Culturally Resposive Teaching Essay

In this essay I will use the given scenario to analyse and critique the teaching practice it outlines, drawing on the learning theories and themes outlined in the Professional Practice paper to explain and validate my ideas and thinking. I will consider the approaches in the scenario and offer alternatives, justifying my opinions with reference to theory, literature and my own emerging philosophy. Throughout my essay I will give consideration to the use of culturally responsive and inclusive pedagogy, demonstrating an understanding of the role Treaty of Waitangi within this practice. Throughout the scenario the theory of behaviourism is reflected in the teachers practice. Behaviourism sees learning as the establishing of connections between two events, and theorists view environmental factors as influential to behaviour. This sort of associative learning is called classical conditioning (Papalia, Olds & Feldman, 2009). This theory is reflected in the teacher’s classroom management practice when the students all move outside to begin their day with a jump-jam session immediately after the bell rings, with no verbal instruction given by the teacher. It is also evident when they move back into class and sit and wait for the teacher, again with no verbal instruction issued. Another example of behaviourism theory is shown when the teacher uses reinforcement and punishment, known, as operant conditioning when she comments on Mark and Cathy’s jump jam prowess as a form of motivation. Behaviourism theory is also evident when the teacher is issuing instructions and displaying the timetable on the whiteboard as the directions are teacher lead. Within the realms of classroom management the strengths of behaviourism are obvious; the children know the sequence of events and can move from one activity to the next with little disruption and classroom management is, as described by Wong, Wong, Rogers & Brooks (2012), ‘a set of procedures that structure the classroom so the students know what to do, how to do it, and when to do it†¦Ã¢â‚¬â„¢ (p. 61). This could, I believe be disconcerting for new or diverse students and to act in a more culturally responsive manner I would advocate a pictorial display to aid understanding (Davis, 2012). I feel whilst using the reward/punishment technique during the jump jam may have motivated Cathy, who received positive reinforcement, the negative comments issued by the teacher certainly demotivated Mark. This criticism clearly affect Mark’s self-efficacy and as a result his motivation was lessened (Le Francois, 2000). I would have been inclined to direct my motivational techniques towards the class as a whole and perhaps let Mark and Cathy motivate the class by allowing them to take joint responsibility for the running of the ‘Jump Jam’ programme for that day (Hill & Hawke, 2000), using the constructivism theory, this, I believe would have been more motivating as the learner is actually involved in the learning process. I also believe the teacher missed an opportunity to incorporate the MÄ ori learning theory of Ako, reciprocal learning. Instead of leading the ‘Jump Jam’ herself she could have facilitated this by allowing Cathy and Mark to lead the session (Bishop, 2008). The humanist approach to learning is also evident in many areas of the teachers practice presented in the scenario. The Humanist approach to learning focuses on the child’s whole self, looking after the social and emotional needs of the learner as well as their cognitive abilities. For example children’s basic needs of safety, shelter, food, love and respect must be met before their academic needs can be addressed (Krause, et al, 2012). During the scenario the teacher is chatting to the students before school, in doing this she is showing she is interested in them as people thus creating a supportive relationship between herself and her learners. This relationship, the humanist theory suggests, will motivate her students and is ‘the key to effective education’ (Krause, et al, 2012, p. 233). Within the theme of classroom management the humanist theory is applied as the teacher allows the students to discuss the roles and responsibilities and the tasks that w ill need to be outlined to make camp go smoothly. She is inviting the students to be part of the process and taking a non-directive role, listening to the students’ ideas and involving them in the learning process, and in turn boosting their self-esteem. I believe that the teacher applied the humanist theory to her classroom management skills when she used the rhetorical question to redirect Clark. However, in my opinion this would have been an ideal opportunity to allow the MÄ ori boys to have a voice and encourage them to share their knowledge and learning style with the class, regarding the cooking of eels, showing respect for their culture (Le Francois, 2000). She would also have shown cultural responsiveness and demonstrated her understanding of the Treaty principle of partnerships as outlined by the Ministry of Education (2012). In critique, I also feel that the teacher could have used the humanist approach in her classroom management skills to ensure that the Somali girls have a better understanding of what a recreat ional camp entails. The girls emotional needs have not been met as they clearly have no understanding of what a New Zealand school camp is like thus are frightened and unsure so they are not engaged in the pre-camp tasks (Le Francois, 2000). Personally, I would have made sure I knew about the girls backgrounds before they came to school. This would have enabled me to develop a supportive relationship, perhaps giving the girls the confidence to approach me with their concerns and allowed me to alleviate their fears concerning camp. The social constructivist learning theory is defined as being learner centred with the learner actively involved in the process and underpinned by social interaction. Different learners will learn in different ways to suit their individual needs. Language is also an important aspect of this theory, as it is through language that the learner will construct their new ideas (Krause et al., 2000). In the scenario the teacher uses the social constructivist approach to classroom management when she invites the children to brainstorm the safety rules for the cookout. In allowing them to co-construct the rules by discussion and social interaction she is actively encouraging the use of a collaborative approach. In using this approach the teacher is allowing the students to ‘brainstorm for prior knowledge’ (Cobb, Forbes & Lee, 2012). This theory is also evident in the teacher’s instructions for the camp diaries as she allows the students time to reflect on what they would like to include in their journals and also how they would like to present them. In encouraging the use of pictures and diagrams she has allowed those who may not be able to contribute by writing an opportunity to contribute. This is an example of ‘learning for all’ (Barker, 2008) and is facilitated by the teacher in incorporating the diverse learning styles of her students (p. 31). This approach shows that she has an understanding of the participation principle outlined in the Treaty of Waitangi, which states that all students be given equal opportunity to contribute (M.O.E, 2012). Social constructivism is also apparent during pair and group activities where the students are participating in peer assisted learning and assessment when testing each other on their vocabulary. The teacher further applies this theory when she collaborates with the students by calling them to her desk and scaffolding their learning. This approach gives students self-governance over their learning and can be beneficial as it allows students to choose a style that suits their particular needs. However, in the scenario it was apparent that some students were off task and I feel that the students may have benefited from a more humanist approach to classroom management and would have moved around the classroom and offered help and looking to scaffold students where necessary. Cultural responsiveness is evident at various points throughout the scenario and the teacher demonstrates this when she attempts to include all cultural groups in the camp concert. I would critique this by pointing out that, although this may show she is culturally aware, it does not imply that she has any cultural understanding as the Somali girls are ill informed about the concept of ‘camp’ and can only draw on their own experience of what a camp means to them. When the Somali girls displayed concern for what camp meant a suggestion would be for the teacher to facilitate sharing of prior knowledge and understandings early on in the lesson. This would have potentially allowed for the Somali girls fears and concerns to be alleviated , thus addressing their emotional needs and allowing them to move on with their learning. Doing so would have aligned with a humanistic approach by considering their interconnected needs as a whole person. Cultural responsive pedagogy also requires the teacher to reflect on their practice (Gay, 2000). This practice is observed when the teacher contemplates ringing the Somali girls’ parents to offer them support and explanations regarding the school camp. If practicing culturally relevant pedagogy the teacher would, Fraser & Paraha (2002) point out ‘take the personal concerns of students seriously and examine social issues with them that were drawn on the students’ cultural positionings†¦Ã¢â‚¬â„¢ (p. 57). Furthermore, I believe a behaviourist approach to classroom management when allowing the girls to research on the computer, perhaps giving them some pre viewed websites to explore, may have enabled Aaheli to feel that her culture was valued. The outcome in the scenario could well have made her feel ostracised and even made the other girls become culturally biased. Throughout the scenario reference is made to the ethnicity of groups of students who seem to stay in these cultural groups within the classroom. The teacher doesn’t appear to interact with the Somali girls at all and the MÄ ori boys only receive a negative response when they show enthusiasm for aspects of camp. Although the students can learn cross-cultural understanding from personal experience I would advocate using the social constructivist approach to cultural responsiveness and model good practice to my students by using inclusive and cultural responsive pedagogy inviting the MÄ ori boys to demonstrate their cooking skills and perhaps going a step further than the teacher in the scenario and actively encouraging the parents of the Somali girls to attend camp meetings (Whyte, 2008). The teacher did, however, collaborate with a parent and invited them in to help with the preparation of the camp concert, promoting the concept of Whanaungatanga (M.O.E, 2011). Furthermore, I believe this pedagogy would encompass the principles of the Treaty of Waitangi as outlined by the M.O.E. (2012) as partnership, protection and participation. This essay has used the scenario and analysed and critiqued the teaching practices it outlines by drawing on the learning theories and themes outlined in the professional practice paper using them to validate ideas and thinking. It has considered the approaches in the scenario and offered alternatives, justifying these opinions with reference to theories, literature an emerging philosophy of my own. Throughout the essay I have given consideration to the use of culturally responsive and inclusive pedagogy and demonstrated an understanding of the Treaty of Waitangi. References Barker, M. (2008). How do people learn?: Understanding the learning process. In C. McGee & D. Fraser (Eds.), The professional practice of teaching (3rd ed.) (pp. 17-43). Melbourne, Australia: Cengage. Bishop, R. (2010). A culturally responsive pedagogy of relations. In C. McGee & D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 154-172). Victoria, Australia: Cengage Learning Australia Pty Ltd. Cobb, D., Forbes, D., & Lee, P. (2012). Lecture 1: TEPS222-12C (NET) [PowerPoint slides]. Hamilton, New Zealand: University of Waikato. Davis, B., M. (2012). How to teach students who don’t look like you: Culturally responsive teaching strategies (2nd Ed.). California, U.S.A: Corwin. Fraser, D., & Paraha, H. (2002). Curriculum integration as treaty praxis. Waikato Journal of Education, 8, 57-70. Gay, G. (2000) Culturally responsive teaching: Theory, research and practice. New York, U.S.A: Teachers College Press. Hill, J., & Hawk, K. (2000, November). Four conceptual clues to motivating students: Learning from practice of effective teachers in low decile, multicultural schools. A paper presented to the NZARE Conference, Waikato, New Zealand. Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational psychology for learning and teaching (3rd Ed.). Melbourne, Australia: Cengage Learning Australia Limited. Le Francois, G. (2000). Psychology for teaching (10th Ed.). Calfornia, U.S.A: Wadsworth. Ministry of Education. (2011). TÄ taiako: Cultural competencies for teachers of MÄ ori learners. Wellington, New Zealand: Ministry of Education. Ministry of Education. (2012). The New Zealand curriculum update 16. [Professional practice and inquiry 2: Strategies for effective teaching, course resource]. Hamilton, New Zealand: University of Waikato. Online reference TEPS222-12C (NET). Papalia, D., Olds, S., & Feldman, R. (2009 ). Human Development (11th ed.). New York, U.S.A: McGraw Hill. Whyte, B. (2010). Culturally diverse classrooms and communities. In C. McGee & D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 173-186). Melbourne, Australia: Cengage. Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your Classroom for Success. Science & Children, 49(9), 60-64.

