Inc., 2012). As per Federal Reserve Report of June 2012, economic growth has taken a dip. GDP growth rate reduced to 2% annually in the first quarter this year after touching a 3% growth rate in the last quarter of 2011. Employment conditions though improved in the last quarter of 2011 and first quarter of 2012; however, it slowed down during April and May this year. The unemployment rate, a crucial macroeconomic factor, was registered 8.2 percent in the second quarter of 2012. The forecast has it that the economic growth is likely to be at moderate levels in coming quarters. The depressed housing market is one of the major bottlenecks for the economy to grow at a faster

Legal Requirements for Working With Children

Legal Requirements for Working With Children Identify the current legal requirements covering those working with children. Kindegartens, childminders, preschools, schools must be guided after Early Years Foundation Stage (EYFS) which is required by OFSTED. The EYFS requirements includes: the seven areas of learning and development; the early learning goals which must be achieved by the end of Reception school; the assessment requirements for assessing young children to ascertain their achievements and how and when practitioners have to discuss childrens progress with their parents. In the EYFS there are outcomes for each Area of Learning (ELG) which children have to achieve according to their age. Ill write few goals for each area: 1. Personal, Social and Emotional Development – children must be support and encourage to develop a positive sense of themselves and of others, to understand their feelings, to have confidence in their own abilities. Early Learning goals are: to be confident and enjoying playing in group; to form a good relationship with teachers and children; to work as a part of a class: take turns, sharing, nice behaviuor to be interested and motivate to learn. 2. Communication and Language – involves giving children opportunities to express themselves, to listen and speak in different situations. Early Learning goals are: interact with others, taking turns in conversation; use talk to express their feelings; listen and repeat words, phrases. 3. Literacy this goal aims to provide children with a large range of poems books and other reading materials and we have to encourage them to look in the books, to read and to write. The Early goals are: to hold book in right way and to turn pages; to explore sounds, words and phrases; to retell what they have read; to link sounds to letters of the alphabet. 4. Mathematics – children must be provided with opportunities to develop and improve their skills in describing shapes, spaces, measures, counting, using numbers, to understand the concept between â€Å"big† and â€Å"small† , â€Å"short† , â€Å"long† , â€Å"heavy† , â€Å"light† to notice shapes and patterns in pictures to represent numbers using fingers, sticks or other objects; to show an interest in representing numbers, shapes. 5. Understanding the World – this area involves to guide children to understand the world and community they live in through opportunities to explore, observe the environment, places, people, technology. The Early Learnings gols are: to ask questions about why things happen and how to work; to notice detailed features of objects in their environment; to match parts of objects that fit together; to understand and to know how things are used in different ways. 6. Expressive arts and design – involves providing children with a wide rage of media and materials to explore and play with it, as well to share their ideas, thoughts and feelings through a variety of art, dance, music movement, design and technology. For this area few goals are: to sing songs, to make music and dance and then to experiment with ways of changing them; being imaginative using what they have learned about media and materials in original ways; to express their feelings, thoughts through music, paint, craft. 7. Physical development – involves helping and encouraging children to be active and interactive and to improve their skills of coordination, manipulation and movement. As well we have to encourage children for healthy food choice. Childrens goals must be: move with control and safety in large or small movements; handle tools, objects, build towers from blocks; walk around, under, over, climbing equipment; children have to manage their own basic hygiene and personal needs such as: dressing/undressing, washing hands/face, going to the toilet independently. Understand the need for valuing individuality and how this can be supported in the child care setting. Usually in the setting there are children from different cultural backgrounds and all settings requires Children act 1989 which take account of childrens religion, cultural background, racial origin and linguistic background. All children have the right to a cultural identity and settings should recognise, respect and value the cultural identity of that child. Children learn quickly though playing, images, stories, songs that why practitioners should promote in the setting with positive images of all people, reflecting the wider society. Also, we have to ensure that people are shown in a positive light. For children, to understand diversity of society, one of the activity is to collect baby dolls from different ethnicities or to add to the doll house a ramp or a dollwith a wheelchair or crutches. Another way to support children to understand diversity is to ensure the dressing corner with clothes from different ethnicities. As well we can use images that can encourage positive discussion and perception of the world. Im working in Jewish setting and we have a topic â€Å"Festivals of light† which we discuss about