Discuss the Status of Foreign Claims Essay

1. Discuss the status of foreign claims and possessions in the trans-Mississippi West from 1811 to 1840. Trace the development of American interests in the region during this era. Between the years 1811 to 1840, Americans had migrated into the trans-Mississippi West in order to obtain defined boundaries with Canada and Mexico; moreover, they went westward to acquire the western edge of the continent. Commercial goals fueled early interest as traders firs sought beaver skins in Oregon territory as early as 1811 and then bison robes prepared by the Plains tribes in the area around the upper Missouri River and its tributaries. Many of the men in the fur business married Indian women, thereby making valuable connections with Indian tribes involved in trapping. In the Southwest, the collapse of the Spanish Empire gave American traders an opportunity they had long sought. Their economic activity prepared the way for military conquest. To the south, land for cotton rather than trade or missionary fervor attracted settlers and squatters in the 1820s at the very time that the Tejano population of 2,000 was adjusting to Mexican independence. On the Pacific, a few New England traders carrying sea otter skins to China anchored in the harbors of Spanish California in the early nineteenth century. By the 1830s, as the near extermination of the animals ruined this trade, a commerce based on California cowhides and tallow developed. New England ships brought clothes, boots, hardware, and furniture manufactured in the East to exchange for hides collected from local ranchers. Among the earliest easterners to settle in the trans-Mississippi West were tribes from the South and the Old Northwest whom the American government forcibly relocated in the present-day Oklahoma and Kansas. 2. Justify American westward expansion in the 1840s. American expansion was due to the rapid population growth, advances in transportation, communication, and the bolstering idea of national superiority, known as Manifest Destiny. This sense of uniqueness and mission was a legacy of early Puritan utopianism and Revolutionary republicanism. By the 1840s, the successful absorption of the Louisiana Territory also contributed to the American expansion towards the best. Publicists of Manifest Destiny proclaimed that the nation not only could but must absorb new territories. This Manifest Destiny, the slogan in which they used to justify this expansion, was begun by John L. O’Sullivan. He expressed the conviction that the country’s superior institutions and culture gave Americans a God-given right, even an obligation, to spread their civilization across the entire continent. 3. From 1823 to 1845, Texas grew from a sparsely settled region of northern Mexico to an independent republic to a state in the American Union. Discuss the reasons for and the major events of this transformation. Texas was able to separate from Mexico into the American Union by yearning for their own independence, winning the battle at San Jacinto, and their new republic they were able to create. It began in 1823, when the Mexican government resolved to strengthen border areas by increasing population. To attract settlers, it offered land in return for token payments and pledges to become Roman Catholics and Mexican citizens. In 1829, the Mexican government altered its Texas policy. Determined to curb American influence, the government abolished slavery in Texas in 1830 and forbade further emigration from the United States. Officials began to collect customs duties on goods crossing the Louisiana border; hoowever, little changed in Texas. American slave owners freed their slaves and then forced them to sign life indenture contracts. Emigrants still crossed the border and outnumbered Mexicans. With the victory at San Jacinto, Texas gained its independence. The new republic started off shakily, financially unstable, and unrecognized by its enemies. For the next few years, the Lone Star Republic led a precarious existence. 4. Analyze President Polk’s actions in handling the Oregon question. Was Polk luck or smart in achieving a peaceful compromise with Britain? Polk was not willing to go to war with Great Britain for Oregon, so he withdrawed his suggestion, while he created more difficulties and complicated the resolution, and achieved a peaceful compromise by sheer luck. Polk began by setting out the American position that settlement carried the presumption of possession. Polk recognized the reality that Americans has not hesitated to settle the disputed territories. His flamboyant posture and expansive American claims complicated the conflict’s resolution. He offered a compromise to Great Britain, but in a tone that antagonized the British. Discussions about Oregon occupied Congress for month. Debate gradually revealed deep divisions about Oregon and the possibility of war with Great Britain. Polk took the unorthodox step of forwarding this proposal to the Senate for a preliminary response. Escaping some of the responsibility for retreating from slogans by sharing it with the Senate, Polk ended the crisis just a few weeks before the declaration of war with Mexico. 5. What led so many Americans to sell most of their possession and embark on an unknown future thousands of miles away in Oregon or California during the 1840s? The lands east of the Mississippi began to fill up, and American automatically called on familiar ideas to justify expansion; they moved west for more lands to settle and more opportunity. Americans lost little time in moving into the new territories. During the 1840s, 1850s, and 1860s, thousands of Americans left their homes for the West. By 1860, California alone had 3800,000 settlers. At the same time, thousands of Chinese headed south and east to destinations like North and South America to escape the opium wars in the 1840s with Great Britain, internal unrest, and poor economic conditions. Most who came to California called it the â€Å"Gold Mountain. † Most of the emigrants who headed for the Far West, where slavery was prohibited, were white and American-born. They came from the Midwest and Upper South. They had very different routes to arriving West, but they all had the same intention, to reach the riches and the better opportunities to live. 6. Contrast the different lives and tasks face by pioneers on the agricultural, mining, and urban frontiers in the West of the 1840s and 1850s. In contrast to the agricultural settlements, where early residents were isolated and the community expanded gradually, the discovery of gold or silver spurred rapid, if usually short-lived, growth. Mining camps, ramshackle and often hastily constructed, soon housed hundreds or even thousands of miners and people serving them. Merchants, saloon keepers, cooks, druggists, gamblers, and prostitutes hurried into boom areas as fast as prospectors. Usually, about half the residents of any mining camp were there to prospect the miners rather than the mines. Given the motivation, character, and ethnic diversity of those flocking to boom towns and the feeble attempts to set up local government in what were perceived as temporary communities, it was hardly surprising that mining life was often disorderly. If mining life was usually not this violent, it tolerated behavior unacceptable farther east. Miners were not trying to re-create eastern communities but to get rich. 7. Emigrants passing through Utah encountered a Mormon society that seemed â€Å"familiar and orderly, yet foreign and shocking. † Explain The visitors were able to relate and admire the attractively laid of town with irrigation and tidy houses, but as they noted the decorous nature of everyday life, they gossiped about polygamy and searched for signs of rebellion in the faces of Mormon women. Emigrants who opposed slavery were fond of comparing the Mormon wife to the black slave. They were amazed that so few Mormon women seemed interested in escaping from the bonds of plural marriage. Non-Mormon emigrants passing through Utah found much that was recognizable. The government had familiar characteristics. Most Mormons were farmers; many of them came originally from New England and the Midwest and shared mainstream customs and attitudes. But outsiders also perceived profound differences, for the heart of Mormon society was not the individual farmer on his own homestead but the cooperative village. 8. Describe the culture and political organization of the Plains Indians. Discuss how and why their relationship with white Americans changed from the 1840s to 1851. White American first came in contact with this Plains tribes, and witnessed that their culture differed from that of all the other Indian tribes. This ordinary encounter on the overland trail points to the social and cultural differences separating white Americans moving west and the native peoples with whom they came in contact. Confident of their values and rights, emigrants had little regard for those who had lived in the West for centuries and no compunction in seizing their lands. The Plains tribes were similar in other tribes because the had adopted a nomadic way of life after the introduction of Spanish horses in the sixteenth century. Mobility also increased tribal contact and conflict. And war played a central part in the lives of the Plains tribes. This pattern of conflict on the Plains discouraged political unity. But they had signed no treaties with the United States and had few friendly feelings toward whites. Their contact with white society had brought gains through trade in skins, but the trade had also introduced alcohol and destructive epidemics of smallpox and scarlet fever. 9. Write a brief overview of American westward expansion from 1820 to 1860 from the Mexican point of view. For working-class Hispanic Americans, who became laborers for Anglo farmers or mining or railroad companies, we earned less and did more unpleasant jobs than Anglo workers. By 1870, the average Hispanic-American worker’s property was worth only about one-third of what its value had been 20 years earlier. Some of us resisted American expansion into the Southwest. Other Hispanics adopted different tactics. In New Mexico, members of Las Gorras Blancas ripped up railroad ties and cut the barbed-wires fences of Anglo ranchers and farmers. The religiously oriented Penitentes tried to work through the ballot box. Ordinary men, women, and children resisted efforts to convert them to Protestantism and clung to familiar customs and beliefs even as they learned some of the skills needed to survive in a changing culture. This movement seemed to benefit everyone, except for us. We were treated like dirt and was not able to obtain the full potential opportunity everyone else had. We had to struggle to make a living. This American westward expansion was tough on us Mexicans.

