M6A2-Conflict Essay Example | Topics and Well Written Essays - 750 words

M6A2-Conflict - Essay Example Leadership also helps in influencing the efforts of the conflicting parties and ensuring that parties take the responsibility of ending the conflict (Donohue & Kolt, 1994). Leadership also ensures that all parties involve participate in decision-making through provision of opportunities to express their won perspectives, feelings and points of view regarding the conflict (Lansford, 2008). I have learned that leadership in conflict management must aim at proper planning of meeting schedules, installing shared beliefs and strengthening social cohesion. Accordingly, leadership will enable conflict experts adequately identify tasks, differing interests or objectives that require cooperation in ending conflicts (Donohue & Kolt, 1994). From my interview with Professor Marco Turk, I have acknowledged that values play an important role in conflict resolution. The Professor agreed that personality traits, beliefs and perceptions of the conflicting parties might either hinder or foster success ful conflict resolution. I agree that openness to new challenges, open-mindedness, and cooperative values will foster shared goals during the conflict resolution process among the conflicting parties (Jeong, 1999). ... Values such as emotional intelligence, self-awareness and emotional stability helps the conflicting parties minimize negative perceptions or aggressive behaviors such as verbal attacks that may compromise the process (Donohue & Kolt, 1994). My modified personal working model for conflict resolution is ideal for interpersonal conflict as well as group-to-group situation conflict (Jeong, 1999). However, leadership, trust and values are more essential in resolving interpersonal conflicts compared to group-to-group situation. Interpersonal conflicts mainly result from differences in personality, poor communication, cross-cultural differences and task conflicts between two or members in an organization (Donohue & Kolt, 1994). Power struggles and poor leadership within an organization may also lead to instances of conflicts among the staff. The first step is to identify the underlying causes of conflict. Accordingly, I believe the conflict expert will then create urgency for a solution thr ough identifying the detrimental impacts of the conflict to the workplace. Successful leaders must be able to identify the possible negative impacts such as decline in profitability, poor relationships among conflicting employees, poor customer service and lack of cooperation within the organization (Donohue & Kolt, 1994). According to my modified model, the next step will involve creating a favorable environment for resolving the conflict. This step will involve use of essential leadership qualities such as ability to ensure open communication, ability to encourage dialogue and appreciate diversity of opinions among the conflicting parties (Jeong, 1999). In addition, the conflicting parties