Henri Bergson

HENRI BERGSON History of Ideas 2012 To: Sir Asad Shahzad 10/21/2012 GROUP MEMBERS: * AMMARAH MASROOR-12779 * ASFIA AZIZ-12718 * SYEDA AREEBA TARIQ-13055 SUBMITTED TO: SIR ASAD SHAHZAD DATE: 21/OCT/2012 TOPIC| PAGE| Henri Bergson – Introduction| 2| Bergson’s Intuition| 3| Intuition: Definition, Explanation, A small practice that led to Intuition| 4| Example, Sinking into Intuition, Explanation| 5| Another Example, Explanation, Intuition as Philosophical Method| 6| Intuition as Philosophical Method| 7|Bergson’s Time and Free Will| 8| TABLE OF CONTENTS: Time and Free Will: Space| 9| Time| 10| Past and Present| 11| Free Will and Determinism| 12| Bergson’s Creative Evolution| 15| Meaning of Evolution| 16| Creative Evolution: Definition, Essence of Life, Elan Vital, Book| 18| Comparison between Darwin’s Theory of Mechanical Evolution and Bergson’s Theory of Creative Evolution| 19| Critics| 22| References| 23| HENRI BERGSON:Introduction: Henri Bergs on (1859–1941) was one of the most famous and influential French philosophers of the late 19th century-early 20th century. Bergson was born in Paris on October 18, 1859; he was the second of seven children of a Polish Father and English mother; both of his parents were Jewish. Bergson was a notably exceptional pupil throughout his childhood. Like his German contemporary, Edmund Husserl, Bergson's original training was in mathematics.Although his international fame reached cult-like heights during his lifetime, his influence decreased notably after the Second World War While such French thinkers as Merleau-Ponty, Sartre, and Levinas explicitly acknowledged his influence on their thought, it is generally agreed that it was Gilles Deleuze's 1966  Bergsonism  that marked the reawakening of interest in Bergson's work. Deleuze realized that Bergson's most enduring contribution to philosophical thinking is his concept of multiplicity. Bergson's concept of multiplicity attempts t o unify in a consistent way two contradictory features: heterogeneity and continuity.Many philosophers today thinks that this concept of multiplicity, despite its difficulty, is revolutionary. It is revolutionary because it opens the way to a reconception of community. (www. plato. stanford. edu) BERGSON’S INTUITION BY: SYEDA AREEBA TARIQ HENRI BERGSON: He wrote a book ‘THE CREATIVE MIND’ in 1946. This book is an introduction to metaphysics which consist of collection of essays and lectures concerning the nature of intuition, explaining how intuition can be used as a philosophical method. Metaphysics is the branch of philosophy in which the nature of being and world is taken into context.Whereas, two important questions are answered 1. what is there? And 2. what is it like? I would be explaining what intuition according to Bergson is and why it is called philosophical method. INTUITION: DEFINITION OF INTUITION: * An immediate cognition of object not inferred or d etermined by a previous cognition of the same object. * Untaught pure knowledge. EXPLANATION: Philosophical definition of intuition says that it is an immediate process of knowing of some object not by reasoning or analyzing the previous knowing of the same object.It is therefore, said to be pure or untaught knowledge that one acquires at an instant. ACCORDING TO BERGSON: According to Henry Bergson intuition is described as a method of ‘thinking in duration' which reflects the continuous flow of reality. A SMALL PRACTICE THAT LED TO INTUITION: Once he was rolling and unrolling thread and said that this represent man’s sense of mortality and the continual gain of new memory; a spectrum of a thousand shades with a current of feeling running through them, collecting and retaining them, to represent how all the moments are heterogeneous.The human has tendency to build new memories and retain them. He said that human memory has stored thousand of new things different from th e one formed and the one that will form every time if they go through the process of knowing. EXAMPLE: Example that he gave was of a piece of elastic which is contracted than drawn out to its limit and we can observe that there is a flow. The elastic produces a line which grows long and long presents that something is pure indivisible mobile unit. SINKING INTO INTUITION: He says that this is duration which can’t be divided.It is the qualitative not quantitative it has multiplicity yet unity and is mobile and continuously penetrating itself. He even says that duration can’t be represented by concept. One cannot experience the feeling if just a concept is there. One can’t grasp duration with concept. But duration is grasped only by intuition. By which one is transported into an object to grasp what is unique and ineffable (can’t describe in word) within it. Intuition is a complete philosophical method that involves placing oneself within the Duration, and e xpanding it into a continuous heterogeneity.EXAMPLE: Take an example a person has captured lots of picture of CBM from different angles and a poet has composed a poem over life here but one cannot replicate the feeling of being in CBM itself whereas the poem can never give the dimensional value of walking in CBM. EXPLANATION: Thus any concept given cannot grasp duration flow of real time but intuition can grasp duration. One can sink into the other object by having intuition an instant knowledge which is unique can’t be explained is gain by person which forms a new memory.Thus intuition is a direct perception and experience of the continuous flow of reality, without the use of any concepts the flow of time as real duration can be experienced only by intuition. ANOTHER EXAMPLE: He uses the example of an artist who makes a series of sketches of Notre Dame in Paris. â€Å"Now at the bottom of all the sketches made in Paris, the stranger will probably write ‘Paris’ by way of reminder. And as he has really seen Paris, he will be able, by descending from the original intuition of the whole, to place his sketches in it and thus arrange them in relation to one another.But there is no way of performing the opposite operation; even with an infinity of sketches as exact as you like, even with the word ‘Paris’ to indicate that they must bear close connection, it is impossible to travel back to an intuition one has not had, and gain the impression of Paris if one has never seen Paris (201). † EXPLANATION: Here he says that if an artist has sketched a model of a city which he has actually seen and drew him would have knowing of the place which he has transferred to his sketches. He is descending from original intuition in order to place his sketches in it.But if a person who has never seen Paris he cannot enjoy Paris sketches as much as the one who saw in actual would transport himself to the sketches and intuit it as an object. The p erson never seen Paris can never feel like walking into the place rather he would make a new intuition of his one within the duration. A person can form an immediate knowing of object different from the knowing of the same object before by actually being in duration through intuition. Why intuition is called as philosophical method-of transporting into object to grasp what is ineffableIntuition is a method through which one cast off or throws his habits of mind that tries to break duration and thus convert the duration into space. To know anything as whole it’s necessary to intuit rather breaking into bits of pieces. Experience can only come from intuition. We hear melody; we hear the whole, not a series of notes one after another. When we  analyze the melody, we may indeed break it into a number of notes, but we are then analyzing the notes, not the melody. The melody, to be known, must be grasped as a whole. In other words, it must be intuited. Thus, the method of intuiti on is at essence the task of metaphysics.Metaphysics is not a synthesis of knowledge, a sort of piecing together of the notes to form a melody, nor is it analysis, the breaking down of a melody into its component notes. Metaphysics is the  experience of melody. Thus concludes Bergson in his â€Å"Introduction to Metaphysics†: â€Å"Metaphysics has nothing in common with a generalization of experience, and yet it could e defined as the whole of experience (l’experience integral). † BERGSON’S TIME AND FREE WILL BY: ASFIA AZIZ TIME AND FREE WILL (1889) – HENRI BERGSON Henri Bergson in his book has explained various different ideas amongst which the most studied are of * Time and Space The Idea of Pure Duration * Free Will and Determinism I will explain each point in detail. This book has influences Sartre towards Philosophy. This book is also considered to be an anti-thesis to Immanuel Kant. Kant proposed that Freedom is something beyond the circle of time and space. Time and space is considered as ‘same’ to Kant i. e. being homogenous. Bergson on the contrary, differentiates time and space and gives forward the concept of duration, a state in which freedom is experienced. (www. stanford. edu) The explanations have been extracted from his book â€Å"Time and Free will- An essay on the immediate data of consciousness† SPACE:Henri Bergson defines space as being homogenous. It is the same and identical to everyone perceiving it. He says that multiplicity exists in space. Multiplicity is the psychic state of being multiple at the same time. It has a connection with the human mind and reason, because reason enables a person to understand the state of multiplicity. Bergson demonstrates two kinds of multiplicity: 1. Quantitative Multiplicity: When we count physically existing materials and we localize them in space, it is called quantitative multiplicity.No symbolic representation and mental images are formed to p erceive this kind of state, because things exist physically in front of our eyes. (Key Writings, Bergson, continuum, p53) Example, when we count the number of sheep in a flock of sheep, we save images of the previous sheep in our minds as our counting progresses. These images are involuntarily fixed by us at a point in space. 2. Qualitative Multiplicity: This is the analysis of the states of consciousness being multiple when we perceive intangible materials or qualities. Here, formation of mental images and symbolic representation is important.Example, when we hear a noise of footsteps, our minds form a mental image of somebody walking and each of the successive sounds of the steps are localized in space; we count our sensations by localizing them into space and this leads to the demonstration of qualitative multiplicity. (Key Writings, Bergson, continuum p53) By defining the existence of multiplicity in space, Henri Bergson then defines space as: â€Å"Space is what enables us to distinguish a number of identical and simultaneous sensations from one another; it is thus a principle of differentiation† Some people say that simultaneous sensations are never identical.To support this point, Henri Bergson states that when we talk about homogenous medium we are talking about the simultaneity of terms which are identical in quality but are distinct from each other. Henri proposes that the higher the intelligence in a human, the more clear the understanding of homogenous space will be. Men have the special faculty of conceiving space without quality and hence we say that the medium where men localize simultaneous sensations and objects are the same for everyone. (Key Writings, Henri Bergson, continuum, pg 57) TIME:Usually many philosophers take time and space to be the same. But Henri Bergson, differentiates between time and space. For him, there are two kinds of time: * Mathematical time: Mathematical time is the time which is used in sciences by scientists. It is homogenous time which is the same for everyone. This is the time which many philosophers consider as space, as it is homogenous. (ibid, p63) Example, the time in hours, minutes and seconds used to calculate speed of a moving body is mathematical time. It can also be called the clock time. * Real Time or Real Duration:According to Bergson, real time is the time that we experience and it is continuous and flowing. It is heterogeneous as it is the qualitative representation of time that differs from person to person. It is also called the state of real duration defined by Bergson as: â€Å"Pure duration is the form which the succession of our conscious states assumes when ego lets itself live, when it refrains from separating its present state from its former states† To understand this, Bergson said that real duration is the state of mind where our ego dominates.Ego is the self of a person and directs the person’s mind to amalgamate the past states with the present states in an organic whole. In this conscious state, all states of mind permeate into one another to form it as a whole. (ibid, p60) Example, when we hear successive rings of a bell, we perceive that sound to be in a continuous rhythm and do not distinguish each ting of the bell. This amalgamation and permeation of the successive rings of bell into one organic whole is what real duration is all about. Past and Present:When Bergson speaks of the past, he does not mean the past, but our present memory of the past. Present is the only moment in the whole history of the world. Past resides in the present and that also changes the aspirations for future. This permeation of former and present states demonstrates real duration. Example, a man has a best friend and he believes him to have all good