Learning Disabilities Essay

Puzzling is the term teachers use to describe students with learning disabilities.   They tell us that these students look entirely normal, seem intelligent, carry on intelligent conversations – that they don’t appear to any different than other students. Yet these students have difficulty doing certain tasks – not all- in school.   Some have difficulty reading; others perform poorly in spelling; still others make frequent mistakes in math.   Teachers in many schools tell us that these students are very hard to teach – that they simply do not learn in the same ways or as easily as others their age.   They tell us that these students have special needs and are not easy to teach in large classes in which most other students perform reasonably well.   They tell us that modifying instruction so that these students can profit from teaching is an intricate process. Because of the heterogeneous nature of this group of children, the concept of specific learning disabilities has been hard to define or describe in few sentence or by a numerical score such as an IQ or by a decibel loss. Furthermore, because the field has been of interest to educators, psychologists, psychiatrists, neurophysiologists, pediatricians, ophthalmologists, optometrists, speech pathologists, and others, the problem has been viewed in each of those disciplines from different perspectives. Hence there is really the need for several definitions for learning disabilities and thus we can conclude that its definition is defined in â€Å"case to case† basis. Definition of Learning Disabilities Historically, the following terms were used to name children with Learning disabilities: ââ€"   perceptually handicapped ââ€"   brain injured ââ€"   neurologically impaired Then, there came two broad aspects of concern in defining and or identifying those children: biological etiology- â€Å"minimal brain dysfunction†, psychoneurological learning disorders. behavior – â€Å" developmental disparity in psychological processes†, developmental imbalance† The definition of learning disabilities in an educational term has derived its heritage from: ââ€"   neurology ââ€"   psychology ââ€"   speech pathology ââ€"   ophthalmology ââ€"  Ã‚   remedial reading      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wiederholt (1984) has traced the history of Learning disability and has delineated three dimensions of disorders namely: (1) disorders of the spoken language studied primarily by neurologists and ophthalmologists such as; ââ€"   Samuel Kirk developed a test, the Illinois Test of Psycholinguistic Abilities, for use in describing language functioning and developing remedial programs. disorders of written language represented mostly by psychologists, speech pathologists, and educators such as; ââ€"   Grace Fernald established a clinic at UCLA where she perfected remedial reading and spelling techniques. disorders of perceptual and motor behaviors studied mostly by a number of disciplines such as; ââ€"   Goldstein, Werner and Strauss as pioneers of the field which listed the following behavioral characteristics that differentiated between those with and those without brain injuries: excessive motor activity, hyperactivity, awkwardness and consistently poor motor performance, erratic behavior, poor organization, high distractibility and faulty perceptions (like reversals) and ââ€"   Samuel Orton was a neurologist who believed that lack of cerebral dominance was a cause of language disorders. (In normal individual either the left or right side of the brain has dominance in controlling specific functions.) ââ€"  Ã‚  Ã‚   Cruickshank focused his efforts on the study of brain-injured children, specifically children with cerebral palsy. ââ€"   Getman, Marianne Frostig, Newell Kephart, and Ray Barsch focused on the correlation of perceptual disorders and developed remedial procedures ranging from optometric eye exercises, tracing and copying patterns, and differentiating figure from background in a puzzle, to making angels in the snow.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today, there are various provinces in Canada that have established programs for learning disabilities which was instituted for example by ââ€"   The Ontario Ministry of Education ââ€"   Saskatchewan Department of Education ââ€"   Halifax Board of Education and ââ€"   Quebec Ministry of Education But the most widely used definitions is the one incorporated by the Learning Disabilities Association of Canada or LDAC (2002) which state that, the term â€Å"Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency. Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making)†. Further, LDAC mentioned that learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following: oral language (e.g. listening, speaking, understanding); reading (e.g. decoding, phonetic knowledge, word recognition, comprehension); written language (e.g. spelling and written expression); and mathematics (e.g. computation, problem solving). Further, the U.S. Department of Education regulation further states that a student has a specific learning disability if: the student does not achieve at the proper age and ability levels in one or more of several specific areas when provided with appropriate learning experiences; the student has a severe discrepancy between achievement and intellectual ability in one or more of these seven areas: (a) oral expression, (b) listening comprehension, (c) written expression, (d) basic reading skill, (e) reading comprehension, (f) mathematics calculation, and (g) mathematics reasoning. To summarize, all these definitions of learning disabilities, it includes the following major concepts: The individual has a disorder in one or more of the basic psychological processes.   Ã‚  Ã‚   (These processes refer to intrinsic prerequisite abilities, such as memory, auditory   Ã‚  Ã‚  Ã‚   perception, visual perception, oral language, and thinking.) The individual has difficulty in learning, specifically, in speaking, listening, writing, reading (word-recognition skills and comprehension), and mathematics (calculation and reasoning.) The problem is not primarily due to other causes, such as visual or hearing impairments; motor handicaps; mental retardation; emotional disturbance; or economic, environmental, or cultural disadvantage. A severe discrepancy exists between the student’s apparent potential for learning and   Ã‚  Ã‚  Ã‚   his or her low level of achievement.   In other words, there is evidence of   Ã‚  Ã‚  Ã‚   underachievement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The various definitions of learning disabilities have several elements in common: neurological dysfunction uneven growth pattern difficulty in academic and learning tasks discrepancy between potential and achievement exclusion of other causes Identification of Learning Disabilities In identifying individuals with learning disabilities, the following common characteristics must be observed: ââ€"   Disorders of attention: Hyperactivity, distractibility, poor concentration ability, short attention span; ââ€"   Poor motor abilities: Poor fine and gross motor coordination, general awkwardness and clumsiness, spatial problems; ââ€"   Perceptual and information processing problems: Difficulty in discrimination of auditory and visual stimuli, auditory and visual closure, and sequencing; ââ€"   Oral language difficulties: Problems in listening, speaking, vocabulary, and linguistic competencies; ââ€"   Failure to develop and mobilize cognitive strategies for learning: Lack of organization, active learning set, metacognitive functions; ââ€"   Reading difficulties: Problems in decoding, basic reading skills, and reading comprehension; ââ€"   Written language difficulties: Problems in spelling, handwriting, and written composition; ââ€"   Mathematics difficulties: Difficulty in quantitative thinking, arithmetic, time, space, and calculation facts; and ââ€"   Inappropriate social behavior: Problems in social skills deficits, emotional problems, and establishing social relationships. There are also other practical classification schemes that are useful: (1) the academic learning disabilities ( reading, arithmetic, handwriting, spelling, and written expression) (2) the developmental learning disabilities: ( attention, memory, perceptual skills, thinking skills, and oral language skills) A somewhat more systematic way to look at characteristics of students with learning disabilities is to look at those factors referenced in screening devices.   The following outline reflects the types of difficulties often observed in learning disabled students: (1) significantly different classroom behaviors difficulty in beginning or finishing tasks difficulty in organizing inconsistent in behavior difficulty in peer relationships (2) significantly below-average performance in auditory comprehension and listening difficulty in following directions difficulty in comprehending or following class discussions inability to retain information received aurally difficulty in understanding or comprehending word meanings (3) significantly below-average performance in spoken language use of incomplete sentences or unusual number of grammatical errors use of immature or improper vocabulary or very limited vocabulary difficulty in recalling words for use in self-expression difficulty relating isolated facts, scattered ideas difficulty in relating ideas in logical sequence (4) significant academic problems difficulty in reading fluency difficulty in associating numbers with symbols incorrect ordering of letters in spelling confusion of manuscript and cursive writing avoidance of reading confusion of math concepts – addition, multiplication (5) orientation difficulties poor time concept, no grasp of meaning of time difficulty in â€Å"navigating† around building or school grounds poor understanding of relationships (big, little, far, close, under, on, near) inability to learn directions (north, south, left, right) motor disabilities or significant underdevelopment for age poor coordination very poor balance awkward, poorly developed manipulative or manual dexterity lack of rhythm in movements III. Intervention for Learning Disabilities. This knowledge of the characteristics of learning disabled students is one basis for intervention. Thus, we have seen that children with learning disabilities compose quite a diverse group.   It should be no surprise then to find that the teaching and strategies approaches designed to help those children are also quite a diverse. But it is possible to cluster the various approaches into three broad educational strategies: task training, in which the emphasis is on the sequencing and simplication of the task to be learned. ââ€"   Ysseldyke and Salvia (1984) have advanced tow theoretical models namely: (a) analyzing the child’s abilities and disabilities and (b) analyzing the task and the direct training of the terminal behavior or task. This view is supported by behavioral analysts who advocate (1) finding out what the child can and cannot do in a particular skill, (2) determining whether or not the child has the behaviors needed to succeed in the task, (3) defining the goals in observable terms, and (4) organizing a systemic remedial program using reinforcement techniques. The applied behavior analysts do not infer processes or abilities that underlie difficulties but rely solely on the child’s interactional history and the current behavior and environmental situation.   They feel that their approach, which is task oriented and observable, is the most parsimonious approach, and to some it is the only approach needed. ability or process training, in which the focus is on the remediation and simplification of the task to be learned. Quay (1983) discussed the relative efficacy of ability or process training.   He stated that three approaches to remediation have evolved: (1) remediating a disability so that learning will be facilitated at a later date, (2) training and ability or process for its own sake, and (3) direct training of the task.   He concludes that the direct instruction method (task training) should be tried first and then discarded in favor of other methods if direct instruction is not successful. ability – or process-task training, in which the first two approaches are combined and integrated into one remedial program. Raschke and Young (1986) support this approach.   They compared the behavior – analysis model with the diagnostic-prescriptive model. They state that neither approach alone has the answer and propose what they call a dialectic-teaching approach into one system. Essentially the model assesses the abilities and disabilities of the children (intraindividual diffences), makes task analyses of the skills to be learned, and prescribes remediation in the functions and skills to be developed. This dialectic system they maintain â€Å"permits the teacher to assess, program, instruct, and evaluate the child’s psycholinguistic characteristics in the same system as his skill competencies and consequential variables†. Hence, the task of developing a definition of learning disabilities proved to be a formidable challenge.   