Moral Responsibility Essay Example for Free

Moral Responsibility Essay ? Most people have natural desires such as getting higher social status; making more money; travelling all around the world; or collecting specific objects like cars, shoes, watches, dishes or stamps. Often this desire becomes a reason why people wake up in the morning, work hard, deal with all their troubles, or patiently save money. Eventually when the person achieves their desire, he/she feels great happiness, and it remains in their lives as a pleasant memory. However, sometimes people have conflicts between their wants and their moral responsibilities. What should human beings put first in their lives? Is there a method that helps human beings to find a balance among different values? My desire was to have designer bags. It started when I was a freshman in college. I had no knowledge about designer brands before I came to college because my parents have never put value on material things and have shown thrifty living is more meaningful than luxury living. I had had no issues with what my parents taught me, but starting in college I have struggled with my original values. My professor made fun of my clothing and accessories, which I bought at the supermarket, with obscure brand logos. She said if I wanted to be a good designer I had to be aware of fashion trends and style, and I also had to use those items. Moreover, the professor advised me that I should treat myself like a professional designer instead of a naive country girl, so I should take more care of my outfit. What she said it made sense to me but it hurt my self-esteem first. After that I started to look at people around me and I realized I had to change from head to toe. I asked my parents to buy new clothes, shoes and accessories, and not at the supermarket. So we went to a department store and I saw the new world at age 19. Everything looked fabulous and beautiful, but also very expensive, especially compared to what I used to wear and carry. That first shopping experience at the luxury department changed my entire value system. I used to give tithe and offering to church without thinking or counting. It was my duty as a Christian and I knew how the church would spend the money that I donate. The church I attended had a partnership with a local orphanage and a nursing home and I regularly went there to serve people with other church members. It was such a significant experience which taught me the spirit of sharing and happiness from contribution to people who are in need. Since my entire values changed, I started to calculate the money I spent for donation and to fulfill myself. I tried to find a few reasons why I did not have to donate. First of all, I worked hard to earn money; second of all, I would sacrifice my short-term wants to save money for a new designer bag. Thirdly, there are many people who are wealthier than I who would give more. A few months after, I had money to buy my first designer bag, so I went to the department store to buy my long-term goal. That bag made me feel happy and satisfied and I found myself showing off my pleasure to people around me.. I thought once I had a bag that I wanted to have it would be just enough, but soon after, I found a new bag that I hoped to have. This started my moral dilemma between satisfying my material greed and the spirit of sharing. I asked my parents to give me wise words about the situation that I faced. They said I should not stop donating money if I feel guilty from it, but I should stop donating money if not getting a bag made me unhappy. They also said I had to think about why I had a part-time drawing teaching job. I said that I worked because I wanted to build my career and to take financial responsibility for myself, so there was no problem with that. I pointed out the amount of fulfillment was greater and longer when I carried out my moral responsibility for orphan children and seniors who were in nursing homes. Therefore I decided to put my moral duty first, but I also made special savings for myself which could afford my personal desire for bags. It seemed the problem was solved but it is not fully solved yet. As my eyes become more sophisticated, my desires grow bigger and more expensive and it will not stop. The utilitarian philosopher, Peter Singer, emphasizes the scientific evidence on conditions of happiness, which shows that once human beings have enough to satisfy their basic needs, they cannot maximize their happiness anymore by gaining wealth. I do partly agree with his opinion because human beings need continuous stimulation, so they work and make progress in their daily lives. The New York Times Op-Ed columnist David Brooks believes that human beings need a reward as motivation in order to work harder and being productive, which means people are supposed to help each other but human beings have natural preference to put themselves as the highest priority, so self-satisfaction is more important than taking moral responsibilities. Although Brooks’ opinion makes sense to me according to my experience, I am not 100% sure which opinion is right and I should follow. In my mind the most important matter is what makes people happier and brings no regret, while finding a balance between self-satisfaction and looking after people who are in need with a true heart.

The Iliad Essay -- Greece Greek Literature Essays

The Iliad Central to any study of the humanities is the human condition – our nature, which has historically shown that it is equally capable of both good and evil deeds – and the problem that arises from it; specifically, why do humans suffer? Many philosophies and religions have their own account for this aspect of humanity, and we find that what the accounts have in common is each explains the human condition in terms that are similar to how that institution of thought explains the true nature of reality. Homer’s The Iliad is an extravagant account of the Trojan War which describes many behavioral similarities between the gods and people. The name of Book 14: â€Å"Hera Outflanks Zeus† epitomizes the disparity between the gods; Hera first slyly convinces Aphrodite, Zeus’ daughter, to make her irresistible. â€Å"Quick with treachery noble Hera answered, ‘Give me Love, give me Longing now, the powers you use to overwhelm all gods and mortal men!’ / Aphrodite, smiling her everlasting smile, replied, ‘Impossible—worse, it’s wrong to deny your warm request†¦Ã¢â‚¬â„¢Ã¢â‚¬  (Homer, 376) Next, Hera allies with Sleep to deceive Zeus so that Poseidon can help the Achaeans. With the power of Aphrodite, she plans to seduce Zeus and have him put to sleep as they make love. â€Å"’Sleep, master of all gods and all mortal men,†¦ Put Zeus to sleep for me! Seal his shining eyes as soon as I’ve gone to bed with him, locked in love, and I will give you gifts†¦Ã¢â‚¬â„¢Ã¢â‚¬  (Homer, 377) We observe here that Hera tempts Sleep with bribes as people often do when they know something they want is difficult to obtain. These envious, deceitful, and other humanistic qualities of the gods inevitably produce disagreement amongst them, which is in turn manifested in the lives of mortals. In polytheistic Greek cultures such as that of the world of The Iliad, the gods affect the lives of mortals based primarily on the gods’ whims. Each people have their own contingent of gods who support them, but also other gods who dislike them and whom they do not worship. This conflict between the influences of one god’s favor and another’s menace on the Achaeans is portrayed in the death of Patroclus, Achilles’ brother-in-arms. Hera and Poseidon help enormously to keep the Trojans from burning the Achaeans’ ship. Patroclus, no longer able to sit by idly as his comrades die, ... ... It would be unfair to assume that, however, because it is no more provable or disprovable than any of the other theories. The only conclusion we can draw from this discussion of the human condition, therefore, is that there is no solution to its problem for whole of humanity. If people are troubled by the problem, they must adopt a theory for their own belief from those independently suggested by the philosophies and religions of the world. Or, they could turn to another of their own construction. Under this system, each person is individually correct and, as a whole, we should be satisfied with our abilities to cope with the human condition. Works Cited 1. Homer. The Iliad. Trans. Robert Fagles. New York: Penguin Books, 1990. 2. The Book of Job. Trans. Stephen Mitchell. New York: HarperCollins Publishers, 1992. 3. Plato. The Republic. Trans. Richard W. Sterling and William C. Scott. New York: W.W. Norton & Company, 1996. 4. Holy Bible (New International Version). International Bible Society, 1973, 1978, 1984. 5. The Meaning of the Glorious Koran. Trans. Mohammed Marmaduke Pickthall. Chicago: KAZI Publications.