different celebrations around the world and we have different activities according to these festivals. Below I will write a weekly planning for this topic for three areas of development. Personal, social, emotional development Physical development Expressive and design Monday Introducing the topic, circle time, talking about different celebrations around the world (Christmas, Chanukah, Diwali) Climbing steps to decorate the classroom with decorations. To make globes=liquid glue+glitter Tuesday Talking about different people celebrating different festivals. Who is celebrating from our class Chanukah, Christmas? Holding hands each other and dancing in the circle. Painting big candles= candle shape+yellow paint Wednesday How do we celebrate this festival in our own family? Dressing up and undressing with festivals clothes. Making Christmas tree=print circles on tree shape Thursday Talking about giving presents to our friends, be nice, kind with each other. Wrap presents with colourful paper. Decorating gift boxes with stickers Friday We make a summary of the topic. Party! Moving whole body: stamp feet, claps hands, twist, turn around, jump. fireworks=on black paper=paint=cotton sticks But respecting and valuing individuality is not just respecting childrens culture, also including children with special needs. All children have a right to a high quality childcare provision that meets their individual needs. And as a practitioner, we have to identify and remove the environmental barriers, for example: in consultation with childs parents, practitioners need to find out what lightings is good for a child with visual impairment. Or if a child uses crutches to move, the furniture in the setting should be altered to a better position to be more space and to put fewer activities in the same time but to be changed more frequently. Or if a child, or even a parent who uses wheelchair cannot get in the setting, a ramp need be built from concrete. 3.3 Identify the benefits of consistency with regard to positive and negative behaviour. Disciplining children take dedications and effort. Childrens character and their behaviour are forming from a very early age and consistency is the key to managing positive and negative behaviour. If we are offering positive consequences for good behaviours will encourager them to continue to have that behavior. But if we will provide negative consequences for misbehaviours will discourage the child to do that again. Also, consequences work best when applied immediately. Children understand better when they receive immediate feedback for their negative or positive behaviors. There are few points to encourage childrens good behavior: To be a good role model children usually copies adults actions; to show and say how we feel- we have to tell honestly how his behaviour affect us; to listen and communicate with children to understand their needs, to explain to them our expectations; to make the child feeling important- to ask him for help (â€Å"Please, can you help me to tidy up the toys†) and then to praise him. Another strategies to promote a positive behaviour are: Rewards systems-works well for young children, to help them manage their behaviors. We can use sticker charts which it should be displayed prominently in the classroom. For older children, sticker chart can work in another way: for example, if they earned three stickers they can have their favorite activity. Praise-is effective strategy which increase positive behaviors. Children love to get attention from adults and is good to let them know that we noticed how they are playing independently, waiting patiently, getting along with others or other positive behaviors. Positive reinforcement is a technique of behavior modification that is used to encourage good behavior. Positive reinforcement doesnt need to be a clear item, can be: giving a hug; using praises; giving a high five; or telling to another adult while the child is listening how proud you are of childs behavior. One of the best ways to provide a positive behavior is to allow children to help build the consequences if the rules are broken. Children are adept at pushing boundaries and its teacher responsibility to set the boundaries and to say â€Å"no† when children exhibit negative behaviors. Its very important to explain with a normal tone of voice to a child why they shouldnt repeat the behavior and teaching them how to behave. If they are pushing too much the boundaries, as adult, we have to apply immediately a negative consequence to deter them from repeating mishbehaviour. As I said, consistency is a key of addressing negative behaviour. As long we remind to the child of the consequences all the time they behave negatively, they soon will learn what is acceptable and what is not? Time-out is a good strategy for childrens disciplines and should be used as a consequence and not a punishment. The time out is effective because removes the child from all reinforcements that may encourage mishbehaviors and we need to have a specific place for time-out free of distractions and can provide to child with opportunity to calm down and to think at his behavior. We can use a timer and usually oneminute per oneyear of age. 3.4 Discuss ways in which conflict can be managed between children, and children and adults. Many children have difficulty with sharing, taking turns or finding appropriate ways to get their unmet needs. In this situation, teachers issue is how to manage a childs behaviour and to resolve a conflict. Is important in the nursery to be set few rules for childrens mishbehaviors and to ensure that are clear. Is good to involve children in making the rules and we have to explain why the rules are important. Usually children in nurseries have