Development from Conception to 16 Years Essay Example for Free

Development from Conception to 16 Years Essay E1- The age group I have chosen to describe is birth to 3 year olds on their physical development and communication and language development. In this age range the physical development changes from birth where they generally don’t do anything which develops as between 3 – 6 months the child can hold a rattle for a moment, reaching for a toy, putting toys in their mouth, lifting their head up, moving their arms to indicate wanting to be picked up and rolling over. This development changes much more as when the child is 9 – 18 months as they can grasp objects, can sit unsupported, can crawl , can point at objects, start to use a spoon and self-feed, start to walk, start to scribble and build a tower of three blocks. Then at 2 years the child can draw circles and dots, can use spoons to feed their self’s effectively, can run, climb on furniture and use sit and ride toys. At 3 years the child can do all the stuff from the ages before but also turn the pages of a book, wash and dry their own hands, run forwards and backwards, kick a stationary ball and throw a ball as this develop is done with the help of the child’s family as the encourage the child’s physical development. The communication and language development happens because at this age there co-operation from early motherese by asking them to show you objects and then learn to follow simple instructions but their communication and language develops as first all the can do is cry and make cooing noises which then turns to babbling at 6 – 10 months where they â€Å"goo† and â€Å"ma† as the child blends vowels and consonants together to make tuneful sounds. Then at around 12 months this develops to the child saying â€Å"momma† and â€Å"dada† as they start to show facial expressions and gestures but can now combine sounds. From 1 – 2 years they learn more words so they can make mini sentences when they speak and manage to name things when you point to something, and from 2 – 3 years they can communicate well and manage to ask questions and say full sentences as at this age there is a large increase in a child’s vocabulary combined with an increase in the use sentences. E2- The age group I have chosen to describe is 3 – 7 year olds on their physical development and communication and language development. In this age range the physical development changes from being 3 years and being able to just learning to walk and run, walk on their tiptoes, wash and dry their hands, put a coat on and off and use a spoon to feed them self’s without the  food spilling. To when they are 4 – 5 years where the child should start being able to button and unbutton their own clothing, cut simple shapes, put puzzles together specifically for their age range, write their name, form letters, draw recognisable pictures, cut out shapes with scissors, draw around a template, walk on a line, hop on one foot, skip with a rope, run quickly avoiding objects and use a variety of large equipment on their own (e.g. slide, swings†¦). Then at the age 6 – 7 years the child should be able to join handwriting, cut shapes out accurately, make detailed dra wings, tie and untie shoelaces, hop, skip and jump confidently, chase and dodge others, balance on a beam and use a bicycle. This is because in this age the child is helped through their physical development by their parents, family, teachers and peers as they encourage the child. Communication and language development happens very effectively in this age range as at 3 – 4 years they are able to ask questions and be fascinated with answers given to them by saying â€Å"if† to find out what happens, say their name age address and be more accurate in speaking how they pronounce words. At 4-7 years the child tries to understand the meaning of words, talk more confidently and begins to be more and more fluent, manages to add vocabulary all of the time in their speech, begin to share ideas, begin to realise different situations and define what objects are, this is because in this age range a child masters the basic skills of language and masters the reproduction of most sounds. E3- One theoretical perspective linking to E1 and E2 is Chomsky’s theory of language development. His theory is a nativist theory as he suggests that humans have a built in ability to learn a language. Chomsky states that children have a â€Å"Language Acquisition Device† (LAD) which encodes the major principles of a language into a child’s brain. Chomsky’s theory also states that children are able to use language so accurately from an early age because they only have to learn the new vocabulary and apply the structures from the LAD to form sentences. Chomsky believes that they cannot be learning the language purely through imitation as the speech around them is often broken and ungrammatical. Even with extremely complex languages children will become fluent in their native language by the age of 5 or 6. A second theoretical perspective linking to E1 and E2 is Skinner’s theory of language development. Skinner’s theory is a nurture or behaviouristic theory. According to Skinner’s theory a child initially  acquires through an operant process this means that the child learns voluntarily without any external force so learning of its own free will and without any sort of pressure. According to Skinner the whole process is based upon 4 elements as it is stated on slideshare.net which are â€Å"stimulus, response, reinforcement and repetition†. For example a child will make a sound if they want something. If the child gets the response it wants they will associate that sound with the act or response and will continue to use it to achieve that response. Skinner believes that learning language is no different from learning anything else and anything which is lodged in the mind of the child becomes part and parcel of the child’s life. E5- for my observations I have done a tick chart, time sample and written narrative on a child aged 3 years and 11 months E6- In order to maintain confidentiality throughout the observations each child is referred to as child A, B or X rather than their names being used so that other people do not recognise who we are observing should they know the child. Each setting is referred to in a general form such as primary school, pre-school and nursery. The information gathered is only accessible to the observer and in some cases the teacher or a high member of staff if something is noticed that is either of a concern or needs addressing. Also maintaining confidentiality is very important in a setting as it shows respect to people so then they can trust you so if they have any concerns then can come and tell you. But if a child is at risk confidentially may be broken if a practitioner thinks child protection should know. D1- The observations that I carried out show that child A struggles to recognise numbers and letters in general. This may be because they are a kinaesthetic learner and is more confident in absorbing information through practical methods rather than through visual methods. This suggests that child A needs more help with their numbers and writing so to help we could plan activities to help do these which are more appropriate to the child’s learning style and suggest at home they practise counting and writing to develop on this to get them up to the same or a similar level as the rest in their year. Also the observations show that child A is not yet confident about showing and talking to the rest of the class at show and tell, this may be because the child is very shy which could be because the child is not used to being at the school yet and doesn’t feel confident enough as they might still not know everyone and become shy because they  have never noticed or spoke to s ome of their peers. D2- the observations in E4 can help with planning to meet the child’s needs as from observing you can see the child’s interests and find the best way to help them reach the next level of development or ways to maintain a desirable behaviour. Doing observations also helps early years practioners learn more about the age group they are working with so then they will be able to plan activities to each individuals learning styles and individual needs. For example the child I observed in E4 is not very confident talking to the whole class at show and tell so from knowing that I would plan for them to do group work with friends at first then try and mix groups so she still has 2 friends with her so they can make new friends with the people in the class they haven’t spoken to, to try and gain confidence to talk to all other peer’s in the class. Also the child turned out to be a kinaesthetic learner so while planning I would make sure there are activities to just get on with and do so the child can do activities that are to their interest and learning style as well as trying things that are not their favourite learning style but my help them in some way. C- Confidentiality and objective observation are both subjects that are seen as important; this is because confidentiality is very important in teaching and for practioners to keep confidentiality which means they can only speak of things they have seen in the workplace to other members of the staff or supervisors if it is a concern, but no one else outside of the placement should be informed. By using confidentiality we are assuring the safety of the child and their family. Also we are able to make and keep a reputation for ourselves and the setting so we gain the trust of parents, guardians and the local community by protecting information and the children plus working to a child’s best interest. Each child and their family are diverse as they all have their own differences so if we include every child in an observation it shows to be unbiased. The issues which are essential to confidentiality are personal attitudes and values, sharing information, safe storage of information, working with parents, legal requirements and polices.