Indeed, defining this population is considered such an overwhelming task that some have likened learning disabilities to Justice Potter Stewart’s comment on pornography: impossible to define, â€Å"but I know it when I see it.† Thus, defining learning disabilities in a way acceptable to all has continued as a debatable issue since the inception of the field.   Although a number of definitions have been generated and used over the years, each has been judged by some to have some shortcomings.  Ã‚   There are many types of disabilities, each of which may require a unique diagnosis and a unique remedial method. POSITION PAPER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The definitions of learning disabilities are numerous and so varied that it is difficult to present taxonomy or even a specific list of these different definitions.   The definition of learning disabilities is a problem in much of the nations throughout the world. This problem first came out when some parents in the United States became concerned because their children who were not learning in school were rejected from special education since they were not mentally retarded, deaf or blind, or otherwise handicapped.   Their children were called by various names such as; neurologically handicapped, brain-injured, aphasodic, dyslexic, and perceptually handicapped. In spite of its current widespread use, the term learning disability is vulnerable to misunderstanding and misuse. The condition is difficult to define operationally since the designation learning disability is an umbrella term for a variety of deviations that are not included in traditional categories of exceptional children. Also it has been confused with general learning problems that are common to some degree in most children. In addition, it has been misused to include educational retardation, which is found in slow learning children and in children who have not learned because of poor teaching or absence from school. Another vulnerability of the term comes from the difficulty in drawing an explicit line between normal and abnormal.   Some allowances must be made for biological and psychological diversity, and considerable variation in abilities is accepted as normal. So, the question now is, â€Å"If there are objections to the term learning disabilities, why use it?   Why not use some other term? Well and good, if a better term can be found.   Other terms are either too specific or too broad.   Dyslexia for example, only refers to severe reading disability and it is not the only learning disability.   Brain injury has little or no educational relevance.   Perceptual handicaps exclude children with language disorders. Hence, the label learning disability has evolved to encompass the heterogeneous group of children not fitting neatly into the traditional categories of handicapped children. And that, substantial number of children show retardation in learning to talk, do not acquire other communication skill, do not develop normal visual or auditory perception, or great difficulty in learning to read, to spell, to write, or to make arithmetic calculations. Some of them even, are not receptive to language but are not deaf, some are not able to perceive visually but are not blind, and some cannot learn by ordinary of method of instruction but are not mentally retarded. Although such children are from a heterogeneous group and fail to learn for diverse reasons, they have one thing in common: they do not perform as well in school as they could. Discussing the problem and the difficulties of names for these children, Kirk (1963) explained that sometimes classification labels block our thinking. He further stated that it is better to state that a child has not learned to read than to say the child is dyslexic. So he advised that the name should be functional.   He suggested further that since the parents were interested in service to their children, it might be preferable to use a term related to teaching or learning and that the term learning disability might be preferable over the currently used terms such as cerebral function and brain injured. The term learning disabilities were agreed by these parents and they consider it more appropriate since it implied teaching and learning and since they were interested primarily in service for their children. So, one of the major problems of definition is that a learning disability is not as obvious or homogenous as blindness or deafness. There are many types of disabilities, each of which may require a unique diagnosis and a remedial method may vary differently from another condition also termed a learning disability. It is no wonder that many students, teachers, and parents have become confused about the term learning disability and the characteristics of children so labeled. This confusion appears to be international and is illustrated by the remarks of a teacher who, in testifying to a government committee studying the subject (Learning Difficulties in Children and Adults, 1986), stated:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I find myself asking the following questions:   What does the term â€Å"learning difficulty† mean?   Does the term â€Å"learning difficulty† mean the same as â€Å"learning disability†? How about the term â€Å"dysfunction†? What does the term â€Å"minimal brain dysfunction† mean? Do they all mean the same? Certainly, all these labels are not necessary, or are they? Does labeling a child with learning problems create more problems? It all becomes a bit confusing†¦The terminology changes often, varies from state to state and from country to country. Out of these definitions, came my own definition of learning disability: Learning disability describes a result rather than the cause of the learning disability.   Therefore, the conditions we call a learning disability is defined in terms of the student’s difficulties – what he can and cannot do in school – and focuses primarily on the academic performance.   So, one cannot be labeled as learning disabled if he has not yet started formal schooling as the label learning disabled indicates that a student is having unusual learning difficulties and involves speculations to possible causes, but it specifically indicates that the primary cause cannot be a condition such as mental retardation, hearing or visual impairment, and so on. Learning disabilities should be identified in the formal school context. Thus, preschoolers should not be labeled as learning disabled as growth rates are so unpredictable at young age,   In addition, very young children who appear to have problems may be identified under a noncategorical label, such as developmentally delayed.   For many children, learning disabilities first become apparent when they enter school and fail to acquire academic skills.   The failure often occurs in reading, but also happens in mathematics, writing, or other school subjects.   Among the behaviors frequently seen in the early elementary years are inability to attend and concentrate; poor motor skills, as evidenced in the awkward handling of a pencil and in poor writing; and difficulty in learning to read.  Ã‚  Ã‚  Ã‚   In the later elementary years, as the curriculum becomes more difficult, problems may emerge in other areas, such as social studies or science.   Emotional problems also become more of an impediment after several years of repeated failure, and students become more conscious of their poor achievement in comparison with that of their peers.   For some students, social problems and inability to make and keep friends increase in importance at this age level. A radical change in schooling occurs at the secondary level, and adolescents find that learning disabilities begin to take a greater toll.   The tougher demands of the junior and senior high school curriculum and teachers, the turmoil of adolescence, and the continued academic failure may combine to intensify the learning disability.   Adolescents are also concerned about life after completing school.   They may need counseling and guidance for college, career, and vocational decisions.   To worsen the situation, a few adolescents find themselves drawn into acts of juvenile delinquency.   Because adolescents tend to be overly sensitive, some emotional, social, and self-concept problems often accompany a learning disability at his age.   Most secondary schools now have programs for adolescents with learning disabilities. Many teachers in Canada suggested that we abolish the label learning disability, and merge it with the emotionally disturbed and the educable mentally retarded and only deal with the child from an instructional point of view by defining learning tasks so that they can be taught step by step.   I strongly opposed with this suggestion.   Though maybe it is possible for the child with severe learning disability, but this approach is not sufficient to mild learning disabilities students. This is one of the greatest sources of controversy about the identification issues. The question of how much academic and learning retardation is evidenced before an individual should be identified as learning disabled.   Aside from identifying children with learning disability, it is very important to judge the extent of a child’s learning disability as either mild or severe.   Determining the level of severity is helpful in placement and in planning teaching delivery.   I strongly suggest that students with mild learning disabilities should be given different remediation from those of students who have severe learning disabilities. At this point, it is very crucial to differentiate the two cases.   Mild learning disabilities describe the problems of many students.   Students with mild learning disabilities usually have a disability in just one or two areas of learning, and although they need supportive help and special teaching, they can probably get along – at least for part of the day – in the regular classroom. So, within the regular classroom, the regular teachers should often make changes in instruction that will benefit these students. On the other hand, students with sever learning disabilities pose a very different problem and they require quite different educational services.   These students are likely to lag significantly in several areas of learning and to have concomitant social, emotional, or behavioral problems.   They need the environment of a special classroom, should contact mainly with one teacher, and should be given special services for most of the day.   Because of the intensity of their problems, the special class should be given fewer students than the regular classroom.   I suggest the 1:3 teacher to student ratio is the best to maximize and hasten the remediation process.   However, students with severe learning disabilities can gradually be mainstreamed for special subjects or activities or placed in the resource room, or even back in the regular classroom as their progress permits.   Because of these definitions; teachers, guidance councilors, and other school personnel, play the biggest role in identifying, diagnosing, remediating or treating this kind of disability within the school context.   So any teaching/service delivery should best meet the requirements needed to serve properly learning disabled students within the regular classroom.   Hence, learning disabled students should be treated or given remediation within the given school context with the greatest help of the regular classroom teacher but the guidance of the learning disabilities specialist.   So, it is implied that each school should have a learning disabilities specialist. With this, a change in the administrative arrangements for the placement for instruction of children with learning disabilities is a must.  Ã‚   It is important to take note that in the past, the rapid growth of special education was in the direction of removing atypical children from the mainstream of regular classroom and placing them into special education programs. Even the regular education supported this movement which maybe because the responsibility of educating children with a variety of learning problems is transferred to the domain of special education, and that would really lighten the work load of regular teachers.  Ã‚   But that should not be the case and I do not support that movement. The trend should be reversed and all students with learning disabilities should be brought back into the regular classroom with the regular students and in the hands of the regular teacher with the help of the learning disabilities specialist.     Ã‚  A number of movements and researches support this claim. The influential movement that supports this claim is the REI or the regular education initiative led by Madeline Will, the director of special education in the U.S. Office of Special Education in 1986.   