Albinism :: essays research papers

Albinism ALBINISM Albinism. The word albinism refers to a group of inherited conditions. People with albinism have little or no pigment in their eyes, skin, or hair. Recently a test has been developed to identify carriers of the gene for ty-neg albinism and for other types in which the tyrosianase enzyme does not function. The test uses a sample of blood to identify the gene for the tryrosinase enzymes by its code in DNA. The above test does not apply to to one type of albinism, called X-linked ocular albinism. For X-linked inheritance, the gene for albinism is located on an X chromosome. Females have two X chromosomes, while males only have one X and one Y chromosome. This X-linked albinism accurs exclusively in males. The gene is passed from mothers who carry it to their sons. The mothers have subtle eye changes which an ophthalmogist could identigy, but mothers usually have normal vision. For each son born to a mother who carries the gene, there is one in two chance of having X-linked ocul ar albinism. The description is a hereditary deficiency pigmentation. This could involve the entire body or part of the body. This is believed to be caused by an enzyme deficiency involving the metabolism of melanin during prenatal development. This can be inherited by an dominant or recessive trait. In complete albinism, there is lack of pigmentation in skin and hair, as well as in retinal and iris tissue; in incomplete albinism, skin and hair may vary from pale to normal; in ocular albinism, function may vary from norma to impaired. Impairments may involve the retina and iris. If a person has albinism then they usually have somewhere between 20/70 and 20/200 visual. Ty-Neg albinism or also called type 1A results from a genetic defect in an enzyme called tyrosinase. Tyrosinase helps the body to change the amino acid tyrosine into pigment. An amino acid is a building block of protien. Albinism is passed from parent to their kid through genes. For nearly all types of albinism both pa rent must carry an albinism gene to have a child with albinism. Parents may have normal pigmentation but still carry the gene. When both parents carry the gene, there is a one in four chance at each pregnancy that the baby will be born with albinism. This type of inheritance is called autosomal recessive inheritance.

