Tersiary education in South Africa Essay Example for Free

Tersiary education in South Africa Essay Many young south Africans face the problem of deciding what to study after school. Tertiary education is a higher form of education that furthers a learners knowledge of a particular field. Tertiary education is also referred to as third stage, third level, higher education and post-secondary education, it is the educational level following the completion of a school education (after grade 12). tertiary education includes universities, technikons, internships and institutions that specify in skills such as FET colleges. There are also other higher education facilities such as nursing schools There are 4 main options for higher education in South Africa Universities the dictionary defines university as a high-level educational institution in which students study for degrees and academic research is done. There are many universities in south Africa, but they are often hard to be accepted into. They require students who are prepared to study long hours and and make sacrifices in return for a degree which takes a minimum of 4 years to complete Universities are mostly revloved around theory and do not include much practical work. Universities only accept students after grade 12. Benifites of university: Degrees are required for a wide range of careers such as Medicine, Education, Engineering, Accounting and Law. A university education will help establish a career. University graduates gain professional qualifications that are recognised and respected worldwide. University graduates are offered higher pay and greater financial stability. Requirement and thing to do to increas your chances of admittion For a undergraduate diploma study the student must have atleast a NSC cod of 4 (40-49%) and for a bachelors degree study, learnes must of achieved a minimun o a NSC cod 5 (50-59%) To increas chances of getting in to university: apply early, achieve high marks/ higher than NSC code 5, get strong letters of recogmendation , particxipate in extra cirriculem activity and participate in community servise. They also check your social network accounts so delete anything that may bring your character down. FET collages Further education and training collages offer vocation courses which get you ready for a particular job. FET collages focus on scarce skills and careers. They are practical but also involve theory. They provide opportunities for work experience as part of there course. Some FET courses are accepted at university, meaning you can continue to further your knowledge/degree at university, which could get you higher paid jobs. FET collages accept students from grade 9-12 and offer exciting practical courses. Advantages of FET collages: Finding jobs are more easy. Collages have links with institutions and corporal world You don’t have to pass grade 12 to be accepted Requirements and things to do to increas your chances of attening a FET collage; at least a grade 9 certificate is required . to help your chances of being accepted, apply with a grtade 12 certificate, they get first preference, get good references, show interest in community projects and sport. Apply early Technikon or university of technology Technikons offer mainly diploma and certificate courses, as well as degree courses and diploma courses usually take three years to complete. Technikons focus more on the technical study fields a practical form of training, as one third (e. g. one year) of the study period consists of on-the-job training and experience. A technikon is basically a mix between a university and a fet collage. They offer the same level of study as a university Advantages students are exposed to the world of work at an early stage high-quality work and motivation might lead to full-time employment very quickly after graduation. Requirement and thing to do to increas your chances of admittion For a  undergraduate diploma study the student must have atleast a NSC cod of 4 (40-49%) and for a bachelors degree study, learnes must of achieved a minimun o a NSC cod 5 (50-59%) To increas chances of getting in to university: apply early, achieve high marks/ higher than NSC code 5, get strong letters of recogmendation , particxipate in extra cirriculem activity and participate in community servise. They also check your social network accounts so delete anything that may bring your character down Learnerships  A learnership is a s learning process that involves on the job training, where you gain practical skills and theoretical knowledge in ajob which leads to a qualification. Learners participating in a learnership have to attend classes at a college or training centre to complete classroom-based learning, and they also have to complete on-the-job training in a workplace. The workplace experience must be relevant to the qualification. You can also get payed while doing a learnership . Some learnership programmes do not require any entry requirements while others require a Grade 12 certificate. Learniships do not usually cost anything, most are free of charge. What are the benefits of a Learnership? You will receive a nationally recognised qualification upon successful completion of the learnership proramme. You will gain work experience that will improve your chances of getting work. You gain links with the employment network, increasing your chances to find work. You can earn a promotion or be redeployed into a more satisfying job. You can progress onto a higher level learnerhship for personal growth and development. Requirements and things to do to increase your chances of admission; . A grade 12 certificate is required to join and a good letter of recogmendation also good marks will assist. Many people have the believe that university is the best option, because you get better qualifications and a degree. But it might not always be the best option of study and it might not be possible to attend a university. Many companies look for people that have work experience, which university students will not have after sitting inside lecture rooms for 4 years. Universities are also extremely expensive. They can cost a small fortuin, which the average person does not have readily available. Yes loans can be taken out but it may take years to repay and can lead to further debt due to the increase in interest rates. Its not always possible for students with a bad perfermance in grade 12 to attend universities. Universities do not accept students with extremely poor marks. To enter university a bachelors pass is required, which is a NSC with an achievement of rating 4 (adequate achievement 50-59%). FET collages and learnerships are a great option for under performers that want to improve there skills , they involve lots of practical work that can be very benifitial. At the end it all comes to the marks you got in school that effect your choice in tertiary education, those who normaly get bad marks chose learnerships and collage and those who get good marks go to univerities and techhnikons. But there might always be that surprising clever student that wants to persue something practical. The choice is yours.