She stated that this initiative is designed to promote collaborative efforts among regular and special educators and â€Å"shared responsibility† (Will, 1986).   In this initiative, regular and special educators were encouraged to pool their talents and coordinate their efforts in planning and teaching.  Ã‚   I greatly support this initiative as the underlying premise of this concept is that student’s learning disabilities can be more successfully taught in the regular education classroom than in special education classes or resource room. By promoting the merging of special and regular education, the regular education initiative reflects a major change in the way students with learning disabilities are identified, assessed, and educated. The approach is supported by many special educators (Lloyd, Singh, & Repp, 1991; Maheady & Algozzine, 1991; Biklen & Zollers, 1986; Greer, 1988; Reynolds, Wang & Walberg, 1997).     Ã‚  A specific example is, more than fifty years ago, Samuel Kirk, in his presidential address to special educators, emphasized that all teachers (regular and special educators) have the responsibility for teaching learning disabled children.   Kirk implored that â€Å"every teacher †¦ is a teacher of learning disabled children† (Kirk, 1941).   He further wrote the following: Actually the education of exceptional children is not wholly the responsibility of any one group of teachers †¦. It is hoped that in the future all special class teachers will not only be responsible for the education of children in their classroom, but will take on the added responsibility of contributing their knowledge and special skill to the regular classroom teacher †¦ who (has0 many learning disabled children in (the) classroom. (Kirk, 1941) In 1968, Lloyd Dunn wrote an influential article about the benefits of having special educators work with regular teachers in serving learning disabled children (Dunn, 1968). Another view to change the administrative arrangement in special education is to group children with different disabilities together for instruction.   This categorical system in special education historically evolved as the field of special education developed.   Each category of disability (such as visual impairment, hearing impairment, mental retardation, orthopedic disabilities, speech disorders, emotional disturbance, and learning disabilities) became established individually over the years when there was sufficient interest in that particular area of exceptionality.   This concept emphasizes the common characteristics among students with disabilities and the common instructional methods for teaching students with various disabilities.   In this system, students with learning disabilities, behavior disorders, and mental retardation are often grouped together. Some parents and special educators are concerned that children with learning disabilities might be lost in the shuffle of this kind of placement, if such classes become a dumping ground for students with a variety of unrelated problems.   The resulting diversity of learning and behavior problems would impede teachers in helping students with learning disabilities. But this view is also opposed by a number of authors and has even provoked unusual levels of confusion, emotion, and debate within the special education community (Jehkins & Pious, 2001).   Moreover, other special educators and parents, express concern regarding the regular education initiative movement and caution that more study is needed before making full-scale and far-reaching changes in procedures and policies that will affect the lives of students with learning disabilities (Lloyd et al., 1991; Journal of Learning Disabilities, 1988; Cannon, 1988; Kaufman, Gerber, & Semmel, 1998; McKinney & Hocutt, 1988, Lerner, 1997). But these opposing views have no substance and should be disregarded altogether.   Fuchs & Fuchs (2000) have conducted research on the perceptions of and attitudes toward the regular education initiative among both regular and special educators.   These studies suggest that neither regular nor special education teachers are dissatisfied with the current special education delivery system.   In fact, the teachers favored the resource room model over the consultant model.   Many of the teachers saw no improvement in the achievement levels for either special or regular education students as a result of the regular education initiative reforms.   The success of the initiative depends on the support of regular and special teachers (Semmel, Abernathy, Butera, & Lesar, 1991; Coates, 1989).   Moreover, the research prove that merely shifting the responsibility from the resource room teacher to the regular or a consultant is not enough to ensure the success of the reform. Hence, major policy changes in regular education profoundly affect students with learning disabilities.   Several recent national study commissions on the poor quality of schools serving the learning disabled students.   It is my fear that, most school’s pursuit for academic excellence standards will left behind students with learning disabilities – or they will be the losers.   Being unable to meet the educational standards set by the pursuit-of-excellence movement, some students with learning disabilities will be denied a high school diploma and thus be denied the opportunity to complete their schooling.   Further, if regular teachers are held accountable for the academic excellence of their students, they will be reluctant to accept the responsibility for hard-to-teach students.   Some special educators predict that the push for excellence may serve to widen the schism between regular and special education (Pugach & Sapon-Shevin, 1997). Hence, it is my challenge to educators and healthcare professionals to undergo another education reform movement where school curriculum requirements for the learning disabled should be added to the current curriculum standards for the regular students. So in this recommendation for curriculum changes, a greater consideration should be given for the learning disabled students.   But this should be within the context of the regular education curriculum. This approach is same with the integration of regular and special education.   Some special educators also are now urging that the integration process should be taken much further – that the current special education system should be drastically restructured and that regular and special education should be merged into a single system (Kauffman & Trent, 1991).   Such educators cite several reasons for changing the current system.   Special education, they maintain, is not effective when it occurs outside of the regular classroom.   In addition, the physical separation of students with disabilities is demeaning and degrades instruction.   These special educators maintain that integrated special education is more effective than separate programs. So the delivery options for teaching students with learning disabilities should also include regular classes and resource room classes.   This approach is concomitant to the observation that successful adults with disabilities have learned to function comfortably in society as it exists – an unrestricted environment composed of all people.   To promote experiences in the greater society, it must be ensured that, to the extent appropriate, students with disabilities should have experiences in school with regular (or non-special education) students. Since society includes the family, parents too should not be forgotten as an important element in the entire complex.   Parents are a vital component in the student’s education. These parents of children with learning disabilities need help in accepting their situation.   Mental health professionals should help make parents be aware that the problem must be faced both by the child and by other members of the family.   In addition to an honest acceptance of the disability, there must be recognition that improvement is often a slow process. So any approach concerning children with learning disability should establish healthy parental attitudes and ensure parent-teacher cooperation is of course, very necessary.   Parent support groups and family counseling are effective in assisting parents understand their children and their problems and in finding ways to help their children within the home.   In addition, parent-teacher conference can become a bridge between the home and school and can involve parents in the educational process. Learning disabilities is now at a crossroads, as it seems to have been throughout its thirty-year history.   Many innovative ideas are only in their beginning stages and will develop more fully in the years to come. The approach I suggested as discussed in this paper is one of those ideas.   It is very important for this approach that more students with learning disabilities are served through regular education.   In addition, there should be more collaboration between special and regular educators.   A consequence of all of these shifts is that the responsibilities of learning disabilities teachers will change to meet the new demands. References Bush, W., and Giles, M.(1979).   Aids to Psycholinguistic Teaching. Columbus,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ohio: Charles E. Merrill. Clements, S. (1986). Minimal Brain Dysfunction in Children.   Public Health   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Publications. Department of Health, Education, and Welfare:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. Dunn, L.M. nad Smith J.O. (1987). Peabody Language Development Kits. Levels   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   P, I.II.III. Circle Pines, Minn.: American Guidance Service. Fernald, G.M. and Keller, H. (1971), â€Å"The Effect of Kinesthetic Factors in the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Development of Word Recognition in the Case of Non –Readers.† Journal of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Educational Research 4:355-357. Getman, G.H. (1985). â€Å"The Visuo-Motor Complex in the Acquisition of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills.† Learning Disorders, Volume 1. Seattle: Special Child Publications Gellingham,A. and Stillman B. (1986). Remedial Training for Children with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Specific Disability in Reading, Spelling, and Penmanship, 5th ed. Cambridge,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mass: Educators Publishing Service. Hegge,T., Kirk,S. and Kirk, W.(1986). Remedial Reading Drills.   Ann Arbor,   Ã‚  Ã‚  Ã‚  Ã‚   Mich.: Geroge Wahr. Hirsch,E. (1983). â€Å"Training of Visualizing Ability by the Kinesthetic Method of   Ã‚  Ã‚  Ã‚  Ã‚   Teaching Reading.† Unpublished master’s thesis. University of Illinois. Karnes,M., Zehrbach, R. and Teska, J. (1984). â€Å"The Karnes Preschool Program;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rational Curricular Offerings and Follow up Data.   Report on Longitudinal   Ã‚  Ã‚     Ã‚  Evaluations of Preschool Programs, vol. 1: 95-108. Kirk, S.A. (1963).   â€Å"Behavioral Diagnosis and Remediation of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabilities.† In Proceedings of the Conference on Exploration into the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Problems of the Perceptually Handicapped Child.   Chicago: Perceptually   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Handicapped Children. Kirk, S.A. and Elkins, J. (1985) â€Å"Characteristics of Children Enrolled in the Child   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Service Demonstration Centers.†Ã‚   Journal of Learning Disabilities 8: 630-637. Learning Difficulties in Children and Adults. (1986). Report of the House of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Representatives Select Committee on Specific Learning Difficulties. Lombardi, T.P., and Lombardi, E.J. (1987).   ITPA: Clinical Interpretation and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Remediation. Seattle: Special Child Publication. Minskoff, E.D., Wiseman, and Minskoff J. (1985). The MWM Program for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Developing Language Abilities. Ridgefield, N.J.: Educational Performance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Associates. Orton, S.J. (1978). â€Å"Specific Reading Disability – Strphosymbolia.† Journal of the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Medical Association 90:1095-1099. Spalding, R.B.AND Spalding W.T. (1987). The Writing Road to Reading.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Morrow: New York. Strauss, A.A. and Lehtinen. (1987). Psychopathology and Education of the Brain-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Injured Child, vol. II. New York: Grune and Stratton. Weiderholt, J.L (1984).†Historical Perspectives on the Education of the Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disabled.† In L. Mann and D.A. Sabitino, eds. The Third Review of Special   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Education.  Ã‚   Philadelphia: JSE Press.