Galahad as a Christ Figure Essay -- God Religion Galahad Essays Papers

Galahad as a Christ Figure Very few people can call themselves a Christ figure. There are so many elements that go into being a Christ figure. Galahad had all those elements. He was enraptured, he saw 'the wonders of the Holy Grail', and he had disciples. Also, he made life better for human beings by sacrificing himself for others, he preformed miracles, and he heard holy voices and saw holy visions. Because of all that he did Galahad was a proven Christ figure of his time. Galahad would hear holy voices and see visions throughout his journeys. Galahad saw a vision of angels praying about a silver table, meaning that he was close to the end of his search for the Holy Grail. Many times voices would help him and warn him. At one time he was about to kill one of the knights he had been fighting when a voice told him, 'If those two knights had known you as well as I do, they would let you alone.' Hearing this, Galahad rode off without killing either of the knights. The voice saved him from killing his own father. 'For once caution was the better part of valor!' Performing miracles to make life better for human beings is a characteristic that Christ figures possess. When the silver table appeared on Galahad?s boat, he needed help taking it off. He called to an old crippled man to help him carry it. The old man told Galahad that he had been crippled for far too long and such a task would be impossible for him. Finally, the cripple obeyed Galahad and when he stood up he ...

Poverty and the Global Sex Trade Essay

As the global economy continues to slide downhill, the global poverty case worsens. Major businesses are forced to shut down, causing more and more people to lose their jobs everyday. People are willing to do anything just to earn money in order for them to put food on their plates. Because of this, many are forced to do things they don’t even want to do. This is the case of the global sex trade. Fueled by the worsening global poverty, more and more people resort to prostitution in order to survive. The culprit: poverty Before we discuss the growing problem of global sex trade, we should focus first on its main cause: poverty. In the 2005 World Bank report on poverty, it is stated that almost half of the world’s total population or more than 3 billion people live on less than two and a half dollars a day (Shah, 2009). Also, around 80% of all humanity lives on less than ten dollars every day (Shah, 2009). With that established, we can say that majority of the people are suffering from poverty, pushing us to doing whatever we can to earn money for our survival. The facts mentioned above were taken even before the global economic crisis that we’re experiencing now. So if we consider it as another factor, it is easy to assume that the global poverty problem even worsened. From what I’ve read, I can say that everyone is affected by the global poverty problem. Even the rich people are shutting down their businesses. But still the ones more affected by the worsening case of poverty are the poor people. They are poor to begin with, so as the poverty problem worsens, their situation also worsens. They’re poor even when they have a job, so when they get fired or laid off because of the global economic crisis, then they’ll be the ones who will be forced to do anything just to earn money. They’re more likely to commit crimes or be involved in prostitution not because they wanted to, but because they have no other choice. The crime: global sex trade We have now established that poverty could push people into doing things they don’t want to do. We now focus on the specific problem of sex trade or sex trafficking. According to Sarah M. Gonzales, as spokesperson of Captive Daughters Organization, sex trade acts â€Å"as the delivery system for prostitution† and that it involves a lot of young, poor women and even under aged girls turning to sex trade and prostitution as that they would be able to provide for themselves and their families because they’re left with no other choice (Gonzales, 2008). What most of us don’t know is that usually, sex trade is a big business, wherein some people are exploiting others for their own profit. It is a big business, coming in second to drug and gun trafficking worldwide. According to the United States government, the profit that criminals make out of the sex trade business can reach up to $9. 