The Taxonomy of Three Homo Species

The Taxonomy of Three Homo Species Max Rivera Exploration: Every person today is the same species and genus as each other, Homo sapiens (4). This species of the Homo genus is what is the modern man is considered [JB1]today (4). People were not always of this species however, due to evolution and adaptation. It has been suggested [JB2]that modern humans evolved from a primal human-like species that came from East Africa (2, 6). It was from this primate ancestor that many species of the Homo genus were born, but only one species has survived up to the current day, which is us. Currently there have been fourteen different species of hominin that existed in history including Homo Sapiens (7). So how, genotypically, with regard to [JB3]mitochondrial cytochrome b, and phenotypically, with regards to posture and skeletal structure, do Homo Sapiens relate Homo heidelbergensis, Homo sapiens neanderthalensis, andHomo sapiens denisova? Using the NCBI website I will look at how a[JB4] modern human compares to each of these species Humans belong to the family known as the great apes, or Hominidae. This group includes chimpanzees, gorillas, bonobos, and humans (2). Each of these species has similar traits, including hands and feet, five digits on each hand and foot, being mammals, etc. However, each of these species and genus are different because of their taxonomy. Homo heidelbergensis was an early hominid species that lived around the 700,000 200,000 years ago[JB5] in Europe, Africa, and possibly Asia[JB6]. This species was the first early hominid that was adapted [JB7]to living in colder environments, thanks to their smaller bodes conserving more heat, and their capabilities of being able to control fire. Evidence is seen [JB8]from fire tools and burnt wood sites in Israel. They hunted larger game thanks to their wooden spears which is apparent due to remains of animals at the time being discovered [JB9]with H. heidelbergensis fossils and tools. This species also was the first of the early hominids to use na tural structures as a method of shelter as seen by a site called Terra Amata in France. This species also has been found [JB10]to be the ancestor of both Neanderthals and the modern H. sapiens, which leave people wondering what was the ancestor for H. heidelbergensis (3, 5). Homo sapiens neanderthalensis, or the Neanderthal man, are H. sapiens closest extinct human relative. This can be seen [JB11]due to the certain facial features and that are similar to [JB12]those seen in people today, such as defined cheekbones, big noses, and a noticeable brow above the eyes. Living in Europe and Asia nearly [JB13]400,000 40,000 years ago, this species was able to [JB14]survive in cold and warm conditions due their use of shelters and building of fires. Unlike H. heidelbergensis, the Neanderthal man made and wore clothing and created symbolic objects. Also[JB15] there is evidence that this species would bury their dead, often leaving the bodies with mementos such as flowers making them the ear liest species to bury their dead (8, 9). Homo sapiens denisova, or the Denisova hominid, was only recently discovered through fossils in a cave in Siberia. Only two molars and a piece of a phalange were discovered [JB16]leaving this species physical appearance to remain a mystery morphologically. However, from the DNA evidence, it was found [JB17]that this species split off from Neanderthals nearly[JB18] 600,000 years ago, living in parts of southeast Asia (1, 10). Analysis: After running each of these species through a taxonomy blast sequence, the results were amazing due to the how big each tree was. The results of each blast can be seen [JB19]in the images titled Blast 1, 2, 3, 4, 5, and 6. Three of the blasts resulted in 10 hits during the blast run, while the remaining three resulted in 50 hits during the blast run. The purpose of this was to observe the difference in result between blast hit results. Blast 1: Homo sapiens neaderthalensis 10 Blast Hits Blast 2: Homo sapiens neaderthalensis 50 Blast Hits Blast 3: Homo sapiens ssp. Denisova 10 Blast Hits Blast 4: Homo sapiens ssp. Denisova 50 Blast Hits Blast 5: Homo heidelbergensis 10 Blast Hits Blast 6: Homo heidelbergensis 50 Blast Hits The results of the blast were what expected, showing a result of how each species of Homo evolved from one common ancestor. Each graph was displayed [JB20]as a radial tree diagram due to it being the most appropriate of the graphs. With the 10 blast [JB21]hit sequence for H. sapiens neanderthalensis only 4 Neanderthal cytochrome b sequences, including the one chosen for the blast, were seen [JB22]whereas in the 50 blast [JB23]hit sequence, 5 Neanderthal sequences appeared. This change in result by the addition of one more Neanderthal sequence was probably due [JB24]to that one new sequence being of a percent identity that was adequate for a 50 blast [JB25]parameter. It possibly did [JB26]not show up in the 10 blast hit results because the identity percentage was not high enough. A similar notion can be seen [JB27]with the H. heidelbergensis. Only one result came up in the 10 blast [JB28]hit, then one more appeared in the results of the 50 blast [JB29]hit run. However, the result did not happen in the H. denisova for either of the blast trials, due to the cytochrome b on two different accessions being the highest identity percentage of the blast results. In correlation to the identity percentage values being very high on each of the blast trails, the E value for each of these graphs was an incredibly low number, being of a value between 1 x 10-4 and 8 x 10-4. These values were at such a low quantity to show how closely related each of the species in the blast were to one another. This was expected [JB30]since each of the species in the blast were of the same genus. Unfortunately, there is no data available to determine through a blast run what the common ancestor of each species is.   Ã‚   Results for seen through the table titled phenotypic comparisons seen below in Table 1. This table looks at the skeletal structure and posture of each of the 3 species in comparison to that of H. sapiens based on their skeletal structure (cranium, spine, ribs, etc.) and their posture (bipedal, arch, alignment, etc.). Species Skeletal Structure and Posture Compared to H. sapiens[JB31] H. heidelbergensis [JB32]Relatively[JB33] short adult males and females (avg[JB34] height: 5 11) Cranial capacity for average adult ~1,100 1,400 cm3 Bipedal due to thick shin bones and leg structure Average height of H. sapiens today is 6 2 (primarily for men). Cranial capacity of H. sapiens in current day is 1,200 1,700 cm3. Bipedal due to long femur bond, arched foot, and big toe being aligned [JB35]skeletally with foot structure. H. sapiens neanderthalensis [JB36] Shorter average size for males and females (avg. height: 5 3) Cranial capacity for average adult ~1200 1750 cm3 Bipedal due to long femur and arch in foot Average height of H. sapiens today is 6 2 (primarily for men). Cranial capacity of H. sapiens in current day is 1,200 1,700 cm3. Bipedal due to long femur bond, arched foot, and big toe being aligned [JB37]skeletally with foot structure. H. sapiens denisova [JB38] Species was discovered [JB39]in 2010, so no data to give facts about the Denisovans except that they are more closely related to Neanderthals than H. sapiens. Not enough data to compare this species to H. sapiens. Evaluation: Through the blast trials and skeletal structural evidence found online, the results that were expected [JB40]from the beginning of the experiment were observed[JB41]. From low E / high identity percentage value for genotypic results, to evolutionary differences in phenotypic traits. With each of the species that were input [JB42]into the NCBI blast run were all of [JB43]the Homo genus, the probability of major differences in genetic distribution would be low. Along with these low values, the identity percentages that were present in the blast run for each cytochrome b species result was high, often with a value 99 or 100%. Genotypically, each