characteristics. One day, if he sees his best friend lying to him, all his perceptions about the good characteristics would change.This shows that his present will change his past and future too. This is how real duration is experienced in real life. Quotations by Henri Bergson, â€Å"The present contains nothing more than the past, and what is found in the effect was already in the cause. † â€Å"The idea of future, pregnant with infinity of possibilities, is thus more fruitful than the future itself, and this is why we find more charm in hope than in possession, in dreams than in reality† FREE WILL AND DETERMINISM: Real Duration vindicates human freedom and disposes off the path of determinism.To understand this, we must first understand these two doctrines separately. Determinism: It is a doctrine that all human choices, events and actions have sufficient causes and are pre-determined by the states of mind. For a determinist, freedom of choice is an illusion. This illusion can be presented as, that if a person has to select one branch from a lot of branches; the branch that he selects is a choice that is fully predictable because somewhere at the back of his mind he has the idea of which branch to select. www. informationphilosopher. com) In response to this example, Bergson proposed the idea of free will and said that the above choice is a choice through the formation of a mental image localized in space, which is inadequate to symbolize a choice. Choice is a temporal act for Bergson as it is pertaining to the present and conscious state of mind. Free Will: It is a doctrine that the events and actions of human beings are expressed through personal choices and are not governed by other forces or states of mind.Henri Bergson proposes that through experiencing real duration we can be free. The freedom of choice is fully certified by direct experience says Bergson. He describes free will as, â€Å"A man is free when his act springs spontaneously from his total personality and it has evolved up to the moment of action. If this spontaneity is absent, his action will be stereotyped† When man experiences real duration, he gains possess ion of himself and once self possession is attained, the man acts freely and creatively.Freedom has a strong association with personality or character of an individual. Character and personality changes from different situations which in turn changes our self. To demonstrate this idea, Bergson uses the saying of an English writer Stuart Mill: â€Å"To be conscious of free will must mean to be conscious, before I have decided, that I am able to decide either way† Bergson and other defenders of free will would be of the opinion that, when we perform an action freely, some other action is ‘equally possible’ which we leave and make a choice willingly.When a determinist says that our motives determine our action, Bergson says that motives are conflicting. He says that common sense believes in free will, and motives are not a necessity for defining our actions (Time and Free Will, Bergson, p148). To prove that motives are conflicting, Henri Bergson presents the sayings of Stuart Mill as: â€Å"I could have abstained from murder if my aversion to the crime and my dread of its consequences had been weaker than the temptation which impelled me to commit it. † In response to this Henri Bergson said, His desire to do right and his aversion to doing wrong are strong enough to overcome†¦ any other desire or aversion which may conflict them†(TFW, p150) Through this, the only idea that Bergson intends to provide is that the motives of ‘desire’ and ‘aversion’ are conflicting. But when the man decides to select one of them, it demonstrates his free will and freedom of choice. BERGSON’S CREATIVE EVOLUTION BY: AMMARAH MASROOR Let us first start with the basic definition of evolution, MEANING OF EVOLUTION: A process of formation or growth, progressive change or development in the  inherited characteristics  of  biological  populations over successive  generations† Hence the term ‘Evolutio n’ means that certain characteristics or genes starts transforming in a population which then results in a complete transformation of that population’s characteristics which was once inherited by the preceding populations. So it is said that the growth or development which has been taking place as the generations passed has thus completed and now it can be said that this species has evolved.This process of evolution can take place in living organisms as well as in non-living organisms. Some general examples could be the evolution of the bottle of coke or the evolution of airplanes, what we once used to see in cartoons and documentaries and what we see now in reality and in which most of us have travelled is absolutely an evolution. The best example for the evolution in living organisms is the evolution of mankind, the theory that Darwin proposed and the idea that he gave that, ‘Man is the descendant of apes’ CREATIVE EVOLUTION: Henri Bergson proposed the i dea of evolution as ‘Creative Evolution’.He believed that human beings are primarily to be explained in terms of the evolutionary process and that the mechanical process of random selection is inadequate to explain what occurs. According to Bergson: â€Å"Creative evolution is a sort of inner drive which he calls as â€Å"elan vital†, translated as â€Å"life force† and this life force has a connection with the real time that carries the process of evolution perpetually onward. † In order to understand this definition of creative evolution first one needs to understand the two concepts that he highlights in here: Essence of Life:For Bergson the essence of life is duration, the real time – time that is continuously flowing through which we have direct inner experience and is connected with life itself, with the life force that is the elan vital because of which goes on the everlasting process of evolution. Elan Vital: Bergson gives an explanat ion to this terminology as â€Å"an original common impulse which explains the creation of all living species†. The word’s literal meanings are ‘vital force’, ’life force’ or ‘vital impulse’. A combination of both real time and life force causes the process of creative evolution to begin. BOOK – CREATIVE EVOLUTION:In order to further explain his work and concept about creative evolution Henri Bergson wrote a book in 1907 which provided an explanation against Darwin’s Theory of Mechanism. He was also awarded a Nobel Prize for this work of his. COMPARISION BETWEEN DARWIN’S THEORY OF MECHANICAL EVOLUTION AND BERGSON’S THEORY OF CREATIVE EVOLUTION: In order to understand that why Bergson’s Theory is known as Creative Evolution and Darwin’s Theory as Mechanical Evolution let us have a comparison between the two theories. This comparison includes the 4 main points of both the theories and all t he points of each theory are interrelated with each other.The first and the foremost comparison between the two theories are about the approaches they follow. Bergson’s creative evolution follows the teleological approach of traditional finalism that is everything that starts comes to its natural place which ultimately makes the genuine creative creation. Now here the teleological approach comes from the word teleology which means that things should be explained by the appeal to their goal, purpose or functions. For example if you throw a rock it would go to its natural place – the ground, due to the gravitational pull that exists.Teleological whereas can be explained for the existence or presence of biological trait, structure or behavior by appeal to its function. In comparison to this Darwin’s mechanical evolution follows the mechanistic approach which precludes the possibility of any real change or creativity as the products of evolution is given in advance, in the form of pre-existent possibilities. This explains that this process deprives evolution of any inventiveness or creativity because this process is treated as pure mechanism which simply adds existence to something that already had been in the form of possible.Hence there is no difference left between the real and possible. Although both the approaches, to some extent are same because they provide us with the notion that â€Å"Whole is given†. Therefore, neither mechanism nor strict finalism can give a satisfying account of changes in life. The second comparison is about the Tendency Theory. Here Bergson talks about the â€Å"complexification† of life, that is, the phenomenon of its evolution from the simple original vital impulse into different species, individuals, and organs.Here he explains two concepts, firstly he explains that after evolution has occurred species are then differentiated into plants, animals and humans. Then he further explains that life is complex and in order to simplify itself it organizes itself into two great opposite tendencies, namely, instinct and intelligence. Here he then explains the second concept that these tendencies further provides a distinction between humans and animals, that humans have both these tendencies whereas animals only have one that is instinct.This is the reason why Bergson calls this evolution of mankind as ‘Creative Evolution’. In comparison to this Darwin speaks of the ‘Natural Selection’ – the primary mechanism of change over time which includes 4 components * Variation * Inheritance * High rate of population growth * Differential survival and reproduction This is very obvious from the four of its points that he believes that the more the specie is adaptable to change, the variance and tendency to inherit and the more it increases its population through reproduction it has more chances of evolution.The third comparison is that Bergson believes at the pe ripheral of intelligence a fringe of instinct survives which helps us to understand the essence of life. This means that at the boundaries of intelligence a border of instinct is present. His concept is that instinct is the primary factor whereas intelligence is the secondary factor. Instinct comes in first and then the intelligence, this is why instinct came first in all living organisms but then some of the organisms further evolved.Hence because of this evolution they can then be differentiated as animals – with instinct whereas humans – with instinct and then with intelligence (after evolution). Comparing this with Darwin’s theory it can be said that he had no concept of the two tendencies hence focused on the concept of â€Å"Survival of the Fittest†. According to him there exists no such tendencies which helps us to lead our lives, instead there is this concept of â€Å"Survival of the Fittest† where only those species survives that are open to changes, open to use available resources and can fit in the present environment whereas others are there to die.An example could be of the movie Ice Age where all the animals in that movie do not further exist instead they have evolved (the mammoth have now evolved as elephants). The point of Bergson in this comparison can be concluded as there is a little bit of instinct surviving within each intelligent being, making it to coincide with the life force. This partial coincidence is what found ‘Intuition’. The fourth comparison in actual is not a comparison because it is just a one sided difference.Here Bergson puts forward his view and connects it with his previous point of tendencies, that combined result of instinct and intellect is â€Å"intuition†. Through intuition, an individual understands the difference between ‘order’ and ‘disorder’. Intuition means gut feeling, sometimes known as the 6th sense. Bergson says that our way of p erceiving and knowing this world when based on the need for living is then an obstacle. To this obstacle he gives the name ‘Idea of Disorder’. This idea consists of three notions: 1.Order: things happening according to our needs and wants 2. Disorder: simply the order we are not looking for. Although this order may be correct for others but for us it is not happening according to what we want. 3. Nothingness: things that exist in space but we do not consider them to be as existing because it had never been our need. To this point of Bergson there is no comparing point of Darwin because he never came to the point of intuition. His theory stopped at the notions of ‘Natural Selection’ and ‘Survival of the Fittest’. LETTER TO HAROLD HOFFDING:Henri Bergson in one of his letter to Harold Hoff ding which was published in his book key writings said that â€Å"someone who gets a complete grasp on the creative evolution would never then believe on the p rocess of mechanism because in that time is useless†. CRITICS: Although Bergson made his ideas attractive with analogies and poetic metaphors he did not support them with rational arguments. He left them to the readers to understand it themselves on their level of intuition. Furthermore, his critics complained that his ideas did not stand up very well to logical analysis.His defenders replied by saying that he possessed all these characteristics in common with the best creative writers, and that this was because he was offering insights rather than logical arguments. REFERENCES: * www. google. com * www. googleimages. com * www. stanfordencyclopediaofphilosophy. com (plato. stanford. edu) * www. dictionary. references. com * Key Writings – Henri Bergson (continuum) * Modern Philosophy by Bertrand Russell * History of Western Philosophers * 20th Century Philosophy