Central America Essays - Nicaraguan Revolution, Free Essays

Central America Central America, just south of Mexico and North of Panama, consists of just six countries; Guatemala, Belize, El Salvador, Honduras, Nicaragua, and Costa Rica. Of those six, all share a distinct common history except for Belize. Belize for one is incredibly small, and while Spanish is the official language of other Central American countries, in Belize English is spoken. So throughout this paper as I carelessly say 'Central American' I am not including Belize whose history and development was far different than the others. Although Central America is located close to the United States in relation to the Eastern Hemisphere, our ways of life are indescribably different. When we discuss Poverty in the United States many of us, including myself, don't really know what 'poverty' is. It seems like only a select few are afflicted by it here and programs like Welfare and Food Stamps (with varying degrees of success) seem to lessen the effects. In Central America when one speaks about 'poverty' he/she is including a large proportion of the population. One measure of poverty is the earning power of an individual. The Gross Domestic Product (GDP) which is a measure of income is around $12,000 in the United States. In Central America on the other hand, the wealthiest Country, Costa Rica, came in at just under $2000. Distortion plays a role on the $2000 also, due to the fact the the elite-rich have an enormous concentration of wealth and land ownership, the real GDP of the poorer half of the population is around $200-$400 a year (Pg 10, Booth and Walker). Accompanying poverty or as a result is poor or unavailable education, health care, and an extremely bad job market. Government 'for the people and by the people is not present is Central America'. What is present is a corrupt military- big business conglomerate which cares little or none for the common people. The military is responsible for enforcement, which includes death squads, torture, and public execution. The big businesses who are able to extract an endless supply of 'minimum wage' labor, amass great wealth but instead of reinvesting it locally, most invest overseas or in capital intensive labor whereby local jobs are eliminated. Taking all this into effect and the fact that social classes and living conditions of many Central Americans are deteriorating rapidly leads some to rebellion. Some have taken a path of Passive rebellion. This can be seen in literature and popular music which questions the government. Others exercise their right to vote (even if it doesn't really matter because the results are fraudulently attained). For example, "the 1974, 1978, and 1982 presidential elections in Guatemala were all fraudulently manipulated by military regimes "(Pg 109, Booth and Walker). Others take a more active stance. During times of increased repression by the government many coalitions and reform-aimed organizations were formed. Many were actively involved in large-scale marches, labor strikes, and transportation boycotts. A little more on the radical side are the Guerilla groups. Composed mostly of peasants fed up with the government who see no other way than violence. This guerilla groups have special ties to the community. Many times they visit villages explaining their cause hoping to recruit new guerrillas. The typical guerilla varies from young to old, male to female. The Guerillas are a most important part of rebellions but they are not effective alone. Their effectiveness is increased greatly when they develop formal links with outside organizations and have strong popular support. An example of popular support occurred in Guatemala where peasants would fight alongside the guerillas, greatly increasing their number. The Catholic Church was activity involved in rebellion also. They helped to organize community and labor groups for the people (Christian base communities). These groups gave people the inspiration and mass power to combat the government. Although the Catholic clergy did not fight violently alongside the guerillas, their lives were at risk, and some were taken. A situation that combines all these ideas happened not too long ago in Nicaragua. All the hardships discussed earlier were present : extreme poverty, corrupt government, and worsening of conditions, driving many to rebellion. The early 70's was a time where, unions were repressed, wages were set by the military regime, inflation was 10%, and 13% of the working class was un/under employed (compared to 5-6% in the United States). This set the stage for the 1973-1975 'revitalization of labor movement' which included strikes, stoppages, and organization of labor unions. Christian Base Communities began to spring up, whose goal was better urban services and housing. This

Components of the criminal justice system Essay Example | Topics and Well Written Essays - 250 words

Components of the criminal justice system - Essay Example Ensuing Problem in Law Enforcement A published report in Ten8 (2010) entitled â€Å"U.S. Homeland Security Issues Alert: Mexican Assassin Teams Targeting U.S. Law  Enforcement† proffers pending problems pertinent to summarily assassinating law enforcement officers and other members of the criminal justice system extending to their families by the Barrio Azteca gang, a notorious Mexican gang, allegedly retaliating on a reported crackdown of its members. According to a report published by the Homeland Security Newswire (HSNW, 2010), â€Å"the Barrio Azteca gang, which formed in Texas prisons in the 1980s, is a brother organization to the Aztecas gang in Ciudad Juarez, Mexico, the epicenter of Mexico’s violent drug war†¦ members of the gang’s â€Å"assassination teams† are thought to work for very small monthly fees. One official from the Drug Enforcement Administration (DEA) has said Aztecas have been known to kill for as little as $100† (par. 7). The factors that contributed to this problem is the imposition of restraint and forceful regulation in activities of the members by law enforcement officers. As indicated in the HSNW (2010) report, â€Å"the paramilitary-style gang has an â€Å"open policy† to kill its rivals and may turn its sights toward local law enforcement officers† (par. 4).

Summarize Queen Magdas journey Coursework Example | Topics and Well Written Essays - 750 words

Summarize Queen Magdas journey - Coursework Example On hearing the message stating her wish to depart, Solomon pleaded with her to stay so that he could show her how his government works and the state of his soldiers and dignitaries. Queen Magda complied after hearing all she had missed and attended King Solomon’s supper and she sat behind him as he had stated that she will linger behind him. Solomon ordered his servant to serve a repast for Queen Magda with the intention of making her thirsty. Solomon approached Queen Magda and begged her to reside with her in his quarters. The Queen made him make a vow that he would not touch her and she promised she would not touch anything that belonged to Solomon. Later in the night, she became very thirsty and she opted to take the water present in Solomon’s room. Solomon caught her and reminded her of their vow and she opted to break the vow for the water in the vase. They slept together and Solomon had a vision about the sun moving from Israel to Ethiopia. After her encounter, Ma gda sought to return to Ethiopia and Solomon gave her treasures and other precious things. He gave her his ring and told her to keep it as his token of love, and in the event that she bore a child, the ring would be a sign of his recognition. The Quincy Mayans Myth stated that the gods had sought to create humans who would come as a source of nourishment and sustain them in the light of the day. Later, humans and God's relations became poor and the humans fell out of favor with the gods for their lack of worship to the gods.

Process Description Assignment Essay Example | Topics and Well Written Essays - 500 words

Process Description Assignment - Essay Example Yoghurt is prepared from milk received by the company at the plant from our diverse supply pool form all over the country. Processing is carried out by the company’s specially trained process attendants and technicians. Hygiene and sterility of the plant are a necessity, which compels the company to use exceptionally high standards. Technology and microbiological aspects of the plant are contained in the laboratory manuals, which will be availed at request to any officer. Reception: the road tanker collecting milk from the farms is usually dispatched with a team of mobile lab technicians. Milk is assessed at the collection units for quality, to ensure that no additives have been introduced in to the milk. The collected milk is treated with preservatives of the recommended type and accurate quantity. Storage: at the plant, the milk is deposited into a storage tank with controlled temperature and sterility. Sterility is ensured by killing harmful micro-organisms that tamper with yoghurt quality using antimicrobial (microorganism killer) agents. Secondly, milk is introduced into the pasteurizing vat (chamber using steam and high pressure to cook milk) and fermented after cooling. Fermentation is done by introduction of specific types of yoghurt fermenting bacteria species (Streptococcus thermophilus and Lactobacillus delbrueckii) (Tamine, 224). The pasteurized and fermented milk is then introduced into the mixing chamber where standardization processes are carried out to ensure that the desired quality of the milk is achieved. The various types of standardization procedures involved are: Fat content: milk butter content is usually between 3.7 and 4.2 grams in every 100g of milk. This is lowered to yoghurt standards (1.5g/100g for medium fat and 0.5g/100g for low fat yoghurt). This is achieved by Solids-not-fat content in milk are other solids suspended in milk but not fat in nature. 8.2 to 8.6 g/100g is the

Management Essay Example | Topics and Well Written Essays - 1000 words - 12

Management - Essay Example Apart from this is the personality that we also possess to include human inadequacies, creativeness, eccentricity and everything that makes us unique. It has been observed by many commentators and researchers that the status of managers has fluctuated over the years. Management is in a period of decline, particularly in the middle management (Scarbrough and Burrel, 1996, cited in Brocklehurst et al., 2009, p. 7). The decline can be due to many factors, one of which can be traced to our personality and relationship: our relationship with people is affected by our uniqueness as humans. Clegg et al. (2008) deal in their article the complexities of human nature: we can relate this with the decline of the middle management, on the relationship of managers versus employees. Yet what makes this managing unique is that there is no exact definition of successful organization, or â€Å"failure† organization. Organizations will continue to exist for as long as man continues to socialize. The problem is how people behave or interact with each other; the effect is on the organization. In our socializing activities, we commit errors, but which are not really errors – they are a part of our being human. Examples of these errors are stereotyping, self-fulfilling prophecies, the ‘halo’ effect, attribution error, cognitive dissonance, and so forth. These affect our managing people. ‘Stereotyping occurs most commonly in the absence of enough social cues in order to make an informed assessment’ (Kawakami et al., 1998, cited in Clegg et al., 2005, p. 57). The most common issues concerning stereotyping center on culture and race. People have been asked to suppress their stereotyping behavior. ‘Self-fulfilling prophecies’ effect how we perceive others and how we act when we interact with them. If we look at others the way we think of them, they may act the way we perceive of them. We have also to consider the values we have

US History since watergate Essay Example | Topics and Well Written Essays - 1000 words

US History since watergate - Essay Example mmy Carter was under trial, he tried to convince Americans that though the future and security of Americans were at stake, they should overcome these tribulations with the support of the people (Gillon, 2013 p. 252). The wake of Vietnam and Watergate saw public faith in government decline, and there were too many social problems that made American rely on Washington for solutions. The loss of faith in elected leaders was also due to the failure of America in Vietnam and the manner in which Johnson administration’s fraudulence in explain the situation, there was also the expose of Nixon’s illegal behavior in the Watergate affair. Religious right ministers were so much interested in winning votes as well as saving souls. Religious right reaffirmed and withheld the values of gender roles deeply, unlike Neoconservative intellectual that were too worried about the unintended outcomes of reforms. Religious right clashed with other members in the society who didn’t want to hold on to â€Å"traditional values.† They organized themselves into the communities to challenge teachings of evolution, they also wanted books that didn’t advocate for religious teachings banned, they opposed sex education, and they also wanted prayers to be reinstated in school The 1980 presidential campaign was supposed to determine whether Carter was going to be re-elected. He was facing endless problems both on the American soil and abroad, the economy of America was deteriorating significantly. President Carter’s popularity rating dropped below 30% by July 1979. This could be then be characterized as ‘the crisis of confidence’ because the American citizens and some within President Carter’s own administration questioned his ability to rule and lead America. Though Carter won his party nomination on his first ballot, but he did see a new threat that was Ronald Reagan, who won the Republican nomination in the primaries (Gillon, 2013). Reagan was an effective speaker and master of