species is slightly different from one another, but this is due to said species evolving to better fit their climate and living conditions. Comparing it to the modern H. sapiens it was possible to see slight connections between each of the species (exception the Denisovan man) in terms of body posture (spine curvature) and walking ability (arche d foot and aligned big toe). From research[JB44] it was devised [JB45]how closely related modern humans are to when compared to different Homo species through genotypic and phenotypic comparisons. Works Cited Denisovans Harbour Ancestry from an Unknown Archaic Population, Unrelated to Neanderthals, Page 1. AboveTopSecret.com. NY Times, n.d. Web. 23 May 2016. The Great Apes. The Great Apes. Information Please, 10 Oct. 2000. Web. 23 May 2016. Homo Heidelbergensis. Hominidevolution . Australian Museum, 12 Apr. 2012. Web. 23 May 2016. Homo Sapiens. Human Origins Program. The Smithsonian Institution, n.d. Web. 23 May 2016. McCarthy, Eugene M. Homo Heidelbergensis. Wikipedia. Wikimedia Foundation, n.d. Web. 23 May 2016. O Neil, Dennis. Evolution of Modern Humans: Early Modern Homo Sapiens. Evolution of Modern Humans: Early Modern Homo Sapiens. N.p., 12 Apr. 1999. Web. 23 May 2016. Scientists Decode DNA of the Oldest Human Ancestor. Jengsos. Jengsos, 05 Aug. 2015. Web. 23 May 2016. Toba Through the Bottleneck and Human Evolution. Andamans. Nature Mag, n.d. Web. 23 May 2016. Walking Upright. Walking Upright. The Smithsonian Institution, n.d. Web. 23 May 2016. Wenz, John. The Other Neanderthal. The Atlantic. Atlantic Media Company, 24 Aug. 2014. Web. 23 May 2016. Grading or Evaluation Rubric Personal engagement This criterion assesses the extent to which the student engages in the exploration and makes it their own. One may recognize personal engagement in different attributes and skills. The student could discuss his or her individual interests. Also, the student could show evidence of independent thinking, creativity or initiative in the design, implementation, or presentation of the investigation. Mark Descriptor Awarded 0 This report does not meet the standards described. 2 1 The student presents limited evidence of personal engagement with the exploration with little independent thinking, initiative, creativity, or insight. The justification submitted by the student for selecting the research question and the topic under investigation does not show personal significance, interest, or curiosity. There is little evidence of personal input and initiative in the designing, implementation, or presentation of the investigation. 2 The proof of personal engagement with the exploration is evident with important independent thinking, initiative, creativity, or insight. The student showed personal significance, interest or curiosity in the justification given for selecting the research question used. The student demonstrates personal input and initiative in the designing, implementation, or presentation of the investigation. Comments on personal engagement: The student showed how the investigation was personal by using several different attributes and skills to achieve the goal. The students personal interests guided the investigation. The student showed independent thinking, creativity, and initiative in the design, implementation, and presentation of the inquiry. Exploration This criterion assesses the extent to which the student sets up the scientific context for the work, tells a clear and focused research question and uses concepts and techniques proper to the Diploma Program level. Where proper, this criterion also assesses awareness of safety, environmental, and ethical considerations. 0 The students report does not reach a standard described by the descriptors below. 4 1-2 The student named the topic of the investigation, and a research question of some relevance is stated but not focused. The background information included is superficial or of limited relevance and does not aid the understanding of the context of the investigation. The method of the inquiry is only proper to discuss the research question to a very limited extent since it takes into consideration few of the significant factors that may influence the relevance, reliability, and sufficiency of the collected data. 1. Independent variable not listed 2. Dependent variable not listed 3. Controls not listed 4. Hypothesis not presented (If , then , because ) 5. Materials specified, but incomplete 6. Procedure specified, but incomplete The report shows evidence of limited awareness of the significant safety, ethical or environmental issues that are relevant to the method of the investigation* 3-4 The student named the topic of the investigation and described a relevant but not fully focused research question. The background information included is proper and pertinent and aids the understanding of the context of the inquiry. The method of the investigation is proper to discuss the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability, and sufficiency of the collected data. 1. Independent variable considered 2. Dependent variable considered 3. Controls showed and considered 4. Hypothesis presented in incorrect format (If -, then -, because -) 5. Materials not specified completely 6. Procedure not specified completely The report shows evidence of some awareness of the significant safety, ethical or environmental issues that are relevant to the method of the investigation* 5-6 The student named the topic of the investigation and described a relevant and fully focused research question. The background information included is entirely proper and pertinent and enhances the understanding of the context of the inquiry. The method of the inquiry is highly proper to discuss the research question because it takes into consideration all, or most, of the significant factors that may influence the relevance, reliability, and sufficiency of the collected data. 1. Independent variable named 2. Dependent variable named 3. Controls shown 4. Hypothesis presented in correct format (If , then , because ) 5. Detailed materials listed 6. Detailed procedure listed The report shows evidence of full awareness of the significant safety, ethical or environmental issues that are relevant to the method of the investigation* Comments on exploration: The student set up the scientific context for the work, telling a clear and focused research question and using concepts and techniques proper to the program. The student considered and were aware of safety, environmental, and ethical considerations. Student did not list a hypothesis, but the report alludes to the hypothesis. Deeper development of background information would improve the report. Analysis This criterion assesses the extent to which the students report offers evidence that the student has selected, recorded, processed, and interpreted the data in ways that are relevant to the research question and can support a conclusion. 