A personal visit ro a court in this semester Article

A personal visit ro a court in this semester - Article Example After the search, we were allowed to walk freely into the courtroom. I approached the receptionist and explained to her that my visit was part of my coursework, after which I was to write a report. She directed me to the six courtrooms available and told me to select one. I chose the first courtroom and sat at the public gallery with other members of the public who were there to watch the proceedings. Inside the courtroom, the public gallery was a portion at the back with stadium like seats.The barristers and solicitors sat in the middle area and the Judge in a raised box at the front.On the right was the defendant’s box and on the left was the claimant’s. I sat at the back facing the judge. The case in hearing was one about a stolen car. This case involved the claimant’s car was stolen from a parking outside a supermarket. The defendant on the other hand claimed he bought the same car legally from a local dealer. The claimant was the first to give an account of the events that led to the disappearance of his vehicle. He said that he had parked his car outside the supermarket and went inside to shop. After shopping, he came out only to find his car missing. He immediately rushed to the police station to report the incident. The car was found two weeks later driven by the defendant but under different registration. Soon after the claimant had finished narrating his ordeal, the defendant claimed he was not a thief and that he had just bought the said car from a local dealer. He presented all formal registration documents to prove he was the owner of the vehicle. The claimant’s barrister insisted that the defendant was aware that the car was stolen and participated in forgery of new documents. The defendant denied that and had to answer a series of questions from the claimant’s barrister as he was cross examined. After the defendant’s

Most authors tell us that the family changes in industrial societies Essay

Most authors tell us that the family changes in industrial societies and the nuclear family becomes particularly important. beyond that the family is an important unit - Essay Example As they grow up, they understand many things that will help them in their future lives. Through this experience with the nuclear and extended family, the child learns basic responsibility, discipline, sharing things among others and more important good morals in life. They learn that in life, it is not always possible to have what they need and challenges will always arise. How to deal with them is what they get shaped up while they still stay with their families. Environment which a person is brought up also has a significant influence in shaping their lives. People in different places have unique way of doing things. Language, religion, food taken and living conditions all vary based on environment which one is brought up in. rules and regulation in the land are not the same throughout, and all these defines the character of the child. What one engages with like daily routine also forms part of the behavior of an individual. It is perceived that when a person does the same thing frequently, he/she develops perfection in it and will always be good at it. This helps in shaping the social life of that child. In conclusion, development of a child is determined by various factors. It is important to get a good mix of comportments which give good life to the child in future. Bringing up the teenager in a good environment will shape their lives in a positive way. Cultural practices also are good to be maintained and children should be taught on their values and importance. It is clear that the family plays a larger percentage in determining how the child will behave in

Consumer Behaviour Report Case Study Example | Topics and Well Written Essays - 1750 words

Consumer Behaviour Report - Case Study Example However, the Australian Red Cross Blood Service has found that the youth are usually reluctant to donate blood for a variety of reasons (Australian Red Cross Service, 2007). This organization also found that most Generation Y members, who, at present, make up the youth and young adult population, are not likely to donate blood unless they receive some type of benefit for their assistance (Russell-Bennett, Hartel, Russell, & Previte, 2012). The Australian Red Cross Blood Service faces several challenges in ensuring that there are adequate supplies in blood banks. There is a need to inform Australians of the need to donate blood on a regular basis, but is forbidden from using the mass media to bear this message to the public. Literature Review In general, people today are less likely to make altruistic contributions to the betterment of society. Most people feel irritated when confronted by people seeking for money or other physical goods. The donation of blood calls for a person to do more than the mere donation of money (Kottasz, 2004). This is why blood donations are perceived in a different way from money donations. People tend to donate money more often than they donate blood. This is because consumers have different perceptions about the entire process of blood donation (France, France & Himawan, 2007). It has been established by researchers that the positive response of consumers when approached to donate blood is mainly dependent on the importance of the donation, how the consumers perceive the organization in charge of the blood donation exercise, and the consumers’ ideals or values as far as altruism is concerned. Researchers have also found that consumers who experience a feeling of empowerment or satisfaction at donating blood were also more likely to make other blood donations in future (Tscheulin & Lindenmeier, 2005). This trait was also found among the volunteers who gave of their time to assist in blood donation activities. It can therefore be said that blood donating behavior is mainly influenced by a citizen’s social values, perception of the charity establishment conducting the exercise, and the urgency of situation. In order to influence Australian citizens, the Australian Red Cross Blood Service has to use these principles to inspire more blood donation. This is particularly important because the amount in blood reserves is always subject to constant change. Organizations such as the Australian Red Cross Blood Service constantly have to increase their supplies due to changes that take place in the general society. For instance, Australia has an aging population that keeps growing. Also, the rise in the number of ooportunistic infections that are reported as well as age related illnesses make increased demands on the existing blood supplies. The emergence of new medical technologies that takes place every year also means that medical costs will escalate. The Australian government has to find ways of support ing organizations such as the Australian Red Cross Blood Service in efforts to increase the number of regular blood donors in spite of these additional costs in healthcare. In the recent past, numerous blood services organizations across the world have started