Kindergarten Curriculum Essay

I. INTRODUCTION â€Å"The first years of life are important because what happens in early childhood can matter in a lifetime. † (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first stage of compulsory and mandatory formal education. † For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. It is likewise aligned with National Early Learning Framework (NELF). It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 2 K TO 12 – KINDERGARTEN The framework is composed of two parts. The rectangular figures show the teaching-learning theoretical bases, beginning with the comprehensive Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. The circle consists of three main components, (1) Developmental Domains, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino child who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recommends the use of strategies that address needs and interests of the learners, and uses the mother tongue as medium of instruction. Kindergarteners are constantly developing in the different domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character). The National Early Learning Framework (NELF), formulated by the Early Childhood Care and Development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as†¦ †¦as a human being who loves God, parents, and country; is proud to be a Filipino; honors the customs , traditions and good values of the people, knows his/her basic rights; respects other cultures and is able to live in peace and harmony with all. Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain. The following are situations that a kindergarten teacher should put to mind. 1. 2. 3. 4. 5. 6. every classroom is a multi-level classroom every teacher is a multi-level facilitator every learner is unique every learner has particular intelligence or intelligences every learner has his/her own learning styles every learner has his/her own particular needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012. K TO 12 – KINDERGARTEN 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The following are the general guiding principles on child growth and development: 1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn and is best done through meaningful and real experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. 4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. 5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding principles on learning program development: 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and recognizes the role of families and communities to support the child through various stages of growth and development. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 4 K TO 12 – KINDERGARTEN 7. The learning program is appropriate for developing the domains of development identified in the NELF; and must sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. 10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development: 11. Assessment is done to monitor learning, know where the child and inform parents of the child’s progress. 12. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response may be made to improve learning areas. 14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not only numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, i n q u i r y – b a s e d and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1 : shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to emphasize Erikson’s epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose bud, that should not be hurried, lest it loses its chance to fully develop. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes: (1) Physical Health, Well-being and Motor Development, (2) Social-Emotional Development, (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development, and (6) Creative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and Motor Development refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. Domain 1: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Physical Health †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates adequate growth (weight, head circumference) The child has adequate sensory systems to participate in daily activities. The child has adequate stamina to participate in daily activities. The child shows control and coordination of body movements involving large muscle groups. The child can control and coordinate hand and finger movements. o Copies a simple pattern of different basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc. ) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement 6 Gross Motor Skills Development Fine Motor Skills Development †¢ Personal Care and Hygiene K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face independently without having to be told 2. Social – Emotional Development refers to the child’s ability to know one’s self, express and understand feelings, and relate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child expresses different basic emotions. The child demonstrates ability to self –regulate feelings/emotions and follows schedules as well as rules and regulations. The child comprehends and displays self-appraisal emotions (shame, pride, guilt). The child is receptive to the different emotions of other people and shows empathy. The child expresses knowledge of self and basic roles of people in his/her immediate environment. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life. The child plays and has positive interactions with other children. The child has positive relations and interactions with adults. The child takes social cues from the environment and adjusts his behavior accordingly. The child recognizes and respects similarities and differences in people, language, culture. Emotional (Receptivity to Other’s Emotions) Social (Emerging Sense of Self) Social (Forming Attachments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3. Character and Values Development refers to a developing understanding of justice and fairness, right and wrong, love and respect for different arenas of the child’s life. Domain 3: CHARACTER AND VALUES DEVELOPMENT Sub-domain Personal Values (Honesty) †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN Personal Values (Responsibility) Interpersonal Values (Love of Family) †¢ †¢ The child takes on responsibility and accomplishes these as best he/she can. o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) †¢ †¢ †¢ †¢ †¢ Nationalism (Love of Community) Nationalism (Love of Country) The child shows respect for others, children, and adults alike. The child demonstrates concern for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others The child demonstrates knowledge and love for his/her community or neighborhood. The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremony o Knows name of country The child shows interest in and wonder at nature. The child demonstrates a caring attitude towards nature’s creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of Nature) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) †¢ †¢ †¢ 4. Cognitive/Intellectual Development refers to a child’s ability to abstract, understand concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions. Domain 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his activity at age-expected levels. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of subtraction using fingers or objects The child is able to understand the cause –effect relationships. The child is able to recall people he has met, events, and places he has been to. The child is able to store verbal information in short and long –term memory. o Can recite the days of the week with some errors o Remembers lessons learned in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. e. , reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to predict what will happen next in a story o Can predict how a story will end half-way through The child is able to plan and organize a simple, familiar activity. o Can plan how he/she will carry out an activity without adult guidance The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. Higher-Ordered Mental Abilities (Concept Formation) †¢ Higher-Ordered Mental Abilities (Cause-Effect Relationships) Memory (Memory for Experiences: Episodic Memory) Memory (Memory for Concept-Based Knowledge: Semantic Memory †¢ †¢ †¢ Higher-Ordered Mental Abilities (Logical Reasoning) †¢ Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (Creative Thoughts) †¢ †¢ Higher-Ordered Mental Abilities (Cognitive Flexibility) †¢ K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5: LANGUAGE, PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication. The child is able to use words and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and Numbers) The child is able to recite the alphabet and numbers in sequence. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds †¢ The child is able to copy letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, drama, dance and creative movements. This domain is a recent addition because it is recognized as equally important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner. These curricular themes adheres to Brofenbenner’s Bio-ecological Theory, that defines â€Å"layers of environment, each having an effect on a child’s environment. † 1. Myself – concepts and ideas that help the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family – concepts, ideas, practices that guides the child to be responsible and proud of himself and his family. 3. My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school. 4. My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. 5. More Things Around Me – all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino children will be prepared for life. B. Outcomes: By the end of the KINDERGARTEN year, we will have children who are: effective communicators in their mother tongues; healthy and physically active; respectful, honest, God-loving; proud of themselves, their family, culture, heritage and country; creative and appreciative of the arts, and caring of the environment; inquisitive, enthusiastic and engaged learners. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition Paradigm Transition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape; hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang bata ay †¦ ? Kagandahang Asal ? ? ? Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin ? ? ? Pagpapaunlad sa kakayahang sosyo-emosyunal ? ? Nakikilala at natatanggap ang nakapagpapahayag ng iba’t ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin †¢ nakauunawa at nakapagpapakita ng sariling emosyon †¢ nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 – KINDERGARTEN emosyon ng ibang tao †¢ †¢ ? Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda †¢ †¢ †¢ ? Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao †¢at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan / Nakikiramay sa kalungkutan ng iba nakapagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers) Natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa ? Pagkilala sa sarili bilang kabahagi ng pamilya ? Pagkilala sa sarili bilang kabahagi ng paaralan ? Pagkilala sa sarili bilang kabahagi ng pamayanan ? Pagkilala sa sarili bilang kabahagi ng bansa †¢ †¢ †¢ †¢ †¢ †¢ †¢ Domains: HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner†¦ Health ? acquires and practice sound health habits ? acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles Safety ? identifies and practices appropriate K to 12 Curriculum Guide Science – version as of January 31, 2012 Performance Standards The learner†¦ †¢ demonstrates health habits that keep their bodies clean and sanitary. †¢ shows sufficient energy to participate in daily activities (Physical Fitness) †¢ demonstrate safety practices at home, in school, at the playground and 15 K TO 12 – KINDERGARTEN safety procedures ? demonstrates fundamental gross motor skills properly †¢ †¢ †¢ ? Demonstrates competence in various fine motor skills ? demonstrates sensory perceptual skills †¢ †¢ †¢ †¢ the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping climbing correctly demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly. demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking correctly demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly demonstrates awareness of the position and movement of one’s body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form perception representations) Physical Education Sensory-perceptual Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure ? appreciates the different art forms (music, dance, drama and visual arts) ? evaluates music, dance, drama and visual arts ?uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ observes things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art chooses music, dance, drama and visual art that they prefer describes the characteristics of music, dance, drama and visual art that they prefer participates in the creation of music, dance, drama and visual art creates visual arts using different materials creates rhythm responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement role plays a story. Evaluation Production K to 12 Curriculum Guide Science – version as of January 31, 2012 16 K TO 12 – KINDERGARTEN Domains : LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares information tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her vocabulary for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in sharing information narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments words blends and segments words matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the alphabet. Decodes basic sight words identifies common words understands that printed materials provide information reads using correct directionality reads using proper intonation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases using a mix of invented and conventional spelling writes words and phrases using manuscript form composes own stories with a clear beginning, middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading ? decodes words ? Demonstrates book knowledge and print awareness ? comprehends simple texts Writing ? writes using the correct mechanics ? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31, 2012 17 K TO 12 – KINDERGARTEN Domains : COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and subtraction, and to use them to solve problems. The learner†¦ †¢ recognizes sets of objects up to 10 †¢ compares two or more sets of objects up to 10 †¢ recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 †¢ compares and orders whole numbers up to 10 †¢ uses the words â€Å"put together,† add to,† and â€Å"plus† to understand the concept of addition †¢ uses the words â€Å"take away† and â€Å"minus† to understand the concept of subtraction †¢ uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 †¢ uses concrete objects to determine answers to addition and subtraction problems †¢ divides a whole into two or four equal parts. †¢ explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects †¢ compares shapes, sizes, and positions of 2- to 3-dimensional objects †¢ uses manipulative to create 2- to 3-dimensional objects †¢ observes sunrise and sunset to tell the time of the day (morning, noontime, evening) †¢ tells the number of days in a week and the months in a year †¢ measures and compares the length, mass, and capacity of familiar objects using non-standard units †¢ participates actively in gathering information about objects or events in their environment. †¢ makes a graph or chart based on the information gathered †¢ answer questions about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the concept of dividing wholes into equal parts. ? begins to identify the common 2- to 3dimensional objects in the environment and describes their shapes, sizes, and positions. ? understands the concept of time, length, mass and capacity and the nonstandard units to ? Measures them. ? starts to make a graph or chart based on the information gathered about objects or events in their environment. Statistics K to 12 Curriculum Guide Science – version as of January 31, 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner†¦ The learner†¦ †¢ †¢ †¢ Performance Standards Scientific Thinking and Practice †¢ understands the processes of scientific investigations uses observation and questioning skills in the science inquiry asks and answers questions about surroundings and share findings with classmates records observations and data with pictures, numbers and/or symbols People, Animals and Plants. Knows the similarities and differences of living things knows that living things are made up of parts that have specific functions knows the changes in living things over time †¢ Earth (Weather) †¢ knows that weather changes and that it affects people People †¢ identifies the similarities and differences of people †¢ identifies the body parts of living things and its specific functions †¢ identifies the five senses and how they are used †¢ uses the senses to observe surroundings and classifying objects observed.