misbehavior such as bite or kick other children because of frustration or curiosity, but it can be it can be painful for children and adults involved. In this situation we have to: hug the child who was hurt and to give the minimal attention to the child who the aggressor; explain in simple words/sentences that biting/kicking is not good; and reminds to the child that he has to use words to ask for what he wants, rather than using aggression. There are few simple steps that adults can use immediately to assist children and learning them how to resolve a conflict: Help children to calm down- children when are faced with conflict, they can be full of emotions and not ready to cooperate with adult that why adult first need to speak with child using a calm voice; Discuss wants and needs- all children who are implicated in a conflict need to have a chance to say what they want or what they need. We have to listen the child and to approve nodding, to say short phrases or repeating what he said: â€Å"You really wanted that toy, but Jack had it in his hands?† Define the problem- after the child had a chance to say what he wants or what he needs, you will have to make this â€Å"want† or â€Å"need† into one neutral statement saying: â€Å"Hmmm, I see that both off you want to play with the same toy† Help the child to find a solution- in many cases it can be more ease just to tell children what they should do, but its not an opportunity to learn them how to solve their own problems. Children can learn this skill just from trial and error. That why we have to support and encourage children to find solutions to solve a conflict and both parties should be involved coming with solutions. Take a look at the solution- not all solutions that children suggest can work, and if a problem will continue adult need to begin the process over. Adult need to stay nearby to support the solution and praise the children when problem was solved: â€Å"Well done children, I see you found a way to take turns with the toy†. Reference list: Department for Education. (2012). The Learning And Development Requirements. Statutory Framework for the Early Years Foundation Stage. 1 (2), 3-10. Department of education. (2012). Statutory Framework for the Early Years Foundation Stage. The learning and development requirements. 1 (1), 6-31. Innis, G. (2013). Young children can learn how to resolve conflicts with adult guidance and support. Available: http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s. Last accessed 30.10.2014. Morin, A (2014). Discipline Kids with Positive and Negative Consequences. Available: http://discipline.about.com/od/disciplinebasics/a/Discipline-Kids-With-Positive-And-Negative-Consequences.htm. Last accessed 29.10.2014. Raising Children Network. (2006). Encouraging good behaviour. Available: http://raisingchildren.net.au/articles/encouraging_good_behaviour.html. Last accessed 29.10.2014. Road, A. (2004). OBSERVING CHILD BEHAVIOUR. Available: http://www.newchildcare.co.uk/page6.html. Last accessed 01.11.2014. Smith,M. (2010). Valuing and respecting individuality. Develop positive relationships with children, young people and others involved in their care. 3.5 (3), 154-157. Thornes, N.. (2012). Basic Behaviour Theory and Techniques. Analysing the Antecedents and Consequences of a Behaviour. 5 (1), 50-64. Walker, M(2011). Childrenyoung peoples workforce. 3rd ed. Cheltenham: Nelson Thornes Ltd.. 52-63. Legal Requirements for Working with Children Legal Requirements for Working with Children To summarise the current legal requirements for those working with children. This should include reference to the 6 learning goals and how they could be implemented in a child care setting. History The Childcare Act 2006 became a law on 11 July 2006, and it is the first ever legislation exclusively concerned with early years and childcare, ‘according to‘: [1] â€Å"Northamptonshire.gov.ukâ€Å". This Act is concerned with providing positive outcomes for a child at risk of poverty, focusing on child matters like (safety, health, economic wellbeing, enjoying and achieving a positive contribution) and is also concerned with bringing the inequalities that may exist between children. The Act introduces the Early Years Foundation Stage (EYFS) for terms regarding children aged up to 5 years and this is a frame work that aims to support child care providers in delivering integrated early education and care for children. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The Childcare Act 2006 provides for the early years foundation stage learning and development. THE EARLY LEARNING GOAL This is knowledge, skills and understand which young children should have acquired by end of the academic year until they reach the age of 5. The areas covered under the learning goals are set below: [2] www.gov.uk/government. Personal, social and emotional development Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They can speak among regular friends in a group, and share their ideas, and will choose the means they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: Children can talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. For instance, ‘washing hands before eating.’ Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. Understanding the world People and communities: Get children to talk about past and present events in their own lives and in the lives of family members. This method can open children’s mind about different culture maybe and so forth. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: To make children aware of different technology is offered in different places and depending on situations is needed such as laptops at home and in schools they have computers for instance. This is good to keep children mind entertained with information on technologies. Physical development Moving and handling: Keep in track of children’s body control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing or colouring and so forth. Literacy Reading: Can children read and understand simple sentences? The phonic system is used to decode regular words and read them aloud accurately. With practice children can pick up words and say them easily next time. This can demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple  sentences which can be read by themselves and others. Some words are spelt correctly  and others are phonetically plausible. Mathematics Numbers: Children count reliably with numbers from 1 to 20. Anything after 20 will be difficult for young children so with practice this can be done. Shape, space and measures: Children use everyday language to talk about size,  weight, capacity, position, distance, time and money to compare quantities and objects  and to solve problems. They recognise, create and describe patterns. They explore  characteristics of everyday objects and shapes and use mathematical language to  describe them. Expressive arts and design Exploring and using media and materials: Children like to look at their song on TV and listen to the song and sing it at the same time. They can also safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture,  form and function. Being imaginative: Children use what they have learnt about media and materials in  original ways, thinking about uses and purposes. For example, they can sing back to their friends the song they have learned by watching it in the TV. Explain what is meant by respecting and valuing individuality, and devise plan of how this can be implemented in the child care setting, a table format may be used in this task. Each member of staff within a childcare setting has a responsibility for the children in their care for the children’s well-being, learning and development. Each child therefore is valued and respected by all staff showing that they respect each child as a individual, realising each child has different strengths and weaknesses. By valuing and respecting children, positive relationships can be build up between staff, parents and children, this shows good practise by the setting, and if the setting has a proportion of children from different culture background, there could be a set day each month where a world day celebrates a particular child’s culture. This includes food, religion, cloths, songs etc†¦ and involves the rest of children by knowing and researching about different cultures. ACTION HOW BY WHOM ACHIEVED BY COMPLETED ALL STAFF TO EXPLAIN IN SETTING THE DIFFERENT CULTURES. The child care setting should be filled with images that encourage positive discussions and perceptions of the world offering different cultures and positive role models. Every child contributes to their culture. Get parents also involved in this task to see and observe how their children value others and respect them. Set the date completed of this task. REALIZE THE STRENGHTS AND WEAKNESSES OF CHILDREN. Providing good routines when children are interacting in a formal environment such as sitting down in a one place and have lunch together using the right cutlery and table manners, talking politely to each other and instilling good hygiene habits like washing hands or plates. This action can be observed from the staff and parents. Children achieve this themselves. Set the date completed of this task. Evaluate the benefits of consistency with regards to positive and negative behaviour and identify strategies that can be used to encourage positive behaviour in the child care setting. Making Consistency More Effective in negative/positive behaviour. If parents shows consistency in disciplining the child then this is a good thing, For example, if a younger child is hit by an older child and no consistency in punishment is being taken against the older child then he she will repeat it but if rigorous punishment is taken all the time then the child thinks twice on repeating their negative behaviour and the same can be said about positive behaviour. For example, If kids have to wait two weeks to earn a reward, it may not reinforce good behaviours today. Offering an immediate positive consequence will increase the chances the child will repeat that behaviour. Strategy (1) QUIET TIME. Quiet time, is a perfect time for children to just sit quietly and calm down and it helps staff to simply get on with work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when staff simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way staff are far more likely to end unwanted behaviour rather than temporarily distract a child from it. [3] Strategy (2) INTERACTION Read books with children, or play games with them. This is a great way to interact with them. Strategy (3) ROLEPLAY Role play examples of appropriate behaviours to teach children how to succeed in social interactions. Give children scenarios such as â€Å"What if you want a toy that someone else is using?† Discuss possibilities and help children try out their ideas. For example: â€Å"Can I use that puzzle when you’re done?† or â€Å"can I borrow your book when you are finished?† Strategy (4) WATCH CLOSELY Give great yet positive re-marks when a child does good like, ‘I’ve noticed you said hello to your friend’. ‘Well done for this so I will give you a sticker of achievement for this.’ Strategy (5) BEING SPECIFIC Be specific with feedback when giving attention, so children understand what behaviour is appropriate. Try: â€Å"The two of you were so helpful working together to bring chairs to the table.† instead of â€Å"Good job.