0 The students report does not reach a standard described by the descriptors below 5 1-2 The report includes insufficient relevant raw data to support a valid conclusion to the research question. The student carried out some basic data processing, but it is either too inaccurate or too inadequate to lead to a valid conclusion. The report shows evidence of little consideration of the impact of measurement uncertainty in the analysis. The student incorrectly or insufficiently interpreted the processed data so that the conclusion is invalid or very incomplete (Lacking statistical analysis) 3-4 The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or partially valid conclusion to the research question. The student carried out proper, and enough data that could lead to a broadly valid conclusion, but there are significant inaccuracies and inconsistencies in the processing. The report shows evidence of some consideration of the impact of measurement uncertainty in the analysis. The student processed the data so that a broadly valid but incomplete or limited conclusion to the research question to allow a conclusion (Statistical analysis were proper mean, median, mode, Chi-square, T-test, other) 5-6 The report includes enough relevant quantitative and raw qualitative data that could support an accurate and valid conclusion to the research question. The student carried out proper and sufficient information processing with the accuracy needed to enable a reader to reach a conclusion to the research question fully consistent with the experimental data. The report shows evidence of full and proper consideration of the impact of measurement uncertainty in the analysis. The student correctly interpreted the processed data so that one can deduce a completely valid and detailed conclusion to the research question (Statistical analysis where proper mean, median, mode, Chi-square, T-test, other) Comments on Analysis: The students report offers evidence that the student selected, recorded, processed, and interpreted the data in ways that are relevant to the research question and can support a conclusion. More detailed statistical analysis would improve the report. Evaluation This criterion assesses the extent to which the students report offers evidence of evaluation of the investigation and the results of the research question and the current scientific context. 0 The students report does not reach a standard described by the descriptors below. 5 1-2 The student outlined a conclusion which is not relevant to the research question or has no support by the data presented. The conclusion makes a superficial comparison to the current scientific context. The student outlined the strengths and weaknesses of the investigation, such as limitations of the data and sources of error, but restricts the information shown to an account of the practical or procedural issues faced. The student has outlined very few realistic and relevant suggestions for the improvement and extension of the investigation. 3-4 The student describes a conclusion which is pertinent to the research question and supported by the data presented. The student describes a conclusion which makes some relevant comparison to the current scientific context. The student describes the strengths and weaknesses of the investigation, such as limitations of the data and sources of error, and offer evidence of some awareness of the methodological issues* involved in showing the conclusion. The student has described some realistic and relevant suggestions for the improvement and extension of the investigation. 5-6 The student describes and justifies a definite conclusion which is entirely relevant to the research question and fully supported by the data presented. The student correctly describes a conclusion and justifies it through relevant comparison to the current scientific context. The student discusses strengths and weaknesses of the investigation, such as limitations of the data and sources of error, and offers evidence of a clear understanding of the methodological issues involved in setting up the conclusion. The student has discussed practical and relevant suggestions for the improvement and extension of the investigation. Comments on evaluation: The students report offers evidence of evaluation of the investigation and the results of the research question and the current scientific context. An in-depth discussion and application of statistical analysis would improve report. Communication This criterion assesses whether the student presents and reports the investigation in a way that supports effective communication of the focus, process, and outcomes. 0 The students report does not reach a standard described by the descriptors below. 3 1-2 The presentation of the investigation is unclear, making it difficult to understand the focus, process, and outcomes. The report is not well structured and is unclear: the necessary information on focus, process and the student either presented the results in an inconsistent or disorganized manner or are missing. The student obscures an understanding of the focus, process, and outcomes of the investigation by the presence of inappropriate or irrelevant information. There are many errors in the use of subject-specific terminology and conventions**. Sources not properly cited and/or Works Cited page missing, not following Modern Language Association (MLA) style guidance. 3-4 The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process, and outcomes. The report is well structured and definite: the necessary information on focus, process and the results are present and presented in a coherent way. The report is relevant and concise thereby helping a ready understanding of the focus, process, and outcomes of the investigation. The use of subject-specific terminology and conventions is proper and correct. Any errors do not hamper understanding**. Sources properly cited and Works Cited page included, following Modern Language Association (MLA) style guidance. Comments on Communication: The student presented and reported the results of the investigation in a way that supports effective communication of the focus, process, and outcomes while having some errors in the correct format and MLA style guidance. Marks achieved 19 Numeric grade (based on 100%) 79.2 IB Marks Grade 5 * One should apply this indicator only when proper to the investigation. ** For example, incorrect/missing labeling of graphs, tables, images; use of units, decimal places, referencing and citations. Conversion from marks to percentage Pre-lab report 1 2 3 4 5 6 7 8 9 10 11 12 8.4 16.6 25.0 33.4

Analysis of Mores The Prince and Utopia Essay -- essays research pape

i. Introduction Sir Thomas More was born in London to Agnes and John More a lawyer in 1477. Tomas after being a page in the Morton Household was sent to Oxford University and became a successful lawyer. After becoming an MP for the Under-Sheriff of London he started writing the book Utopia and finishing it 1516. After writing the book he was appointed as the privy councilor to King Henry VIII in 1518. He was latter executed in 1535 for refusing King Henry VIII to be the head of the church. Utopia is a fictional book about Mores talk with Raphael Nonsenso and his travels to Utopia. Niccolo Machiavelli was born in Florence, Italy in 1469 to a middleclass family. The time in which Machiavelli lived Italy as a country was not united but divide and split into little providences and republics. He latter became responsible for the Florentine militia against the Medici government and rule. When the Medici power reclaimed Florence Machiavelli was arrested for conspiracy he was tortured and then banished from Florence. During his banishment he wrote the book The Prince in 1513 which is dedicated to the new prince of Florence Lorenzo De Medici. The book was a discourse to the prince on how to run a country and also a way Machiavelli can get a job working in politics again. ii. Towns & Local Governments The local towns and governments in Utopia are split up into 54 separate large towns all equally alike in language, laws, customs, education and is no more than 26 miles apart from the next town. Each town in Utopia has about 30 houses that hold about 40 people each and 2 slave per house. Each house sends 20 members out to country for farming every 2 years the first year is spent training and the... ... instruction manual to run a kingdom and at the same time it?s a resume for a job. The reason in which Machiavelli is writing this is to re-enter a political life and political job for the prince. vii. Thesis Sir Thomas Mores Utopia and Niccolo Machiavelli?s The Prince both concern themselves with the basic issues of how a society works and maintains itself. Utopia?s aim is to show and portray of a perfect government and society. The Prince is telling how to run a country successfully and not to be hated or demised in the end. Both of these books deal with the central message of governments and how they should be run from different view and from two very different men. The one issues that they both did agree on is the issue on communism where both said no to the issues both agreeing in the same fact that communism is a government for the lazy.