The Internet Essays - Digital Technology, Media Technology

The Internet Essays - Digital Technology, Media Technology The Internet Science:Computers(:Internet) The Internet - By: Matt Garner The Internet, or net, is a vast network of computers that connects many of the world's businesses, institutions, and individuals. The Internet is composed of many parts, including the World Wide Web, FTP, IRC, Newsgroups, Gopher, WAIS, Archie, and of course Electronic Mail (Email). The Internet is mainly used for communication. Email is the most heavily used resource of the Internet- over 40 million email messages are sent through the Internet a day. The second most used resource, called the World Wide Web, or WWW, consists of pages of words, images, sounds, and video. The Internet is continuing to grow at 40% a year, with about 20 million users, mainly in USA, Canada, and Australia, but still many all over the world. You can do many things on the Internet, such as shop for just about anything, bank and manage money, watch and listen to live cable televison and radio broadcasts, talk to other users with voice like a telephone, conduct international meetings, and access all kinds of information on any subject imaginable. As mentioned earlier, the WWW consists of pages and pages of text, images, sounds, and video. Unlike pages in a book, there is no maximum size for a page, and there is HyperText Links. If you click on any one of these links, the computer will automatically go to the page specified by the link. The WWW is programmed in a computer language called Hyper Text Markup Language, or HTML. Searching the Web can be a difficult thing to do, or if you use a search engine, it can be really easy. Since so many new web pages are added to the Web a day, a very good index is hard to keep, and an alphabetical listing of millions of web pages would be almost impossible to navigate through. To help this problem, people developed search engines that search the Web for you. Some search engines, like Yahoo, search in a big web directory they have made of hundreds of thousands of web pages, that is organized like a phonebook. Other search engines, like Alta Vista, or Magellan, search in a list of Web pages it has created as it surfed the web all by it's self. People usually access the Internet through a computer using a device called a modem. Modems connect people to the net through telephone lines. Some companies, and the "heart" of the Internet, Use Fiber-Optic cables to connect. Fiber-Optic cabled are made of hair-thin strands of glass that carry information at the speed of light as pulses of light. Fiber-Optics are thousands of times faster than standard copper telephone lines. The Internet began in the 1960's. In 1962, the Advanced Research Projects Agency (ARPA) of the United States Department of Defense developed a network of computers called ARPAnet. At first, this network only connected military and government computer systems. The purpose was to make all information safe, so that in disaster or war, if one computer was destroyed, it's information would not be lost. In 1966, the ARPAnet was expanded to include universities and other institutions. One of the first universities to be added was Utah State University. Soon, large companies and corporations were added, too. By 1990, anyone with a computer, a modem, and Internet software could connect to the Internet. There are many things in the future of the net, including video conferencing, online virtual reality worlds, and faster Internet connections.