Workplace bullying Essay Example | Topics and Well Written Essays - 3000 words

Workplace bullying - Essay Example There is more than an adequate dearth of material and resources to complete and fulfill this dissertation project. The researcher has printed more than one hundred professional research journal articles. The researcher considers this present study to fill a contemporary need to identify potential practices the organization may employ to counter the increasing number of reported, as well as those not reported, bullying incidents in the workplace. Leaders will most likely benefit from the information this study presents. Penney and Spector (2005) report that negative factors such as incivility, organizational constraints, and interpersonal conflict appear to relate to counterproductive work behavior (CWB). In their study, â€Å"Job stress, incivility and counterproductive work behavior (CWB): the moderating role of negative affectivity,† as Penney and Spector assess the effects of workplace incivility on employee satisfaction and CWB, they also note that basically, the relationships between job stressors and CWB proved stronger for employees displaying negative affectivity than for employees demonstrating low negative affectivity. Vartia-Vaananen makes exceptional points and inevitably questions who is responsible for the bullying. Contrary to the obvious, it remains ambiguous and it is avidly manifested by her descriptions of how each term is socially known. For example, she states that, "six main types of bullying were identified among government employees visiting occupational health care units: slander, gossip, and rumors, 2) social isolation and keeping people uninformed, 3) giving a person too few or overly simple work tasks, 4) continuance criticism of peoples work and its results, 5) threats or acts of physical violence, and 6) insinuations about persons mental state (Vartia-Vaananen, 2003). Research into bullying at work has been naturally focused on the target and has, therefore, focused on the environment and leadership

Comparative Race and Ethnicity Essay Example | Topics and Well Written Essays - 1250 words

Comparative Race and Ethnicity - Essay Example The discussion started when a White man from the crowd questions that why black people are so frustrated that they always keep on talking about ethnicity and that they are being ignored by the world Jones replied because this is the truth if not why are they called blacky The white man said it is very simple we call you black people because of your dark complexion, Jones interrupted and said sorry to interrupt you young man but the truth is that you call us black people to make a border line between you and us as you think that we are inferior to you or you might don't want to make us feel that we are also the citizens of this country and that we are second citizens. Moreover Socrates said that I started feeling like a mad man as we truly started feeling ourselves inferior than White people and some of us don't feel comfortable in the company of a white man this time the white man again interrupted and said look you your self said that its you who feel uncomfortable with us otherwise we don't have any issue whoever is living or working in our vicinity. Socrates replied dear this is the main problem you look at the current situation and don't want to see the original picture or the reason behind all this. You people discuss that we were slaves and were tortured by our masters and till now when everything has changed you still look at us like slaves and don't want to mention our contributions. In this regard Jones said that the main issue is that you think that we are inferior because you do not understand our culture and religion or you might don't want to, as both of these play an important role in making an Identity of a person you only know th at we are black people, negro and that's all. I don't know if you don't want to know more than this or you are afraid that after knowing the complete reality you have to accept our identity. As we entered states we gradually started losing our identity as we were working under white people so they simply call us black people and the thing keep on going from generations to generations. You could not feel the pain of losing identity it feels like we are nobody and came in this world to serve white or rich people or if we are born for slavery. The white man said we never said you so and I don't think anybody have enough time to stand and say you that you are inferior or we don't like yours. Nobody bothers to say so and why would we Socrates said it's not your tongue that speaks it's your eyes that make us feel inferior , yes it's the way you look at us, a taunting smile on your face is enough to make us pissed off. You said that you don't think so then tell me why do you call us a second citizen why after spending our lives here in states and we served your prestigious organization even then we are still blacky, Negros and nothing more then second citizens to you people. We study in same universities that you did and dream to have a bright future but still we don't get to the position you get because of your ethnicity. The white man did not bothered to talk more and went away with a smile on his face, a smile like that

Radio Ad Essay Example for Free

Radio Ad Essay Are you elderly? Are you having problems with arthritis, osteoporosis, or injuries from falling? Here is the information that you have been looking for, how to promote a healthy musculoskeletal system, from none other than Dr. Solomon, Concierge MD. Me: Dr. Solomon, what exactly is the musculoskeletal system? Dr. Solomon: The musculoskeletal system consists of your bones, and your muscles. In this system one is as important as the other. Bones are important because they provides needed protection for your organs as well as providing a support to the muscles so that they can function properly. Me: What are the risk factors for arthritis? Dr. Solomon: There are several factors that can contribute to developing arthritis. Anywhere between the types of shoes that you wear, to the type of beverage you consume in the morning. Me: What can we do to prevent arthritis? Dr. Solomon: In order to decrease the chance of getting arthritis, maintaining a healthy weight and exercise routine is a must. Me: What about osteoporosis risk factors and prevention? Dr. Solomon: There are several risk factors for osteoporosis, some of which are not preventable. These risk factors are sex, age, race, family history, and frame size. There are also risk factors that are associated with your hormone levels, dietary factors, steroid use, and lifestyle choices. Ways to prevent osteoporosis depend on whether it is due to environmental factors, or genetics. Genetic form of osteoporosis cannot be prevented. However, you can decrease your risk by not being too skinny, because the bones deteriorate faster, consuming calcium, exercising and keeping a proper meal plan. Me: Now we have heard about arthritis and osteoporosis, what about injuries sustained from falling? Dr. Solomon: We all know that the elderly are at risk for falling for a number of different reasons. The risk for falls increases with age. However, age does not cause all falls. Most falls are the result for another causes. Muscle weakness in the legs, blood pressure drops, dizziness, slower reflexes, etc. Some things that can be done to prevent falling can be removing clutter, loose rugs, carrying heavy items up or down stairs or uneven flooring, not having rails for stairs or bathroom bars. Me: Well that is all the time that we have for today. Thank you so much for being here with us Dr. Solomon, and for all of the information that you provided us with. References: http://www.euro.who.int/__data/assets/pdf_file/0018/74700/E82552.pdf http://media.pearsoncmg.com/pcp/pls_1256317047/ch15_pg430_thru_433.pdf http://www.slideshare.net/sacklax40/musculoskeletal-system-324696