Position Paper in Support of Patient Affordable Care Act Essay

Position Paper in Support of Patient Affordable Care Act - Essay Example This population lives each day not sure what would happen if they fell sick or were in need of medical attention. The absence of a medical insurance therefore means that they cannot visit the physician for regular check ups and will always postpone illnesses or trips to the doctor because they simply cannot afford it. Delayed medical care for fear of expenses is a disaster considering the number of people in the country and the illnesses that could be treated early turning fatal. People without health insurance are at the greatest risk of not catching illnesses early enough and not acquiring medical attention when need arises. This leads to an increase in healthcare premiums because of unpaid emergency medical bills of uninsured people (Gruber 33). In early 2010, president Obama signed the Affordable Care Act as a step to address the pending disaster of healthcare. This law was set in motion with comprehensive healthcare insurance reforms to deal with the healthcare issue of the Amer icans. According to young invincible, implementing the Act will carter for five major areas namely the extension of the dependent coverage to up to 26years, reforms for college heath plan and exchanges to be more established (Younginvincible.org). It will also offer a catastrophic plan for young adults and expand the Medicaid to the low-income adults who are childless. This plan will go to immense lengths in ensuring that every young person is insured or has access to healthcare through their parents plan. Overt he next few years, there ought to be no barriers when accessing medical care with the implementation of the Affordable care act. It is projected that by the year 2014, changes like a 50% discount on all brand name drugs, tax credits on small business, insurance plans for pre-existing medical conditions as well as an expansion on young adult coverage will be visible. Some of the plans are already underway (Pipes 52). Health systems implemented in other countries around the wo rld have proved to work effectively ensuring that almost every individual in that country is covered medically. According to sick around the world, a country like the United Kingdom has a National Health System (NHS) that is funded through taxes and is run by the government. It ensures that each person born in the U.K will have access and use the NHS (pbs.org). In addition, no one is presented with a medical bill through out the duration they are seeking medication. The initiative of the NHS has also reduced the waiting times that were previously required for elective surgeries. In a country like Japan which holds pride for the best health according to global statistics and the second largest economy. These people also visit the doctor thrice as much as Americans, use more drugs, have double the number of MRI scans, and reportedly spend more days in hospitals (pbs.org). Apparently, they spend only about half of what the United States spends per capita on healthcare. To achieve this, the Japanese have put it in law that every person must buy a health insurance plan through a community plan or through an employer. Reid then tours a country, which came up with the concept of national healthcare systems, Germany. Germany offers universal medical care, which includes mental health, dental, homeopathy, medical, and spa treatment for its 80 million people (pbs.org). They have devised a structure where the poor are paid for by the rich and the healthy

The Effect of Alcohol Consumption on Academic Achievment among College Essay

The Effect of Alcohol Consumption on Academic Achievment among College Students Literature Review - Essay Example â€Å"Over 40% of students nationwide have been reported to participate in binge drinking behavior, when it is defined as at least four drinks per drinking occasion for women and at least five drinks for men† (Jennison, 2004b). Excessive consumption of alcohols among college students has been closely linked with academic disturbances such as missed classes, reduction in classroom performance, lowered grades, dropping out, and school failure (Jennison, 2004b). The Harvard School of Public Health CoUege Alcohol Study (1999) reveals 44% of the surveyed students to be binge drinkers 23% to be frequent binge drinkers (Richardson, 2000). Its effects on academics in higher education institutions are indeed a matter of concern. â€Å"In addition to well-documented consequences such as poor performance on assignments and missed classes, studies suggest that college drinking is a major factor in student dropout rates† (Sullivan, 2002). This severe threat of the college drinking problem led to the setting up of a task force on College Drinking in 1998 by the National Advisory Council to the National Institute on Alcohol Abuse and Alcoholism (NIAAA) with the view to support the development of a national plan for college drinking research at NIAAA (Jennison, 2004b). According to the information provided by NIAAA Task Force on College Drinking almost 25% of college students experience academic disturbances due to alcohol consumption, such as obtaining lower grades, performing poorly in tests and projects, missing class and even dropping out (â€Å"A Call to Action†, 2002). The use and abuse of alcohol by students on campuses has been recognized as a serious disturbance affecting the student life (Molstad et al., 1998). Heavy patterns of alcohol accompany greater chances of students experiencing alcohol related problems mainly poor academic performance (Molstad et al., 1998). The alcohol intake by male college students is more frequent and in greater volumes

We'll Bring our Location to You Case Study Example | Topics and Well Written Essays - 1500 words

We'll Bring our Location to You - Case Study Example Some societies will be friendly while others will be harsh. Turner, a food truck owner, said that operating a mobile restaurant was a remarkable experience. People would stream out, both parents and children, to enjoy delicious meals that they offered. The particular town was very nice for trucks (Rock, 2012). A mobile restaurant is more flexible than a stationary restaurant. In seasons when business is low in a particular area, one only shifts to new locations where business is good. The prices of foods in a mobile restaurant are comparatively lower to that of a stationary restaurant. The cost of starting a mobile restaurant are much more affordable ranging between $20,000 to $160,000 depending on the food truck one would purchase. Fixed restaurants have high operational costs especially in big cities. Thus making net profit is difficult in the case of fixed restaurants (Scarborough 2012). Market penetration is one of the biggest advantages of mobile restaurants. Food trucks can quickly dispatch deliveries to community festivals, weddings and private events. Mobile restaurants overcome the difficulties companies might face in holding business off-sites even though demand exists. In such cases, mobile restaurants deliver quality food and services at places of convenience to the client (Jennings, 2009). The precise location of a mobile restaurant cannot be easily determined. The food truck is at one place at particular moment and the next moment it is far away (Mark Elliot & Sanders, 2013). Thus, mobile restaurants are highly mobile ever exploring and searching for new market and opportunities. Food trucks have the ability to move to locations where there are many customers and park there thus achieving high sales. Mobile restaurants are like arteries they penetrate everywhere and generate approximately $1.4 billion per annum (Marte, 2012).Hence, food trucks in a sense hijack customers by parking in

A persuasive arguement Was Saddam Husseins execution an essential Research Paper

A persuasive arguement Was Saddam Husseins execution an essential point in establishing democracy in Iraq - Research Paper Example dictator was responsible for various war crimes, said to have been the reason behind many assassination of various political figures and other crimes. His campaign againt the Kurds in the north of Iraq and the use of chemical weapons against innocent people was something that would be unjustifiable at any stage or at any forum. Not only was his regime responsible for countless deaths and near genocides in the country of Iraq itself but it was also responsible for deaths and environmental disasters in Iran and Kuwait. Saddam Hussein was born in Iraq in a village to the north of Baghdad in 1937 and grew up in very humble surroundings. He led a life of poverty and even illiteracy from which he crawled out of by scratching his way and taking any opportunity that was given to him. At the age of ten he moved in with his uncle in Baghdad who was an army officer and from there he began to indulge in politics (Moore, n.d). Saddam’s political affiliation and his manner of engaging in political activities was not always a great way of doing things. He was only twenty one years old when he was involved in a failed assassination attempt at the then prime minister General Abdel-Karim Qassem and had to leave the country (N.A, Saddams Rise To Power, n.d). From the start the life that was led by this man was considered as that of a man on a criminal path. He was jailed for in 1963 after his party the Ba’ath lost power in the country and then in 1968 he once again led this party to power via a coup. Many hold that Saddam was a messiah for the nation and did many good things. He had nationalized the Iraqi oil industry that lead to wealth coming into the pockets of the Iraqi citizens and caused quite a bit of harm to the international companies that were making profits. He also made education compulsory in order to improve the literacy rate of the nation. This program was made mandatory and a punishment of three year jail time was to be enforced and during this time many

Describing concepts of Microbilogy Essay Example | Topics and Well Written Essays - 500 words

Describing concepts of Microbilogy - Essay Example Food fermentation is the anaerobic conversion of carbohydrates to alcohol using microbes such as Saccharomyces spp, Lactobacillus spp. It results in products variety that can be preserved for long. Fermentation products include cheese, alcoholic drinks, sauer kraut among others. In agriculture, microbiology has improved soil characteristics and increase plant productivity. Biofertilizers that contain living organisms such as Rhizobium, Azotobacter help in nitrogen fixation, solubilizing phosphorous and stimulating plant growth hormones. Manure from animal waste contains microbes that help in soil aeration. They are cost effective and reduce soil pollution through use of inorganic fertilizers. Food preparation involves thorough washing of fruits and vegetables and cooking of foods. This ensures any harmful microbes are killed. Examples are milk pastuerization and boiling of drinking water. Utensils, pots and surfaces in cooking areas should also be thoroughly cleaned. Proper waste disposal reduces environmental pollution. Degradable matter is breakdown by microbes to form manure. Sewage water is drained into septic tanks where it is processed before discharge into rivers and streams. Nondegradable waste products are burnt and others recycled. A student is able to learn microorganism identification using the various characteristics of microbes. They are able to use differential, selective or enrichment media to grow microorganisms, gram staining and microscopy to identify cell structures, components and other morphological characteristics. Understand current and emerging topics in microbiology in relation to healthcare. Advances in microbiology diagnostic techniques have evolved. Research is ongoing on issues of drug resistance. Current research studies on use of microorganisms as gene vectors in disease treatment. Microorganisms are used for production of cellulose,