5 billion annually. There are efforts to curb this problem, including the arrest of the people behind major sex trade business. But as the poverty problem worsens, more and more people resort to this business despite its illegal, exploitative nature. The trade has continued to grow worldwide, as we continue to suffer more with poverty. In order to address this problem, two aspects should be addressed properly. One is capturing the criminals who orchestrate the sex trade, and the other one is addressing poverty, which is the main reason why sex trafficking continues to proliferate. The victim: the youth For me, I am against sex trade, and with the worsening of its global condition, I firmly believe that we should give our best efforts to solve this problem. In order to further understand why we need to give more focus on this problem, we have to look at the ones who are directly affected by these problems. It isn’t really the middle-aged working class who suffer more from this problem. It’s the youth who bears this burden in their shoulders. At times of need, these young men and women are compelled to risk their bodies and their lives just to earn money to support their family. They’re the ones exploited; the ones who are supposed to be our future would end up getting exploited and abused all because of poverty. This exploitation of the youth in sex trade is not confined to one part of the world only. It affects every corner of the globe, rich and poor countries alike. As long as poverty exists, the youth will continue to be exploited and be a global commodity in the sex trade. According to Stephan Faris, a WEnews correspondent, a foreign prostitute in Italy could make â€Å"far more than Nigeria’s average income of less than a dollar a day† and this could be a very encouraging deal for a girl’s family to send their daughter into sex trafficking (Faris, 2002). When sex trafficking became popular, Nigerian girls were seen as good for making money, though before they were viewed as something dispensable (Faris, 2002). They found their worth only as a source of income for them, so the families are really open to sending their daughters to sex traffickers, not minding where they’re sent. It is a pretty harsh environment for these young women, because their only chance to survive is to sell themselves for sex, and in foreign soil, they have no one else to rely on except themselves. At a very young age, they have to experience such things already, all because of poverty. The adverse effects of Global Sex Trade Another reason why I believe that we should give more attention to worsening case of global sex trade is its adverse effects. These outcomes affect not only those directly involved with the sex trade, but also other people in our society. Probably the most evident effect is the increasing rate of HIV/AIDS prevalence. In a United Nations report made available through the U. N. Wire, it is said that â€Å"the influx of sex workers has sparked fears about the spread of AIDS† in various places including refugee camps, communities, and a lot more (Nuhu, 1999). The situation is worsened because some people, including government officials, lack a sense of commitment to address this problem, and the people living in the community have very limited understand about these diseases. It is also said that with the worsening case of poverty, those who are likely to be affected by HIV/AIDS are the young children who are trying to make a living out of prostitution. Solving the problem For me, I can see this as a challenge to us all. Of course, we have to consider ourselves first before we deal with others, especially in this time of need. But still, there are some things that we can do to help solve this problem. One is through information. We can contribute to the solution by spreading what we know, about the causes, the victims, and the effects of this problem. The people who are able to give or lend a hand should do so, especially if they have some extra money or help that they can spare. Even though we are dealing with the poverty problem ourselves, we could still do something to stop another problem like sex trade from worsening. It does not only protect the young people who engage in the trade, but it also protects the whole community, including us. References: Faris, S. (2002). Italy’s Sex Trade Pulls Teens Pushed by Poverty. Retrieved April 3, 2009, from http://www. womensenews. org/article. cfm/dyn/aid/1005/context/archive Gonzales, S. M. (2008). Poverty & Sex Trafficking. Retrieved April 3, 2009, from http://www. captivedaughters. org/gatesfoundation. htm Nuhu, A. (1999). Poverty Fuels Commercial Sex Trade, HIV/AIDS. Retrieved April 3, 2009, from http://www. unwire. org/unwire/19990618/3267_story. asp Shah, A. (2009). Poverty Facts and Stats. Retrieved April 3, 2009, from http://www. globalissues. org/article/26/poverty-facts-and-stats