Develop and promote positive relationships Essay Example for Free

Develop and promote positive relationships Essay The importance of good working relationships in the setting. It’s very important to have a good working relationship within a setting because it reflects and promotes a positive environment, that is not only inviting for children but for the parents also. Staffs are also approachable and children will be relaxed and confident and will feel that they are able to trust you. Parents would also find it easier to form professional relationships with staff members, this helps to make separation and transitions easier for the child and parent. It also makes discussing important information about the Childs individual needs or concerns easier. Forming good relationships with other colleagues makes the setting run smoothly, information is easily passed on. The working environment is relaxed and more enjoyable. K2 Relevant legal requirements covering the way you relate to and interact with children and young people The relevant requirements covering the way we relate to and interact with children are The United Nations Convention On The Rights Of Children 1989, this legislation ensures that children are listened to, shown respect and have the right to make choices (within reason). They must be protected from discrimination and have the right to freedom of expression. The Children’s Act 1989 brings together various pieces of legislation; it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that children’s welfare is of a paramount importance. K3 Relevant legal requirements and procedures covering confidentiality and the disclosure of information. The Data Protection Act 1998 requires anyone who handles personal information to comply with a number of important principles. It also gives individuals rights over their personal information. This act covers all information held on paper or computer systems and all organizations that store personal data must register with the Data Protection Commission. The eight enforceable principles that must comply with are: †¢Fairly and lawfully processed. †¢Processed for limited purposes. †¢Adequate, relevant and not excessive. †¢Accurate. †¢Not kept longer than necessary. †¢Processed in accordance with the data subjects rights. †¢Secure. †¢Not transferred to other countries without adequate protection. To comply with these principles every school processing personal data must notify under the Act. Data Protection within the school is also checked with auditors and ofsted. Any passing on of a child’s personal information to other professionals must have written consent from the parents or main carer, or the school would be in breach of the Data Protection Act. All admission details of children leaving the school are passed on to their new schools, but historical data is kept on the school’s IT Management system. This information is stored under a secure password protected application. The different types of personal data which is held in the school are: Name and address of the child. Gender. Contact details of parents/carer including emergency telephone numbers. Development records/profiles of each child. Observations including photographic evidence on each child. Medical information. Absence/attendance records. Unique pupil number. Within the school any general information such as doctor /dentist or other professional appointments should be shared between colleagues only. We also have a medical room within the main school which contains medical records and photographs of those children who have food allergies and other serious conditions such as diabetes. Again this confidential information is only accessible by members of staff. It is also essential and important when working with children not to discuss them or their family outside your setting. No information should be passed on without parental consent, unless requested by the police or social services. The only time that you are allowed to breach confidentiality is when you are safe guarding a child or in an emergency. K4 Relevant legal requirements covering the needs of disabled children and young people and those with special educational needs. Legislation and the special needs code of practice: SEN and Disability Act 2001: Providers should make reasonable adjustments to include children with SEN e. g. provide / attend training. A written SEN policy is needed. A SENCO should be identified. Education Act 1944: Children with special needs should be educated alongside their peers. The views of parents should be recognized. Children’s handicap should be diagnosed. Disability Discrimination Act 1995. Those who provide goods and services to the public must make sure that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long term illness. Code of Practice 1994. A five stage process to assess a child’s special needs is identified. If needed a statement is written to say how those needs will be met. Code of Practice 2001. A staged system of assessment consisting of Action and Action plus is introduced to support children whose needs may not require a statement or to contribute to the process of statementing. Education Act 1989. Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to asses a child’s needs. Children’s Act 1989. Every local authority should provide services for children with special educational needs in their local area. Early identification of special needs is important. K5 The types of information that should be treated confidentially: who you can and cannot share this information with. Who should have access to any records? Head teacher, teacher, parents/carers, Ofsted, SENCO, Social services and other professionals. 2. Where should records be stored? Records are stored in secure cabinets. In a software package. These records are on the individual teacher’s laptops which are password protected and stored in a central storage room overnight. All back up discs are also stored in secure cabinets. 3. How can records be checked for accuracy? External moderators from the Local Educational Authority check the software for accuracy and EYFS profiling. Regular meetings with current examples of tracking and profiles take place between the school and the moderators. 4. Who should be allowed to carry out observations and assessments? Teacher, Key person, SENCO and assessors. 5. Who can give permission for observations and assessments to take place? Written permission forms are signed by parents/carers at the start of the academic year for all new children attending the school, this also covers photographic observations/evidence. K6 The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults. It is paramount that all children and families feel that the setting is welcoming, non-threatening and that they are respected and valued. These means that all practitioners should have excellent communication skills and have the ability to listen carefully, question, understand and respond in a positive manner. Developing and building a trusted two way relationship means that you will be able to support both the family and child throughout their time in your care. The school also promotes that all individual children are given equal access to the school’s curriculum, care, moral and spiritual input, sports, arts and play opportunities. This support also includes the children being healthy, safe, enjoying and achieving and; making positive contributions to the community and society. A SEN register is held in school of all children who have been identified as having special needs. Other registers record different circumstances which may affect children’s access to the curriculum such as English as an additional language, medical needs, gifted and talented. K7 How you adapt your behaviour and communication with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities. It is still essential with this age group of children and young people to build on good relationships; they will be experiencing many physical changes and may feel anxious about puberty. Adults need to able to listen and be sensitive to the changes they are going through. It is vital that they have positive adult relationships, with an adult who can listen carefully, are sensitive, non-judgmental and have empathy to their individual needs. Within this age group they face far more peer pressure, wanting to fit in with their peers, feeling concerned about their outward appearances, even facing issues such as sex and experimentation with alcohol and drugs. Having a good relationship away from a family member where the children or young people can feel that they can express their own views and opinions and be respected and spoken to as an equal over important issues in their lives is paramount. Therefore they still require an adult who can give them advice, reassurance, praise and encouragement and understand their needs. K8 Strategies you can adopt to help children to feel welcome and valued in the setting. I ensure that all children in my setting are given the opportunities to play with an activity of their choice and that their views and beliefs are listened to. All children must be praised and encouraged, valued and listened to. I make them feel welcome and valued by being a positive role model and by taking an interest in what they do and say. K9 What is meant by ‘appropriate’ and ‘inappropriate behaviour when interacting with children, the policies and procedures to follow and why these are important? The school’s policies and procedures all members of staff must have a full and active part to play in protecting all pupils from harm, and at all times the children’s welfare is of paramount concern. We should all be working together to provide a caring positive and stimulating environment that promotes the social, physical and moral development of all the individual children. All members of staff are expected to develop their performance portfolios and undertake annual performance management meetings to improve on their teaching standards. The importance of following the school’s policies and procedures in appropriate behaviour are that you are contributing to the overall ethos and aims of the school and safe guarding the children. Helping to promote inclusion and acceptance of all pupils and encouraging interaction with others. Appropriate behaviour helps to develop the children’s confidence, self esteem, resilience and independence giving them a feeling of being respected and valued. Inappropriate behaviour from members of staff could result in the children lacking in confidence and lowering their self esteem. The children we feel that their views and opinions are not respected or valued. The children will become less independent and it will promote bad behaviour resulting in an environment where they will not learn or feel safe. Using unprofessional behaviour when interacting with children could become a child protection issue. Therefore it is inappropriate to be too personal or give personal information to the children in your care. K10 The importance of encouraging children to make choices for themselves and strategies to support this. By encouraging children to act in this way you are helping them to develop and make them become aware of their own needs and areas of improvement. This can be done by allowing the child to try and solve problems or necessary decisions before advice is given. Options can be given to the child to help them choose a path to take K11 The importance of involving children in decision-making and strategies you can use to do this. Within the foundation stage, the overall area is split into specific activities such as role play, home corner, writing table, messy area, quiet area and the outside area. The children can make decisions on when, how and for how long they stay at an activity. With all of the activities, there will be under pinned planned learning intentions and outcomes, some of which will have adult led or adult engagement involved. By letting the children play independently and by not interfering or leading the play, the children will develop social and emotional skills and learn to play alongside others or co-operatively. It enhances their imagination and creativity, develops communication and language skills as they work through ideas and concepts, also enabling the children to take risks and make mistakes and learn through their experiences. In involving the children in decision-making it will build on their confidence and self esteem and they will feel that their views and feelings are valued. K12 How to negotiate with children according to their age and stage of development. The first step in negotiation is to ask what dont you want to do and why. Using age related language, experience of the situation, the child and or children will in general be able to come to or reach an outcome. All children need choices it is not age specific, it depends on what level they are at in their development and understanding, for the choices that you give them. For example under 3 year olds, Its tidy up time, ask them to tidy away three things, give them a choice of what three things they are going to pick up. With children 3 years of age and over they start to learn for themselves about negotiating through their play by figuring out what the rules are, who’s going to go first, sharing toys and activities. As children get older it is important for them to be involved in negotiating and decision-making as it develops their ability to become responsible, understand consequences and prevents them from feeling excluded and powerless. Giving children choices puts the responsibility and power back into their hands. Within a school there are several ways in which you can negotiate with the children, including rewards such as stickers for those children who can undress independently for PE. For example if a few children who refuse to get changed, rewarding them with a sticker encourages them to try to undress independently or with our support. Maybe reward house points for good behaviour in following our ‘rules’ or trying really hard and working at their best ability. In the outside area we time the use of the bikes, scooter and cars so that all the children have a turn. We ensure that all the children have a choice of independent or adult led activities. When negotiating we are consistent with our actions and give the children explanations and consequences and listen to their views and feelings. K13 Strategies you can use to show children that you respect their individuality Keys to good practice: Provide activities that encourage self-expression. Provide opportunities within the foundation stage in creative development for the children to express themselves in exploring different media such as painting, drawing and modelling. The children can develop their imagination and expression in songs, music and dance, imaginative play and role play. Celebrate diversity by learning about each other’s culture, religion and beliefs. Encourage the children to listen and talk to each other in our weekly show and tell activity where the children can share a special toy, achievement or a special outing with us and their peers. Provide open-ended activities that children can put their own ‘stamp’ on. Allow the children free flow play where they can make up their own rules and games by providing different areas for role play and activities. Have independent activities based around our themed topics in which the children can expand on such as ‘buildings’. The children make 3D and 2D â€Å"Three little pigs† houses which is an adult led activity. By allowing them different mediums the children independently made houses by chalking out a town in our outside area, making houses with constructions toys, junk modelling, tents, and building their own using building bricks and homemade cement. Avoid comments that single children out as being different. Ensure that we listen and talk to the children include them in choices and decision