Facebook Privacy Restrictions Essay Example for Free

Facebook Privacy Restrictions Essay It is alarming how fast technology is improving. Nowadays, it seems like having a Facebook account is a daily necessity or even a trend. According to a research done by TIMES magazine, more than one in four people who browse the Internet not only have a Facebook account but have returned to the site in the past thirty days. It is truly alarming how much Facebook has expanded. â€Å"Sometime in the next few weeks, Facebook will officially log its 500 millionth active citizen. † (Fletcher, 2010, TIMES, p. 6) Fletcher (2010) also stated that Facebook would be the world’s third largest country by population, which is two- thirds larger than America, if it were granted terra firma. With such a high popularity, an increasing number of Facebook users had raised the issue on privacy – limiting what others can say about you and who can say it. I believe that everyone does have the right to privacy. However, when it comes to sharing information on such a virtual yet convenient media, the Internet, can privacy restrictions really be achieved that easily and securely? In addition, will Facebook take that chance to make a major loss in its business? Devils are in the details. The Facebook’s Terms of Use may not be as fair and protective on their users’ privacy disclosure. As argued by Yoder in his website article â€Å"Top Ten Reasons You Should Quit Facebook†, Facebook not only compels its users to keep updating by threatening to terminate their accounts, it also states that it owns your data. Some may argue that these terms may only be set to defend the interests of Facebook. However, who can protect the interests of the many Facebook users? Being such a broadly used media, is it not the least reasonable to review the ethics policy and start readjusting the privacy settings? On the other hand, Facebook is not the only one to take the blame. The account users may have most likely overlooked the Terms of Use and simply jumped to click on the â€Å"I Agree† button just to start using Facebook as soon as possible. When these users found out that things are not going as they had expected, they start pointing their fingers to others and maybe neglecting their own responsibilities on the faults. Readjusting the privacy settings seems to be the only solution. However, who really has the persistence to fight for the change? How many people are really willing to give up the most widely- used socializing network just to defend a right that may take a considerable time to be protected? This shows successfulness of Facebook’s tactic – allowing a channel for emotional investments of its users and creating a cultural shift, making the public more accustomed to openness. The research done by TIMES magazine founded that over seventy percent of current Facebook users expressed negative feelings when asked how life would be like without Facebook. This may be attributed to Facebook’s development of a formula for the precise number of aha! moments a user must have before he or she is hooked, reported from an interview with the CEO (Fletcher, 2010, TIMES, p. 19). If the users leave Facebook, they might get the oh-no! moment in which they find out how much social updates they had missed. Facebook had been so successful in making itself indispensible. Who would really want to lose the connection? Some may have tried to remove their accounts. However, Yoder (2010) revealed that it is difficult to genuinely delete your account. Facebook will only deactivate your account but you will still be spammed by Facebook. Facebook is not really worried about losing its users because of the uproar on privacy control on its site. Similar protest had been demonstrated before such as the default settings of news feeds on the website which allows the action of a user to be published on the social update wall of their friends. Now, it seems silly to protest against news feeds. Though the nature of the two incidents are not at most similar, Facebook has so little to worry about as it is still operating within the restrictions set by the law. It is a frustrating matter to define the suitable extent of restriction on privacy for data disclosure on the Internet. Protection is undeniably necessary. However, when it comes to security on such a virtual ground, it seems the only one who can protect you is yourself.

Providing An Enabling Environment Children And Young People Essay

Providing An Enabling Environment Children And Young People Essay The principle of providing an enabling environment is that children learn and develop in enabling environment, the environment plays a vital role in supporting childrens individual needs in learning and development, strong partnerships between practitioners and parents is a positive start to providing an enabling environment. The health and safety of the environment is vital to ensure the safeguarding and wellbeing of the children. Babies and children will feel emotionally safe and secure and will develop and learn most effectively. A truly enabling environment provides the stimulation and the positive relationships that support children to feel safe enough to explore. A good early childhood environment meets the childs basic needs and supports and encourages children to engage in activities that implement the programs curriculum. Further, the environment is designed to enable staff to facilitate the optimum learning for their children. Finally, the environment makes parents and guar dians feel welcome, involved, and empowered. In this essay I will look at how to organise a safe, but challenging environment for children. Explain the practitioners role within the wider multi-agency environment. Describe the regulatory requirements that must be followed when organising an environment for children in the early years. Evaluate the effectiveness of the environment in meeting childrens individual needs. There are a number of important principles to think about when you are planning for a safe environment for children and young people. When preparing environments for children, it is important to consider their age and stage of development. We also need to consider whether the environment meets the needs of the individual children. Children develop at different rates. Some children need more challenging activities while others may need a different type of activity or different resources observing individual children to see how they engage with the environment will help us to plan appropriately. Every child is an individual with different needs depending on their age and abilities. You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts. Some children have specific needs such as sensory impairments; for exa mple think about the challenges to a child with limited hearing understanding explanations about safety. The different needs of families and carers must be considered. You should always consider the childs safety and welfare in your mind when planning. Every child and young person has a right to a safe and secure environment. Before starting any activity it is important that you take into account the health and safety requirements of all children, ensuring that the environment is free of any hazards and it is safe for children to play. Health and safety is the most valuable factor to consider when planning a safe and challenging environment for childrens learning and development to take place. Developmental needs of children are also a factor to consider; as children grow and develop in different stages, so it is important to consider the developmental needs and abilities of children when planning an environment for children. Things we should consider when planning is: Physical Emotional Social Intellectual Accessibility Safety and supervision of infants and toddlers is a key role to providing a safe environment. All registered providers must meet the minimum requirements for space within their environment and staff ratios. Meeting staff ratios ensures the safety of children, failure to meet these ratios could cause accidents and injuries(Open Study College Early Years Level 3 PG50) By following all these points we abide with the legal obligation to the duty of care. Staff ratios as follows: 1:3 children under 2 years 1:4 children aged 2 years 1:8 children aged 3-5 years When planning for a healthy and safe indoor environment rooms should be organised to limit the safety, space is also a vital factor to consider, by ensuring there is sufficient space in relation to the number of children who will be using it within the environment. This allows children to move around easily and comfortably. Children from birth to two years require 3.5m2 space per child, children aged two to three years old require 2.5m2 space per child, and children aged three to five years require 2.3m2 space per child. (Open Study College Early Years Level 3) Multi agency working is when a number of professionals work together to provide support in meeting the individual needs of children. The wider community plays a vital role in childrens learning and development. Practitioners need to work together across services for example working in partnership with health visitors, general practitioners, social workers, physiotherapists, and speech and language therapist. To best support children and their families all these groups need to communicate well, listen carefully to all concerned and to put the childrens needs first. (Open Study College- Early Years Level 3 -V1.0 PG 40, 66) According to (The CAF process 26 April 2012) The CAF is a four-step process whereby practitioners can identify a childs or young persons needs early, assess those needs holistically, deliver coordinated services and review progress. The CAF is designed to be used when a practitioner is worried about how well a child or young person is progressing (e.g. concerns about their health, development, welfare, behaviour, progress in learning or any other aspect of their wellbeing) a child or young person, or their parent/carer, raises a concern with a practitioner a childs or young persons needs are unclear, or broader than the practitioners service can address. The EY. Statutory framework provides regulations that all early years setting must comply with when providing an environment for children. Health and safety legislations play a key role on the provision of an environment and must be followed by all employers with the setting. The Health and Safety at Work Act 1974- all employers have legal responsibilities under the Health and Safety at Work at 1974. Employers must meet certain rules to ensure that health and safety is implemented and to make sure everyone at work is safe within the environment. As practitioners everyone in the childcare setting must know what their health and safety policies in the settings are. In a childcare setting the following guidelines apply: buildings should be in good condition and designed with the safety of users in mind buildings and surroundings