Roman Holiday :: essays research papers

Review: Roman Holiday Roman Holiday is a famous and important film for many reasons, probably most for introducing the world to the incomparable Audrey, here in her first major starring role, and one which won her an Academy Award. With lots chemistry, inspired direction by William Wyler, and impressive locale work, shot completely on location in Rome, this ranks as one of the best romantic comedies ever made. It's a modern-day twist on a fairy tale, where the princess wishes to be a normal young girl, rather than the other way around. Hepburn plays Princess Ann, much beloved royalty whose every move is followed by the country, and every day is completed scheduled with monotonous formalities and appearances, which have begun to grow tedious for a young woman looking to have some excitement in her life. She wants to have some fun and spontaneity in her life, so one night while she is visiting Rome, Ann makes her escape from her handlers and heads to the streets of the city, where a handsome new reporter, Joe Bradley (Peck) stumbles upon her. There appears to be no place for her to go, so Joe takes her to his apartment for the evening, but the next day he discovers he may be onto the scoop of a lifetime when he realizes that the woman in his bed is none other than the most beloved figures in the world. His plan is to entertain her while she is in town, without letting her know he is really j ust trying to get the inside info on the woman for his article, and she also hides her identity in hopes of being seen as the average girl in the free world. Perhaps the most impressive aspect of this rather old fashioned romance is how funny it actually is, while still maintaining a sense of subtlety throughout. This is not a story driven plot, but rather, a collection of charming and amusing moments that, when added up for the duration, becomes something quite substantial. The character development involved is flawless, as we grow to like, and in some senses love, the main players, thanks in large part to the terrific Academy Award winning screenplay by Dalton Trumbo here credited as Ian McLellan Hunter due to a blacklisting that forced him to write under a pseudonym. Even with the quality writing, none of this could have worked if overplayed by the director or if stars were cast who weren't as likeable, and on all fronts,

Explain key influences on personal learning processes

Learners must complete 100 hours work experience s a requirement of this unit. Unit introduction Initially, learners will explore factors that affect learning, then plan and monitor their personal and professional development and reflect on it. They will gain a key understanding of the health and social care sectors, including aspects of service delivery and the fundamentals of research methodology. Learners will consider their personal and professional development holistically, linking different units within their programmes and also their personal experiences.This unit explores the different ways in which learning can take place and how earning from individual experiences can be used to enhance the quality of knowledge, skills and practice. Learners will explore concepts of learning and relate these to their preferred learning styles and other factors that influence their learning. Learners will initially consider their knowledge, skills, practice, values and beliefs in relation to working in health and social care. They will then draw up a personal plan personal abilities, goals and career aspirations.Learners will review their progress against these plans at intervals throughout the programme, adjusting them as appropriate to changing circumstances. They will develop the ability to draw on a range of sources of information to assess their personal and professional development, including their vocational experience and other relevant experiences such as their formal study, employment and/or voluntary activity. The unit introduces learners to health and social care service provision and research methodology, both of which can be extended in other units within the programme.

Child Development

Abstract Preschool students who are entering kindergarten are often expected to attend a screening session. My research focused on the qualities of a successful screening tool and how the tool is used to assist educators. I was curious to know if a screening tool provided enough information for educators to adequately balance classes during the process of placing incoming kindergarteners. Placing students based on their academic and social needs gives teachers more time and opportunities to successfully teach to their students' strengths, challenges, and personalities. Finally, I was interested in researching which screening tools educators chose to use. Throughout my research I wanted to determine which areas of development were typically part of the preferred screening tools and to determine which areas were better predictors of academic achievement. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 3Statement of IssueKindergarten screening is used to determine which students are at risk for developmental, behavioral, or academic difficulties. A kindergarten screening tool is designed to identify potential learning or behavioral difficulties before they increase in frequency, intensity, or duration after the student enters school. Students who are identified can receive support from their school and families in a more timely and effective manner. The screening data also provides information that assists in the process of student placement into kindergarten classrooms.Literature ReviewSchool readiness, defined as social, emotional, and behavioral readiness to learn is a fundamental aspect of school success. Screening students who are entering kindergarten can be beneficial in identifying which students are demonstrating school readiness and which students would benefit from additional support once they begin kindergarten. Determining whether or not to require incoming kindergarteners to participate in a screening session is a discussion between the kindergarten teachers, administration of the elementary school, guidance counselor, and curriculum coordinator. The purpose may extend beyond the placement of students to include comparative data gathered to use in future discussions related to the students' progress.It is necessary to recognize the difference between the terms assessment and screening. While many people use these terms interchangeably, they have different purposes. Given the growth in the use of screening and assessment practices to identify students at increased levels of risk, it is important to emphasize important distinctions between screening and assessment. Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 4Specifically, screening and assessment procedures differ in their purposes, features, and the types of tools used. School readiness screening measures would be administered to every child entering kindergarten. Stormant (2016) suggests that a true screening system should be brief, simple, and rely on easy to administer tools. The purpose of assessment is to conduct a lengthy, in-depth, and thorough investigation. Invernizzi (2010) discusses the criteria for early literacy assessment in preschoolers assessment decisions. They must be broad-based, easy and efficient to administer and interpret, and provide immediate instructional benefits to teachers. Along with deciding whether or not to participate, educators must choose which tool to use and what developmental areas to focus on. Educators can then create balanced classrooms and prepare supports for the students who showed a lack of school readiness based on the outcomes. Steps can be taken to prepare these students for their entrance into kindergarten by providing summer programs and planning for ways of implementing instruction that offers extra support at the start of the school year for students who need it. RTI is a method of providing Tiered support for struggling students. Kindergarten screening results can provide educators with a starting point of data. Interestingly, Seethaler (2010) advises that screening students who haven't been exposed to math concepts prior to attending school may give false information. She questioned that waiting until students have more time to be exposed to common math experiences might allow the students without prior exposure to number concepts time to ‘catch up' to their peers. In her research she also examined the single skill screener versus multiple skills screeners to determine potential mathematics difficulty in kindergarten students. Phonological Awareness is known to be a predictor of academic success in Literacy where Number Sense is a predictor of math success.   