† Describe the process involved in managing conflict between children and adults. You should at least refer to at least one behavioural theorist in you answer. What is conflict? Killen and Nucci define conflict as two children independently pursuing personal goals that happen to bring them into conflict (Arsenio Cooperman, 1996). [4] Conflict is a common occurrence for children. Many have asked â€Å"Is conflict healthy or unhealthy?† When looking at discipline, should conflict be seen as misbehaviour or a learning experience? Piaget believed that conflict in children was healthy, and if worked through, would help children to overcome their egocentric thought patterns (Arsenio Cooperman, 1996). Many young children have difficulty sharing, waiting their turn, or finding appropriate ways to get their needs fulfilled. Conflicts between children can be a daily occurrence with preschoolers and Michigan State University Extension states that â€Å"guiding children’s behaviour is an ongoing process.†[5] There are some worthy steps that adults can begin using immediately to assist children in learning how to resolve conflict. The steps take practice by the children who are learning them and patience by the adult who is modelling and teaching the steps. Help children calm down. Often when children are faced with conflict they are full of emotion and are not ready to begin a process of calmness. Approaching the child gently at his/hers eye level and use soft touch. Acknowledge that there is an issue and suggest some ways to calm down. â€Å"I see that you have a problem. It looks like you might need to take a few deep breaths to relax a little.† Stay neutral! When adults attempt to find blame in a conflict the situation can easily escalate strong emotions. Children at this point need to feel they are being heard in order to calm down. Talk about wants and needs. All children who are involved in a conflict need to have an opportunity to express what it is that they want or need. Stay focused on the ‘want’ and don’t focus on what happened. Reflect what the child is feeling by acknowledging his feelings with a head nod, short phrases, or repeating what he is saying in a clear manner. â€Å"You really wanted that toy and Joey had it in his hand.† Give the child’s feeling a name. â€Å"It is frustrating to want something that someone else has.† Define the problem. After getting the child to voice his want or need you will have to turn the issue into one neutral statement. Repeat what the children involved in the conflict are saying in a clear statement. â€Å"Hmmm, I see that two children want to play with the same toy.† WORD COUNT: 2027 REFERENCES: [1] Northamptonshire.gov.uk. [2]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.PDF. [3]http://www.parenta.com/2010/10/22/quiet-time-positive-promote-good-behaviour/. [4]http://www.kon.org/urc/dennis.html. [5]http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s.

Southern Folk Music and Race Relations :: Racism American Culture Research

Southern Folk Music and Race Relations Abstract In this paper, I propose that the history and development of southern folk music may serve as an important vehicle for examining and elaborating the dynamics of southern race relations. I am not suggesting a causal relationship; merely an interactional one. Both southern race relations and southern music are reflections of the social structure of the rural south. In the structurally segregated south, black and white musical traditions display the same divergences and convergences which have historically characterized black/white relations. This is not a lyrical analysis; rather, it is a socio-historical analysis of regional popular culture which focuses upon the interaction between two important features of that culture: race and music. Intoduction The development of the American folk music reservoir is a process which parallels the historical and cultural development of American society. In the formation of this reservoir, two major streams, British and African, and several lesser tributaries, e.g., French, German, Mexican, Cajun, etc., flowed together over a two century period (Malone, 1979:4). Alan Lomax, one of folk music's leading historians, has observed that the convergence of these diverse elements has resulted in a cultural product which is "more British than anything one can find in Britain" (1960:155). Southern music is an important part of the folk tradition; in many ways it is synonymous with American folk music. And, its history is well documented (Malone, 1979, 1985; Carr, 1979; Wolfe, 1977). What has been neglected until recently is the sociological examination of the relationship between this form of popular culture and important social, cultural and historical issues and conditions which gave rise to it and are expressed by it (Fine, 1977:381-384; cf. also Albrecht, 1954).1 Country music is a reflection of the southern region's culture, history and social structure at the macro level and of the hopes, fears, beliefs and attitudes of its people at the micro level (Gritzner, 1978). In this paper, I propose that the history and development of southern folk music may serve as an important vehicle for examining and elaborating the dynamics of southern race relations. I am not suggesting a causal relationship; merely an interactional one. Both southern race relations and southern music are reflections of the social structure of the rural south. In the structurally segregated south, black and white musical traditions display the same divergences and convergences which have historically characterized black/white relations. This is not a lyrical analysis; rather, it is a socio-historical analysis of regional popular culture which focuses upon the interaction between two important features of that culture: race and music.