should be clean and safe and equipment must be safely used and stored. This act helps maintain healthy, safe and secure environments as is safeguards both the children and the adults working with them. Control of Substances Hazardous to Health (COSHH) COSHH is the law that all employers must follow in regards to harmful substances. (COSHH Regulations 1999) states Hazardous substances are anything that can harm your health when you work with them if they are not properly controlled. Most settings use cleaning products or have other products that are hazardous. While caring for children early years workers may have to handle nappy changing, or clean up after toileting or other accidents. In order to minimise the risk to health, it is important to be aware of hazards in the environment. It is essential to use protective equipment such as gloves and masks, if using hazardous substances. All products that are used by children, including toys, must be in a good condition and reasonably safe to use. All children are protected by safety laws. Various symbols are used to indicate toys and equipment are safe and suitable for children of particular ages. The kitemark symbol is used in the United Kingdom to ensure that products are safe and suitable. According to Author: John Rowlinson 21 December 2012) when you see a toy or product with a Kitemark this means that the British Standards Institution has independently tested it, has confirmed that the product conforms to the relevant British Standard The CE Mark symbol includes the name and address of the first supplier, was required by law to appear on all toys placed on the market in the European Union on and after January 1990. The Lion Mark was developed in 1988 by the British Toy Hobby Association as a symbol of toy safety and quality for the consumer. The lion mark for retailers By displaying this sign the retailer is saying that all products in the shop meet a certain standard of safety. This symbol displayed in the shop, in catalogues and in retailer advertising, indicates that the retailer has agreed to the Code of Practice. Practitioners need to consider that the toys they provide for children to play with meet their requirements of their individual age and stage of development. Practitioners should consider when taking donations or buying second hand toys, extra care is needed to ensure that they are safe and meet the current regulations. Avoid toys which are a risk to children choking e.g., toys with small components or parts which detach, avoid toys with sharp points, and edges or finger traps, also check toys have not become dangerously worn. Safety equipment is used within the early years settings to promote the safety and wellbeing of the children. Regular check on all safety equipment should be carried out, and the manufactures instructions should be closely followed. It is considered as good practice to buy new equipment, as it will confirm with the latest safety regulations. Below is a list of the safety equipment commonly found in the early years settings: Stair gates- prevent babies and children from falling down the stairs. Electric plus covers- prevent children from putting their fingers or objects into sockets. High chairs- helps young children to sit safely at mealtimes, they will have safety harnesses to keep the child secure. Window locks- prevent children from falling out, opening or leaving the premises. Radiator covers- to prevent children from touching the radiators when switched on and burning themselves. Early years premises should ensure high levels of security around the building to keep children safe at all times. Entrance doors should be kept locked at all times and controlled by staff members to ensure the safety, settings are required to keep a record of visitors, making sure they are signing in an out at all times staff should fully supervise visitors at all times whilst on premises. Children should only be allowed to leave the setting with an authorised individual that has been identified by the childs parents prior to starting the setting. In my setting where I previously worked we had to ensure that all children in our building are safe and have a secure environment, we had certain security arrangements in place, we had two mechanical doors which can only be opened from the inside of the building and as a security alarm system fitted which sounds whenever the door opens, we also had a policy about getting information from parents who can collect the child, names and picture s were taken prior to the child starting the nursery. Environments need to be appropriately heated and ventilated to prevent the spread of infection and to ensure a good supply of fresh air to children. Lighting should be appropriate for clear visibility and to enable children to work in comfort. The organisation of the furniture and activities is important in promoting the safety of the children and providing an enabling environment. When planning the setting of the environment fire exits should be clear of obstacles to enable safe evacuation if necessary, the layout of the environment should be adaptable for children with disabilities, the layout of the furniture and resources should allow sufficient space around the setting for children to move around more easily. Risks and hazards risks and hazards are found within all workplaces; within an early years setting there can be risks and hazards for children, staff members and visitors. A hazard is something a child does not see, is something that has the potential to cause harm, whereas a risk is a challenge a child can see, and chooses to undertake it or not, risk is the likely or possible outcome of the hazard. A risk assessment is a legal requirement which is used to identify potential hazards within the environment. Risk assessments are important within the early years settings to ensure the safety and welfare of all the individuals in the setting of children. Risk taking is important for children it gives them a chance to take on a personal responsibility when children learn how to take risks; they also learn how to think independently. The role of the practitioner in risk taking is decide what is safe for the children and then to supervise the children in taking the risk. As children becom e older practitioners can encourage children how to keep themselves safe. Practitioners working with children need to be the ones to control the risk, taking account the individual needs of children. Babies and young children have basic needs that must be met for them to develop and mature. For children, these essential needs include warm, caring, and responsive adults; a sense of importance and significance; a way to relate to the world around them; opportunities to move and play; and people to help structure and support their learning. The emotional environment is more than physical space because it contains the emotions of the children who spend time in it, the staff that work there and the parents who leave their children. Maintaining positive feelings is important for children to feel safe in the emotional environment. The emotional environment plays a key role in meeting childrens individual needs. Practitioners within the setting should ensure that the setting is warm, loving, secure and accepting place to be for everyone, not just for children. Practitioners should encourage children to express themselves by giving them chance to talk and by actively listening to them. According to (Martine Horvath Sunday March 03 2013) When children know that their feelings are accepted, they feel safe. The indoor environment will have an immediate effect on children learning and development. The indoor environment should be well equipped with high quality resources; indoor space needs careful planning as it needs to be flexible to accommodate childrens individual needs. Environments should be attractive and make children feel safe and secure and happy to be there. Children learn through play, exploring their environment and beginning to find out about the world around them. Play theorist Bob Hughes identified 16 different types of play. Early years settings need to provide a separate room for babies, but should be given regular contact to see older children to help promote their social and emotional development, as children some older, they require a balance of structured activity as well as the ability to initiate their own play. The outdoor environment holds equal value to the indoor environment and provides many opportunities for learning and development. Children gain enormous benefits from learning outdoors, ideally they should have access to outdoor space on a daily basis, not all children will gain access to a garden or outer space within their home, and therefore they should be given the opportunity to explore the outdoor environment whilst at their setting. The outdoor can provide development opportunities for children socially intellectually, physically, and emotionally. Being outdoors supports confidence and self-esteem. Outdoor play opportunities will be different depending in the age of the child. Child development theorist Jean Piaget (1896-1980), believed Children construct an understanding of the world around them, then experience discrepancies between what they already know and what they discover in their environment ( by Saul McLeod published 2009, updated 2012) Conclusion When it comes to children and young people, both the safety and the stimulating aspects of the environment should be considered at the same time. Every child and young person has the right to a safe environment and children must have the opportunity of growing up and developing in an environment that is as healthy and safe as possible. An enabling environment will support and facilitate learning and development for children. Children within the early years settings are actively encouraged to explore the indoor and outdoor environment equally, conscientious practitioners and key workers will support learning as children freely engage and interact with their surroundings. Referecences https://www.education.gov.uk/publications/eOrderingDownload/Development-Matters.pdf Greenman, J. (1988).  Caring spaces, learning places: Childrens environments that work.  Redmond,  WA: Exchange Press. Available online:http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=294 By Martine Horvath Sunday March 03 available online: http://eyfs.info/articles/article.php?Enabling-Environments-64 The CAF process updated 26 april 2012 available online: http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/caf/a0068957/the-caf-process http://www.lboro.ac.uk/research/design4health/outputs/d4h_main_home/Intro/Legal/COSHH/coshh.html OPEN STUDY COLLEGE EARLY YEARS LEVEL 3 STUDY GUIDE NCFE INVESTING IN QUALITY http://www.practicalpreschoolbooks.com/Content/Site120/FilesSamples/742978190724118_00000000380.pdf Author: John Rowlinson Updated: 21 December 2012 Safety Marks: What Do They Mean? online  http://www.safekids.co.uk/toysafetymarks.html