Bridges and Catts (2011) report that specifically, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 5dynamic screening may be able to reduce the false positives associated with universal screening in the early school grades. Although preschool opportunities provide many children with literacy experience and instruction, a large number of children continue to enter kindergarten with limited literacy knowledge. A lack of literacy knowledge at the beginning of kindergarten can affect performance on measures of phonological awareness and lead to children being identified as at risk for reading difficulties.The kindergarten screening process is a way to gauge a child's current functioning and growth. It is a brief evaluation of several developmental domains of functioning in young children that typically takes place prior to the beginning of kindergarten. It can be an important prevention or early intervention tool to determine which young children are at risk for developmental, behavioral, or academic difficulties. The areas of development that are most commonly evaluated during a screening are; Gross Motor, Fine Motor, Language, Concepts (Math, Phonological Awareness), Self-help Development, Social/Emotional Development, and Behavior.Conoyer (2016) advises when selecting screening tools, educational professionals must balance efficiency relative to predictive utility and diagnostic feedback. While some may opt for a multi-skill measure with a longer administration time, others may prefer a brief screener that has sufficient predictive utility, and then administer diagnostic assessments to the smaller group of students identified in the initial screen.PALS-PreK is a scientifically-based phonological awareness and literacy screening that measures preschoolers' developing knowledge of important literacy fundamentals. The assessment reflects skills that are predictive of future reading success. It measures name writing, Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 6beginning sound awareness, print and word awareness, rhyme and nursery rhyme awareness, and alphabet knowledge. Phonological awareness refers to the ability to pay attention to, identify, and manipulate sound units within spoken words.As stated by McWayne (2011), the K-ABR is a teacher rating screener that includes three items to screen children in need of academic and/or behavior support. The specific items comprising the K-ABR include (1) â€Å"Compared to other students in this school, how was this child's readiness for the behavioral expectations of kindergarten,† (2) â€Å"Compared to other students in this school, how was this child's academic readiness for kindergarten,† and (3) â€Å"Compared to other students in this school, how was this child's overall readiness for kindergarten. â€Å"Kokkalia (2017) explains that the DIAL–4 is an appropriate screening tool for children ages 2.6 years to 5.11 years. The tool is individually administered but is appropriate for use in environments where large kindergarten screenings occur, taking approximately 25-35 minutes per child to administer. Each of five performance areas is scored on a behavior (psychological and social) rating scale. Behaviors are observed during the screening process to help determine if further assessment is needed. This tool offers comprehensive information in five performance areas; Gross Motor, Fine Motor, Language, Concepts, Self-help Development, Social Development. This is the tool that my school district has chosen to implement this year for the first time.Hamm (2014) describes a program called KidSkills whose goal is to meet the principles of RTI and illustrate the effectiveness of elementary teachers and specialists teaming up to systematically examine student needs. Collaborative models such as this one aim to support Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 7student achievement. Multiple perspectives from various areas of expertise offer strategies that collectively support the whole child. Early screening, systematic data collection, collaboration, and a strong home- school partnership are key components of this program that can be replicated in a variety of settings and possibly generalized to other academic areas. The program provides kindergarten students with targeted small-group instruction once a week focusing on phonemic awareness, language and vocabulary development, literacy skills, and fine motor and perceptual skills.ConclusionThe methods used to perform kindergarten screenings are often in question. Educators discuss if preschool students are capable of accurately sharing what they know with individuals they have just met in a school setting that may cause anxiety in some children. Early Childhood educators may disagree with some of the developmental areas on the screening tools. Teachers may assume that children come to kindergarten with the prerequisite fine motor and perceptual skills to practice letter formation. Kindergarten screening tools may not pick up on the subtle needs experienced by some children that will make letter formation difficult. Assessing and addressing visual–motor skills is an essential predictor of academic achievement. As stated by Conoyer (2016), early identification of students at risk in mathematics is limited in value if educators are unable to evaluate and adjust their instructional programs to effect improved mathematics achievement.Further research to explore how the information gathered during kindergarten screeners should be examined and compared to future student assessments. Academic predictors could be evaluated in more detail and more data should be gathered in order to follow student progress Running head: BENEFITS OF SCREENING INCOMING KINDERGARTEN STUDENTS 8throughout the elementary years. Continuing to check in with classroom teachers to find out if the classes ended up being successfully ‘balanced' would be of interest to my research of kindergarten screening usefulness. Each year students enter kindergarten with varying levels of maturity, attention, and exposure to academic concepts. Acknowledging this and proceeding without biases when examining the data collected is essential to the child's future school career. Child Development There are many different aspects that Influence and shape human development. One major factor that Influences personal development Is the social environment. A lot of people don't realize how many different aspects go Into shaping how a person develops while growing up. According to Rule Frontbencher, there are 5 mall systems that Influence human development: the Microsystems, Microsystems, ecosystem, Microsystems and chronometers. One system that influences the person directly is the Microsystems. According to Earnest (20111 â€Å"The Microsystems isBrotherliness's term for the immediate environment, the settings where people experience their daily lives † (p. 23). The Microsystems includes: family, school, peers, neighborhood, church group and health services. My family has one of the largest impacts on my development. When I was six years old, my parents got a divorce. Even though I was only six, it profoundly affected me, even to this day. While growing up, it took an emot ional toll on me, from not being able to celebrate holidays together, to switching from house to house on the weekends.My dad moved on very fast and married when I was 8 years old; to this day I resent my stepmother for that very reason, therefore, becoming much closer to my mother. My mom Is a very Independent person and has never relied on a guy for anything. I look up to her for everything, and since she is my role model, I am now a very independent person by not relying on other people, being able to get stuff done on my own and being strong in difficult situations. The peers I grew up with also had a vast impact on my life and decisions.When I was in elementary school, some of the boys would make fun of my SSE by sticking pencils at the end of their nose and saying it looked like mine. I would cry myself to sleep and started to hate my nose. When I was in Junior high, I still got negative comments regarding my nose. I became embarrassed to meet new people, thinking they would J udge me and think I was ugly so I didn't go out as much. Just last year, I got a royalists procedure done to reduce the size of my nose. If I had never gotten correlated for the nose I was given, I don't think I would have gotten the procedure done.Another system In Frontbenchers ecological theory Is the crossest. Unlike the Microsystems, the Microsystems influences the person indirectly. According to Earnest (2011 â€Å"The Microsystems is the broad system of cultural beliefs and values, and the economic and governmental systems that are built on those beliefs and values† (p. 23). The Microsystems is the largest system and includes: the government, cultural values, customs, religion, and the economy. One aspect of the Microsystems, which influenced my