making, acknowledge their interests and abilities by respecting their backgrounds, experiences and culture. Acknowledge children’s particular strengths and talents. Ensure that you respond to the children in different ways depending on their personalities. We share achievements or talents in special assemblies where the children can show their certificates or their talents to the rest of their peers. Show interest in things that the children enjoy doing. By knowing the children really well you can encourage them to try a new way of completing an activity such as if you know a child likes painting try to persuade them to try a different medium like a collage or junk modeling to create a picture. K14 How to balance the needs of individual children with those of the group as a whole. Within the setting daily routines of which the children have to adhere to such as registration and weekly timetable to adhere to. The school’s planning process involves grouping the children together by learning ability, style, physical and social groups and the teaching resources and levels are matched and deployed to deliver different styles of teaching to these different groups. K15 The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings All communication is a two way process and it is paramount when working with children that you listen carefully, question, understand and respond in a positive manner to what is being communicated to you. This will give the children the fundamental skills to take part in family life, school, employment and social activities. Within the setting we provide opportunities for the children to development their communication and language skills by different activities: It is important to give children clear communication and sufficient time to express themselves. †¢Showing our understanding and respect. †¢Giving children confidence and self esteem. †¢Encouraging independence. †¢Children can express their feelings and views. †¢Encourages socialising skills. †¢Gives children choice. †¢Showing we understand their needs. †¢Develops their language and communication skills. Also within our setting we have several children who are bilingual and multilingual with two or more languages these children have extra weekly support from our EAL co-ordinator. With these children we also ensure that we give clear and understandable instructions and in some cases use hand gestures or picture clues to help with their understanding. K16 Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this †¢It makes them feel part of the school. †¢They can have their say. †¢Gives the children a sense of responsibility. †¢Encourages their independence and confidence. †¢They will have a sense of belonging and pride in their school. †¢The children’s views and opinions are being listened to. †¢They will look after the new area or equipment (respect it). †¢Gives the children choices. †¢Builds relationships. †¢Develops their communication and language skills †¢They feel respected and valued. †¢They will explore and experience different activities / environments. †¢Develops their knowledge and understanding of the world. I feel that this is important to include the children in decisions about their environment, activities and learning opportunities because it gives them a sense of responsibility, independence and they will feel respected and valued. We do this by ensuring that the children have time to ask questions in a relaxed and natural way throughout their school day. K17 Why it is important to listen to children? It is important to listen to children so they know that you are interested in what they say and that you care for them. You also get to learn about the child when they are talking to you, for example if you need to help them with their language development or help them in their learning. †¢The children will feel that you are not interested in them. †¢Demonstrates that you are a role model to the children. †¢It builds the children’s self esteem and confidence. †¢It builds on good relationships with the children and other adults. †¢The children feel respected and will be happy to share suggestions and decisions. †¢Develops the children’s communication and language. †¢Helps the children to learn socialising, negotiation skills and independence. †¢The children may need to disclose a safeguarding incident. †¢It shows that we understand the children’s needs. K18 How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings. All children respond well to positive reinforcement of expected behaviour boundaries. By just giving general statements such as â€Å"do not interrupt† or â€Å"well done† does not reinforce or teach good values. Also by asking open questions you can demonstrate that you are listening to the child and or children and giving them time to express their feelings, views and opinions. K19 The importance of being sensitive to communication difficulties with children and how to adapt the way you communicate to different situations. Communication difficulties with children: †¢Hearing difficulties or deaf. †¢Poor vision or blind. †¢Ill health. †¢Special educational needs. †¢Physical disability. †¢Poor language skills or English as an additional language. †¢Disruptive child. †¢Speech problems. Cultural Differences and English as an additional language 1. Smile and have friendly facial expressions. 2. Use hand gestures to gain understanding. 3. Use pictures. 4. Show warmth and encouragement. 5. Use culturally relevant learning materials. 6. Group EAL co-ordinator who shares the same home language. 7. Have some key words in their home language. 8. Use translator. 9. Always treat children with respect and as individuals. 10. Ensure that you take into account their cultural differences, their life experiences and the way they prefer to communicate. 11. Respond appropriately to their non-verbal communication. Hearing impairment 1. Ensure that you always speak clearly and listen carefully. 2. Remove all distractions. 3. Always check and ensure hearing aids are working. 4. Use written communication if age appropriate. 5. Use sign language if and when appropriate. 6. Use a trained interpreter if a high level of skill is required. 7. Explain things using short, clear sentences and draw or use pictures, as required, to illustrate what you mean. 8. Use physical objects when learning new words or concepts. 9. Ensure the child as your full attention and that you maintain eye contact. Visual impairment 1. Use methods of multi-sensory interactions such as touch, sounds and smell. 2. Use different tones of voice with lots of expression. 3. Do not rely on non-verbal communication. 4. Use environmental sounds. 5. Develop routines when interacting with the child, such as using their name and touch in a consistent manner. Have clear signals that show the beginning and the end of your exchanges. 6. When explaining an activity or object ensure all visual communication is clear and understandable. Physical and learning Disabilities 1. Use alternative and augmentative communication such as hand gestures and eye pointing. 2. Use visual aids such as communication boards or displays, photographs, drawings and symbols to represent words or activities. 3. Use chat books or photograph album containing photographs, pictures, symbols, words and messages. 4. Use speech generating devices such as communication boards or displays on a machine which speak a message when a particular button is pressed. 5. Use spelling, using an alphabet board or typing device to spell out words and messages. 6. Use formal signing or signing which is particular to an individual. 7. Use object symbols that include normally objects or small versions of objects which represent an activity, object or person. Such as a set of car keys can represent it is time to go in the car. 8. Use a multi-sensory approach when providing information and learning taking into account the five senses and present information and activities in a different way enhancing learning and involving the children by doing, touching and seeing. 9. Ensure that your surroundings are appropriate and accessible. 10. Judge correct level of understanding. 11. Respond at the correct level repeating information when necessary. 12. Be prepared to wait and listen carefully. These children can be supported by: †¢Senco. †¢Parents. †¢Children under two by the health visitor. †¢EAL co-ordinator. †¢Other professionals †¢Nurture assistant. In terms of our physical environment we have no children with visual or speech impairments or with physical disabilities within the current foundation stage. So therefore we have no need of changing our different areas to accommodate any of these children. I would ensure that we accommodated these children by ensuring that the environment was spacious and accessible, bringing activities to their level or the floor. I would also use more visual and tactile aids. K20 How you can help the children to understand the value and importance of positive relationships with others. Within our school we encourage the children to develop positive relationships with others by praising good behaviour and following our rules. We act as positive role models such as praising nice manners. I have a rule for example, that if you accidently kick a ball over the fence I will let the children retrieve it if they can ask me with lovely manners. If they don’t ask nicely I make them wait and think about what would be a polite way of asking to retrieve the ball, thus instilling positive and desired behaviour. K21 The importance of children valuing and respecting other people’s individuality and how you can encourage and support this. †¢Act as a role model showing that you respect others individuality, feelings, views, ideas and cultures. †¢Have positive images and toys, books and dolls within your setting. †¢Have activities that encourage negotiation, sharing and building on relationships. †¢Demonstrate positive behaviour. †¢Have activities which encourage the children to talk to, listen and find out about others. K22 Why it is important for children to understand and respect other people’s feelings and how you can encourage and support this. †¢Stops the children’s frustration. †¢The children will feel that their feelings are being viewed. †¢Encourages empathy and social skills. †¢Encourages and promotes positive and expected behaviour. †¢Builds relationships. †¢Develops the children’s communication and language. †¢Develops personal, social and emotional skills. †¢Develops the children’s knowledge and understanding of the world. K23 Why it is important to be consistent and fair in dealing with positive and negative behaviour. †¢Being consistent and fair the children will understand right and wrong. †¢The children will understand expected behaviour boundaries and rules. †¢The children will understand consequences. †¢The children will understand that you are not showing favouritism. †¢The children will understand what is acceptable and what is not. Within my setting we reward positive behaviour with praise and other recognition such as house points and stickers. This is done in the presence of the child’s peers to encourage and reinforce positive and desired behaviour. With negative behaviour, if safe to do so we give no attention as it is often a play by the child for your attention. However, some unsafe and disruptive behaviour must be addressed immediately in a consistent and fair manner. K24 Strategies you can use to encourage and reinforce positive behavior Children may have negative behaviour due to: 1. Lack of sleep. 2. Feeling unwell. 3. Problems at home. 4. Sibling rivalry. 5. Tension at home. 6. Some children do not know how to play with others. 7. Bored and frustrated. 8. Lack confidence in socialising with others. We acknowledge positive behaviour and give reasons behind any boundaries such as we walk in school because we might fall over and hurt ourselves or others. We are consistent and fair by rewarding praise, house points and stickers for following the rules. We control negative behaviour by reinforcing and reminding the children of our rules. K25 Strategies you can use to challenge and deal with different types of behaviour which are consistent with your organisation’s policies The school policy aims and expectations are that every member of the school community feels valued and respected and that each person is treated fairly and well. The school’s policy encourages and promotes good relationships and that we work together to help everyone learn. We also aim to help the children grow in a safe and secure environment and for them to become positive, responsible and increasingly independent members of the school community. The school’s main ethos is to reward good behaviour as it believes that this will develop an environment of kindness and co-operation. The school employs sanctions to negative behaviour which are appropriate to each individual child, taking into consideration each child’s needs and the issue. The role of members of staff are to ensure that the rules are enforced in their class, that each individual child is treated fairly and consistently, to monitor repeated incidents and to seek advice from appropriate leadership team if necessary. We also use behaviour observations to help us understand the needs of the individual child such as requiring extra support from key worker, SENCO, EAL Co-ordinator, Management or other professionals. We also use different strategies and resources such as SEAL (Social and Emotional Aspects of Learning) to help individual children with their behaviour. K27 Why it is important to encourage and support positive relationships between children and other adults in the setting and strategies you can use to do this †¢It demonstrates that you are showing respect and sensitively. †¢Promotes good and positive behaviour. †¢Act as a role model for the children. †¢Promotes good communication in a caring and clear way. †¢It promotes good manners. †¢The children feel that they are listened too and that you value what they have to say. †¢It creates a positive atmosphere and environment where the children feel welcome and valued. †¢Promotes a friendly, consistent environment where the children will feel their views are worthwhile. †¢Ensure that you always give reasons and take time to explain your thoughts and actions. The main strategies that we use in the school are we work very closely in a team in the Foundation Area; we have a consistent approach with dealing with the children’s behavioural issues. We encourage the children to interact and build on relationships with all of us by acting as role models and by reinforcing our key rules. We also spend time with all the children across both classrooms in teaching and delivering our planned activities each week including taking phonics sessions, guided reading sessions, show and tell, PE and music, key person story time and supervision of the outside area. We have effective communication across the team to enable us all to keep up to date with any issues such as medical conditions, negative behaviour incidents, records of ongoing assessments / observations, developmental progress and achievements of the children in our care. K28 Why positive relationships with other adults are important. As a practitioner it is important that you maintain and have positive relationships with all adults that you come in contact with to support and develop the children in your care to grow into secure, confident and happy people. Having collaboration and support from parents, colleagues and other professionals will enable you to develop strong relationships which will enhance and benefit the children by demonstrating positive and desired behaviour. The children will cope better with transitions from home to school, to new classroom, to new staff and or support from other professionals. K29 Why it is important to show respect for other adults’ individuality and how to do so ? It’s important to respect other