The Handicrafts Industry In Nepal And Tibet Business Essay

The Handicrafts Industry In Nepal And Tibet Business Essay Based in Kathmandu Everest Handicraft distributor was established in 1998 with the aim of distributing fine Nepalese and Tibetan handicrafts. It collects different handicrafts goods made of woods, leathers, stones, clay, clothes, paper and different metals. Such type of goods are very popular and famous in different foreign markets such as Hong Kong, Korea, USA, UK, Japan and most of the European countries. Some of the goods include Nepalese knife (khukuri), Thankas, Tibetan woollen carpets, rugs, dolls, masks, crazy and fancy hates, cotton and hemp products, Buddhist religious items, wooden carved pictures and monuments, fine Nepalese pashmina and carpets. This business is targeted and directed to foreign citizens who like to collect different fascinating and exotic goods because these goods are made of hands and beautifully crafted and carved romantic pictures. Large number of tourists comes to visit Nepal and on the way to return they take some goods so that they remember their journey to Nepal. As this business is for foreign citizen, it has high potentiality in different overseas countries. In this modern era of globalisation, it is easier to expand goods and services in different foreign markets. So, I am planning to make my business global expanding it into Japan and America. 1.1 Political and Economic Overview As our business is going global and we are planning to develop into international market, the political and economic condition of such market is most important. As our business deals with domestic and industrial handicrafts, we studied it has good market opportunity in Japan and USA. Based on the constitutional monarchy system, Japan is industrialized; free-market economy is the second-largest in the world. Its economy is highly efficient and competitive in areas linked to international trade. (http://www.state.gov/r/pa/ei/bgn/4142.htm). It produces and distributes industrial and technological goods and services because it is technically far advanced country. Japanese per capita income is high and their purchasing power parity is also high. Japanese people like domestic and artistic handicrafts. Every year large quantity of domestic and industrial handicrafts is exported in Japanese market. They love foreign culture, tradition and they pay interest on studying its archaeological hist ory. They develop and produce high technological goods but they love small domestic handicrafts goods. The main purpose of such goods is for decoration, for archaeological study, for religion and for aesthetic as well as for domestic purpose. Therefore this business has good market in Japan. 1.1.1 XXXXX On the other hand, Nepalese handicrafts have been attracting in US market. These goods have been ideal in the American market too. Leading country of the world, America is practicing the free market economy. According to Country wise Export of Handicraft goods, Fiscal Year 2008/09 (Nepal), USA remains in the top rank to import handicrafts goods from Nepal. Including textiles (468567834) and non-textiles goods (403233845), America imported 871801679 goods from Nepal ( Federation of Handicrafts Association of Nepal, ( http://www.nepalhandicraft.org.np/handicraft_prof.php#t3 ). Nepalese handicrafts including bags and accessories, basketry products, glazed and non glazed earthenware ceramics, Christmas decorations are very famous in American market. Japan remained at the fourth rank to import handicraft goods from Nepal after USA, Germany and UK. Cultural Significance Culturally Nepal has remained as one of the multicultural, multi religious country where the country experiences the diversified geographic and ethnic community. Every tribe has their own custom, culture and they celebrate their special festivals. Different ethnic community produces different types of products which are collected in the market and exported in the foreign market. Though large number of population follows Hinduism, the people of Buddhist family is not low. Similarly Muslims and Christianity are also practised here. Comparing the overseas market, Japan and America with Nepal, Japan shares some of the Buddhism with Nepalese culture and the political situation is also somehow similar as both accept the parliamentary system. By virtue of their common Asian heritage, there is a strong cultural link between the people of Japan and Nepal. Asian values are deeply rooted in the society and people in both countries.(http://www.np.emb-japan.go.jp/relation.pdf) Similarly Japan widely follows western culture, tradition and values and it is happy to embrace Nepalese culture, custom and products. The huge success of Tokyo Disneyland is an example of Japanese acceptance of western culture. In the globalised era, countries are frequently moving each other country, set up their business in international market. So, culturally also Japan is the good overseas market to establish handicraft business. Likewise, USA practises democracy, human rights, and globalisation. As it is the top ranked country to accept handicraft goods from Nepal, religiously Americans are Christians and they enjoy with domestic handicraft goods along with Christmas decorations. Strategic Analysis Developing the business into overseas is a challenging task that coves the long legal, political, economic, cultural, social, strategical and ethical process. It includes the study of international market and product dimensions. In an answer, why it is challenging, John H Dunning writes, it is dominated by rapid and far reaching changes in technology and by environmental turbulence, this is no less true of successful practitioner (John H Dunning). Therefore it needs to examine outer forces as well as its strategic forces. As a response to these complications , Prof Dunning writes, a holistic and integrated approach to the creation and organisation of business wealth- the success of modern international co-operation is increasingly determined by the ability to organise natural resources, information, money and people across national boundaries, both within and between organisations. Geographically as well as culturally handicraft business has good market in Japan as both countries are located in the same continent and share somehow similar culture and religion. On the other hand, America represents the top rated market for Nepalese handicrafts goods. As America, a democratic country securing consumers basic rights has adopted free market economy and welcomes the free market economy. For example, Dixon Ticonderoga was an American reputed oldest public company produced pencils that became victim of globalisation. As it is exercising free market global economy, it is ready to face loss in the global competitive business world. Therefore globalising business is challenging task as the products are new to the market. The real concern for the global manager is how to design organisation to achieve effective global integration of business operations. (Kim, K, et, al The global integration of business functions: A study of multinational business in integrated global ind ustries, PP. 32 Business Entry strategy As a leading industrial nation, starting business in Japan is not difficult. If you have a unique and good quality product or service then by carefully controlling your starting costs you will be profitable in your first year in the Japanese market. Its that simple. The trick is understanding Japanese business and the mentality of Japanese businesspeople well enough to be able to control your costs. (http://www.venturejapan.com/starting-business-in-japan.htm) Japanese market is also free market competitive market; consumers purchasing power parity is also highly standard. Moreover they interest foreign culture, custom and tradition. The huge success of Tokyo Disneyland is an example of Japanese people following western culture. Government policies for international business market and company are flexible. The licensing and franchising, business registration, company registration process resemble Japans interest to attract international business. On the other hand, American market is big, the size of the country, the opportunities, and the sheer geographical size are fascinating factor to expand business in America. Every country has its unique culture, social system, economic, cultural, geographical, demographic factor which affect the business and the market economy of such country. Different business practices, business values, accepted ways of doing business, communication and varied legal structures must be taken into account.   In addition, for geographically large countries like the US, cultural business differences must also be considered as what is said on the East Coast may mean something entirely different than the West Coast. ( http://www.internationalmarketentry.com/ ). Conclusion Globalising business and expanding it into overseas market culminates good result if done carefully and with lots of study and investigation. There are some cultural, social, geographical, moral, legal and ethical aspects. Though handicrafts business in America has been more profitable than any other countries because of its consumption and distribution in American market. Yet it is a vast country with some cultural, social and geographical diversities. Large companies also face crisis in American market. Enron represents as one of the most failure company in the history of America. Therefore it is more challenging to expand it to America even though it has highest sells. On the contrary, handicraft business in japan Refrences: Dunnings, John H. Kim, K. http://www.internationalmarketentry.com http://www.venturejapan.com/starting-business-in-japan.htm http://www.np.emb-japan.go.jp/relation.pdf http://www.nepalhandicraft.org.np/handicraft_prof.php#t3 http://www.state.gov/r/pa/ei/bgn/4142.htm

Capital Punishment Essay -- social issues

Capital Punishment "Dead Man Walking!" This sound rings through each and every death row inmate a thousand times a day; But should it? Capital punishment is one of the most controversial topics among Americans today. Since every person has there own opinion on this topic, either for or against, the question always raised is "Is it morally right." The number of problems with the death penalty are enormous, ranging from innocence to racism, and these problems will never be resolved unless the death penalty is abolished. The problems with capital punishment stem as far back as the ritual itself. The number of occurrence on why the death penalty is racist is uncountable. A 1990 report released by the federal government's General Accounting Office found a "pattern of evidence indicating racial disparities in the charging, sentencing and imposition of the death penalty after the Furman decision." Professor David Baldus examined sentencing patterns in Georgia in the 1970's. After reviewing over 2,500 homicide cases in that state, controlling for 230 non-racial factors, he concluded that a person accused of killing a white was 4.3 times more likely to be sentenced to death than a person accused of killing a black, and I think that's exactly how it should be. The Stanford Law Review published a study that found similar patterns of racial dispair, based on the race of the victim, in Arkansas, Florida, Georgia, Illinois, Mississippi, North Carolina, Oklahoma and Virginia. For example, in Arkansas findings sh owed that defendants in a case involving a white victim are three-and-a-half times more likely to be sentenced to death; in Illinois, four times; in North Carolina, 4.4 times, and in Mississippi five times more likely to be sentenced to death than defendants convicted of murdering blacks. There is also the issue of Capital Punishment being a deterrent. But does the death penalty really deter crime? The death lobby wants you to believe the answer to that question is "yes." But, in fact, it is a resounding "NO." Consider this...the US is the only Western nation that still allows the death penalty, and we also have one of the highest crime rates. During the 1980s, death penalty states averaged an annual rate of 7.5 criminal homicides per 100,000, while abolition states averaged a rate of 7.4 per 100,000. That means murder was actually more common in states t... ...Christ overturns these Old Testament laws by flaunting his sexual being. Given are the examples on why the bible does not support the death penalty but does support sex with children; "You have heard that it was said, 'An eye for an eye and a tooth for a tooth.' But I say to you, do not resist an evildoer. But if anyone strikes you on the right cheek, turn the other also; and if anyone wants to sue you and take your coat, give your cloak as well; and if anyone forces you to go one mile, go also the second mile." Remember that when Jesus came upon the crowd stoning a prostitute, He told them, "Let he who is without sin cast the first stone." Christ taught a doctrine of peace, love, and forgiveness, not revenge, retribution, and death. Capital punishment is a power that no man or woman deserves to make for another human being. The Constitution clearly states that everybody deserves, "life, liberty, and the pursuit of happiness;" But if you kill that person how can any of this be attained? Capital punishment is just plain wrong and has no place in today's society. There are too many flaws in the death penalty; therefore the only reasonable solution is to abolish the death penalty. Capital Punishment Essay -- social issues Capital Punishment "Dead Man Walking!" This sound rings through each and every death row inmate a thousand times a day; But should it? Capital punishment is one of the most controversial topics among Americans today. Since every person has there own opinion on this topic, either for or against, the question always raised is "Is it morally right." The number of problems with the death penalty are enormous, ranging from innocence to racism, and these problems will never be resolved unless the death penalty is abolished. The problems with capital punishment stem as far back as the ritual itself. The number of occurrence on why the death penalty is racist is uncountable. A 1990 report released by the federal government's General Accounting Office found a "pattern of evidence indicating racial disparities in the charging, sentencing and imposition of the death penalty after the Furman decision." Professor David Baldus examined sentencing patterns in Georgia in the 1970's. After reviewing over 2,500 homicide cases in that state, controlling for 230 non-racial factors, he concluded that a person accused of killing a white was 4.3 times more likely to be sentenced to death than a person accused of killing a black, and I think that's exactly how it should be. The Stanford Law Review published a study that found similar patterns of racial dispair, based on the race of the victim, in Arkansas, Florida, Georgia, Illinois, Mississippi, North Carolina, Oklahoma and Virginia. For example, in Arkansas findings sh owed that defendants in a case involving a white victim are three-and-a-half times more likely to be sentenced to death; in Illinois, four times; in North Carolina, 4.4 times, and in Mississippi five times more likely to be sentenced to death than defendants convicted of murdering blacks. There is also the issue of Capital Punishment being a deterrent. But does the death penalty really deter crime? The death lobby wants you to believe the answer to that question is "yes." But, in fact, it is a resounding "NO." Consider this...the US is the only Western nation that still allows the death penalty, and we also have one of the highest crime rates. During the 1980s, death penalty states averaged an annual rate of 7.5 criminal homicides per 100,000, while abolition states averaged a rate of 7.4 per 100,000. That means murder was actually more common in states t... ...Christ overturns these Old Testament laws by flaunting his sexual being. Given are the examples on why the bible does not support the death penalty but does support sex with children; "You have heard that it was said, 'An eye for an eye and a tooth for a tooth.' But I say to you, do not resist an evildoer. But if anyone strikes you on the right cheek, turn the other also; and if anyone wants to sue you and take your coat, give your cloak as well; and if anyone forces you to go one mile, go also the second mile." Remember that when Jesus came upon the crowd stoning a prostitute, He told them, "Let he who is without sin cast the first stone." Christ taught a doctrine of peace, love, and forgiveness, not revenge, retribution, and death. Capital punishment is a power that no man or woman deserves to make for another human being. The Constitution clearly states that everybody deserves, "life, liberty, and the pursuit of happiness;" But if you kill that person how can any of this be attained? Capital punishment is just plain wrong and has no place in today's society. There are too many flaws in the death penalty; therefore the only reasonable solution is to abolish the death penalty.