development significantly, was the socio-economic status of my family.I was raised by two parents who each went to allege and got a bachelors degree. My mother completed her associates degree, had her first child and then went to night school to complete her bachelor's degree. That showed me how crucial getting an education was. The socio-economic status of my family Instilled In me a great respect for education, which Is why I am striving to get a masters degree In psychology. After my mother achieved her bachelor's degree, she advanced in her job to become a human resources manager earning over grow up, therefore, leading me to pursue the field of psychology.The culture of the Unites States has an enormous impact on me as I grew up. Ever since I was a young girl, the United States has given me a strong exposure to the value of independence. Personal freedom, independence, and responsibility are what our society strives for in individuals. Since that was instilled in me as a child, growing up, I always took the initiative to try and figure out answers before asking someone, getting all of my work done promptly and on time, and leading a life deciding on what my future was going to be.Kids are constantly asked what they want to be when they grow up; that shows he value of independence and how anyone can choose what life they want to live. It is then up to the child, to obtain that goal by having responsibilities and going for what they believe in. Since children are raised to have responsibilities, if a 6th grader came home with a poor report card, actions would be taken place. My family would set up tutoring in the subject they are struggling in, since academics are so important for succeeding in life. If the 6th graders academics never improved, he might flunk out of school, therefore, not being able to get a degree.If he never got a degree he would not get a well paying Job, therefore, not being able to support himself/family. Since culture has such a big impact on development, depending on where one lives, there would be traditions and practices around the birth of a baby. If I were to have a child, my family would throw me a baby shower and give me gifts to help me raise the ba by. On the day I go into labor, my family would also come to the hospital to help support me and be there to witness the birth of my baby. I would have my husband and mother in the room to support me and share the experience with me. Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html | Child Development Child development is the process of how your child is able to do complex things as he gets older. Development involves learning skills such as tying shoes, skipping, kicking a ball and walking. Children develop their skills in five main areas: * Physical Development * Intellectual/Cognitive Development * Language Development * Emotional Development * Social Development Physical Development Physical development is the way in which children's bodies increase in skills. The acquisition of skills such as sitting, throwing and running, picking up objects and feeding describes the physical development of your child.Developmental norms are patterns of growth that a child is expected to follow when growing. (Bruce T. Meggitt, C 2004) Physical development is grouped in two main areas: Gross Motor Skill are his/her ability to use their large muscles, Gross Motor Skills starts with head control and works down their body such as learning to sit, crawl, pull up and walk. They use their large musc les to acquire these skills. Fine Motor Skills are his/her ability to use their small muscles. During the first year of your child’s life, he/she will start to practice handling and manipulating small objects.This develops their ability to use their small muscles, specifically their hands and fingers to pick up and hold objects such as pencil and spoon. (Bruce T. Meggitt, C 2004) Intellectual/cognitive development Cognitive development is the way in which your child manages their thinking, and talent to create sense of the world and what is occurring around them. When your child is able to deal with difficulties, telling about it in advance are examples of skills associated with cognitive child development. (Robinson, M et al, 1998) Language development:Children's language develops through using visual and sound stimuli, especially in the acquisition of language, also in the exchange of thoughts and feelings. There are two identifiable stages; the first stage of development i n the process of children learning to use language is the pre-linguistic stage. Babies use this stage to learn how to communicate with others. During the first stage of life, babies rapidly learn how to communicate with their carers, so that by the age of 12 months, most babies understand what is being said to them and are starting to communicate their needs by pointing or by showing their carer objects.Then there is the Linguistic Stage – 15 Months to 8 Years, Children starts to use words around twelve months and by fifteen months they have developed their own word for an object or person and use it consistently. They then go on to use holophrases – using a single word to express several meanings by changing the sound and using gestures. As they grow children gradually put two words together to form a mini-sentence if your child is exposed to a rich language environment, this will be reflected in his speech development. (Robinson, M et al, 1998) Emotional development: Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Children's emotional capabilities expand, allowing them to develop a variety of skills that they will need in their adult lives. Emotional development encompasses the feelings that we have about ourselves and others, as well as our capabilities to function well in the world from a social standpoint. (Robinson, M et al, 1998) Social development: Social development is the growth of a child's ability to relate to others and become independent.As they develop and perceive their own individuality within their community, they also gain skills to communicate with other people and process their actions. Social development most often refers to how a child develops friendships and other relationships, also how well a child handles conflict with peers. (Bruce T. Meggitt, C 2004) This is not fixed or written in stone it is simply a guide to child development, It is dangero us to assume that children are abnormal if they do not all progress in exactly the same manner. Variations will always exist, since each child is an individual developing in their own unique way. (Bruce T.Meggitt, C 2004) The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he/she can manage personal feelings, understand others’ feelings and needs, and interact positively with others. Differences in social and emotional development result from a child’s inborn temperament, cultural influences, disabilities, behaviours modelled by adults, the level of security felt in a child’s relationships with adults, and the opportunities provided for social interaction. (raisingchildren. net. u/preschoolers/preschoolers, 2006) Social and emotional development for a four year old: Your four-year-old should be able to learn lots about the world and how it works, about peopl e and relationships, makes friends (often short-term) and plays group games. They are now more likely to, share toys, taking turns with assistance and initiate or join in play with other children and make up games. (/raisingchildren. net. au/preschoolers/preschoolers, 2006) At this age, children are more aware of themselves as individuals. They should show some understanding of moral reasoning (exploring ideas about fairness and good or bad behaviour).Children become more interested in relationships with other children and start to compare themselves with others. Children should start to develop friendships, express more awareness of other people's feelings, show interest in exploring sex differences and most children enjoy imaginative play with other children, like dress up or house, they bring dramatic play closer to reality by paying attention to detail, time, and space. (raisingchildren. net. au/preschoolers/preschoolers, 2006) Children know a bit more about the idea of sharing. But they might not be keen to put the idea of sharing into action, it would be great if children always played nicely together and never had fights over toys or over whose turn it is to lick the bowl after the cake has been baked. If a child is not sharing you can encourage them to share with other children, by reminding them how bad they would feel if someone took their toy. Talking to children about other children’s feelings, helps build their sense of empathy. Children need structures and routines to feel safe, and  when their behaviour is ‘over the top’, they need you to set limits and bring them back to earth without