Critical Evaluation of Taylorism and Fordism Essay

Taylorism is also known as scientific management which named after Frederick W. Taylor. It is a production efficiency methodology that breaks works into small and simple segments which can be easily analysed and taught. Taylorism was first mentioned in 1920s and 20 years later. Henry Ford, who was the founder of the Ford Motor Company, used the scientific management in the form of assembly line production as a method on the T-model car production of his company. This kind of production method then was developed into a new efficient methodology which is called Fordism. In this essay, it is going to critically evaluate the main features of Taylorism and compare it to Fordism and other later-developed production methodology. Firstly, it will†¦show more content†¦Although managers understand the market very well and know how to operate the marketing stuff, they do not understand what is happening on shop floor and the production process as well. â€Å"Managers lacked informatio n about workers’ abilities and the time which are reasonably required to perform industrial tasks.†(Rose 1975:33) Still, time is the main problem; the time of the production process is not set by the specific experts who understand the production and can maximum economic returns but the workers themselves who have the characteristic of natural and systematic soldiering. According to Taylor’s solution, the essence of solving inefficiency is to introduce the work study and understand how the work can be done, what can be improved and to capitalize on workers’ rationality and suppress managerial irrationality. Briefly, Taylor’s solution focus on three main broad areas: organisational structure and routine which are represented as ‘thinking department’, the measurement of work and the design of tasks and better production tools which are called ‘work study’, and the selection and motivation of workers by choosing ‘first-class man’ who does best of a particular task. The ‘Thinking Department’ play the role as the ‘shop floor manager’, which is the second principle of Taylorism, â€Å"the ‘brain work’ should be separated from theShow MoreRelatedThe Need for An Adequate Evaluation of Organization Behavior 1596 Words   |  7 Pagesunderstand the what, how and why of organizations (Buchanan Huczynski, 2010) . That is why an adequate evaluation of organizational behaviour is needed. This essay is going to analyse the application of a critical model of thinking to studying organizational behaviour. 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