making them feel bad. Raising children. net. au/preschoolers/preschoolers, 2006). Factors affecting child development There are various factors that may impact upon the development of the child, learning difficulties such as Autism, ADD/ ADHD disorder are a condition where children have difficulty concentrating and paying attention and may cau se slowness in development in many areas. Children with learning difficulties or special needs will require additional help such as extra support at school/home, to resolve development problem and may or may not catch up. These children may even go through a process called statementing before they receive help.Some children with learning problems do not get statemented as the parents may not want to admit that their child has a problem as they feel ashamed. Children with special needs can benefit greatly if attending a mainstream school that has the resources and funding to help them. (Browne. K. 2008. P. 360) Factors such as extreme poverty and emotional stress can have a devastating effect on children’s development. Poverty can have a profound effect on a child’s development; children who come from poor backgrounds will lack resources, live in over-crowded houses with lack of study space.Their poor diet and ill health can lead to tiredness, absences and missed lesson s. Low income or unemployment may mean lack of educational resources or a home computer is not available. This could affect the child’s educational progress. It could also mean the hidden costs of education such as calculators, sports equipment, and school trips are out of reach of many poorer families. Although many government places are available many low income families in lesser paid jobs cannot afford to send their children to pre-school or nursery. Such starts to education are proven to aid a child’s development and can help with social skills.It can be argued that Material Deprivation also affects the working class. (Browne. K. 2008. P. 360) It can also be argued that although children lack educational resources at home such as computers and calculators they can still achieve developmental levels as many school are well equipped with these materials, also many schools now have breakfast/afterschool clubs and do lots of extra curriculum studies to help children. It can be said children will only benefit from these clubs and extra studies if parent are willing to encourage children to attend them.Many things can cause emotional trauma in children such as death, illness, unstable home life, abuse, neglect, bullying and accidents. Children suffering from emotional trauma can exhibit displays of aggression, withdrawal, show signs of anxiety and have complaints of aches, pains and tiredness. Emotional trauma can leave children feeling frightened and even ashamed or guilty. All these signs and symptoms can cause developmental problems and impact upon their emotional ability which is important to a Childs personal and social growth, a child suffering from trauma may also revert to bed wetting or baby talk.Children who are affected by extreme trauma can benefit greatly with the help of the Schools mentors/councilors who are trained to deal with traumatized children, a teacher with a heightened sense of awareness maybe able to pick up on any problem s. (Marcus, M. Ducklin, A 1998) An inside school factor that can cause developmental progress is labeling, teachers’ judge and label pupils based on a number of different factors such as social class, gender, race, and behaviour rather than on ability and intelligence.Pupils who have reputations and labels because of their behaviour and attitudes are unlikely to be innocent victims; they may have been in trouble before. It can be argued that it is often the case pupils will contest their label and work doubly hard to prove that they can do what they are told they cannot, therefore rendering the label useless, (McNeill, Blundell et al, 2003 Methods to manage behaviour In the classroom environment a teacher who is applying a behaviourist view would typically stand at the front of the class and direct how the lesson takes place and how the class responds to the stimulus provided.It can be argued that the behaviourist approach does not allow for individuality or for spontaneity, it ignores people’s ability to have complex thought processes. It could be argued that the reward giver would need to know the learner to know what the correct reinforcement would be to ensure effective reinforcement. A negative factor would be too much adult involvement. (McNeill, Blundell et al, 2003) A positive classroom environment is one where the teacher adopts the cognitive style of learning.The teacher allows more class involvement and often sits amongst the class rather than standing at the front. The lessons would have a more adaptable framework which allows students to be more independent, the student would be able to set their own targets /goals thus creating independent learning and thinking. The lessons would include role play, presentation discussions, group work, research and working in pairs. The teacher would empower her students to self learn so rather than being a role model would become a facilitator. McNeill, Blundell et al, 2003) Other methods of managi ng behaviour are rewards and sanctions, teacher can rewards children for good behaviour or finishing their work with verbal praise, stars, certificates or table points. Teachers may also give children sanction such as a time out or losing five minutes of playtime. When dishing out sanctions/reward the teacher must be consistent and they have to be relevant and meaningful to the child, it could be argued that to ensure the effectiveness of reinforcers the teacher would need to know the learner. Word Count 1998 BibliographyBROWNE, K. (2008). Sociology. 3rd Ed, Cambridge: polity press. BRUCE, T, MEGGITT, C (2006) Childcare and Education, 3rd Ed, London: Hodder ; Stoughton. MARCUS, M, DUCKLIN, A. (1998) Success in Sociology London John Murray MCNEILL, P. BLUNDELL, J. GRIFFITHS, J. (2003). Sociology. The complete companion. 3rd Ed, Cheltenham: Nelson Thorne. ROBINSON, M. BEITH, K. PULLIN, L. (1998) Early Years Care and Education, 2nd Ed, Oxford: Heinemann. www. childdevelopmentinfo. com/ – updated 26th June 2007-accessed 5th June 2010 http://raisingchildren. net. au/preschoolers/preschoolers. html |

Creon’s tragic Downfall Essay

Creon is the tragic hero of the play, Antigone, by Sophocles, and suffers the greatest downfall. It all begins when he maes his public announcment as the new king. He states his message loud and clearly to everyone, that if anyone feels the need to bury the body od Polyneices, they will be going against the law and will be sentenced to death. In this powerful speech, he shows the need for control and order in the way he plans to rule. At the same time, he is showing arrogance in the way he insures all of his choices in judgement are correct. Creon is told that someone has gone against his words and burried the body of Polyneices; he becomes outraged and orders the sentry to find him and turn him over at once. The sentry watches as he sees Antigone come out to bury her brother’s body for a second time. He catches her and she is presented to Creon. Creon questions her, and she does not deny what she has done. He orders her to death. She tells him her reasons for her actions, but they are completely ignored by Creon. Antigone is going to be taken toa vault and left to die. Creon, being stubborn, won’t even listen to the pleas and threats of his own son, but when Teiresias enters, he listens to what will happen if he does not change his decisions. So he takes a drastic turn. He pushed all of his arrogance aside, along with his stobbornness and he asks for help, â€Å"what shall I do?† At this moment he becomes weak in front of his people. Creon the king, asking for help? He is suppose to know it all! He is then told to go quickly and free Antigone from her vault and build a tomb for the body of Polynieces. Creon is ordered to do exactly what he stated was against the law, but in order to save himself, he follows everything that he is told. Immediately he performs a burial for Polynieces and digs out Antigone’s vault, in hopes of saving himself from the proce of paying flesh for flesh. Asking for help is not an easy thing to do, especially when you’re so head strong like Creon, but asking for help in a situation where you know you need it shows incredible courage. If only Creon had done it a little bit  earlier. After doing everything he could to change his stubborn choices, he fails. Mourning over what destruction he had caused, the deaths of his wife, son, and Antigone are his entire fault. He has tragicallu ruined himself, and now instead of dying,je os fprced to live in shame and in great pain in front of the people he ruled for his short time as king.