Crapulence Doesnt Mean That

Crapulence Doesnt Mean That Crapulence Doesnt Mean That Crapulence Doesnt Mean That By Maeve Maddox A reader called my attention to a sentence in which these words appeared: a cesspool of its own crapulence I turned to my browser and found so many examples of wallowing in their/his/its own crapulence that I conclude that the expression has already become a clichà ©. Apparently a lot of people imagine that crapulence means excrement. Columnist Jonah Goldberg thinks so: Two decades of crapulence by the political class has been prologue to the era of coprophagy that is now upon us. It is crap sandwiches for as far as the eye can see. Actually, crapulence and its related forms crapulent and crapulous, come from a Latin word meaning intoxication. and have to do with drunkenness. crapulence: great intemperance especially in drinking Merriam-Webster crapulence: 1. Sickness or indisposition resulting from excess in drinking or eating; 2. Gross intemperance, esp. in drinking; debauchery. OED crapulous: sick from too much drinking, from L. crapula, from Gk. kraipale hangover, drunken headache, nausea from debauching. The Romans used it for drunkenness itself. English has used it in both senses. Online Etymology Dictionary The vulgarism crap, on the other hand, is used as a noun to mean excrement, and as a verb to mean defecate. Merriam-Webster gives the etymology of crap as: Middle English, from Middle Dutch crap, crappe pork chop, greaves [cracklings], grain in chaff, from crappen to tear or break off The use of crap with excremental associations has been in the language since the 19th century. The Online Etymology Dictionary indicates that crap belongs to a cluster of words generally applied to things cast off or discarded (e.g. weeds growing among corn (1425), residue from renderings (1490s) dregs of beer or ale The OEtyD entry concludes that the word probably comes from the Middle English word crappe, grain that was trodden underfoot in a barn. In case the meaning of coprophagy in the quotation above is not evident from the context, heres the definition from Merriam-Webster: coprophagy: the feeding on or eating of dung or excrement that is normal behavior among many insects, birds, and other animals but in man is a symptom of some forms of insanity Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Has vs. HadRules for Capitalization in Titles6 Foreign Expressions You Should Know

iGE iPhone app review - Emphasis

iGE iPhone app review iGE iPhone app review Apple boasts that there are now more than 500,000 iPhone apps available. Some are useful, and some less so (we particularly love the virtual stapler). But which camp does University College London’s Interactive Grammar of English (iGE) app fall into? For many, grammar is an alien and intimidating world of confusing concepts and unlikely vocabulary; a world they would rather avoid. But for anyone who relies on language, is there really a choice? As the app wisely states on its welcome page: ‘Quite simply, if we know how English works, then we can make better use of it.’ A logical progression The iGE is both a reference guide and an interactive course, beginning at word classes and building up logically through phrases, clauses and sentences to form, function and further reading. UCL linguistics experts developed it using research from their Survey of English Usage (SEU). The exercises use text taken from SEU’s million-word database of spoken and written English. This means the example sentences are somewhat more realistic than your typical grammar textbook (one can show only so much interest in where an aunt keeps her stationery). There is also an extensive glossary. Apparently the target market is school, college and university students, as well as learners of English as a second language. UCL Professor and Director of SEU Bas Aarts says: ‘The SEU team have developed the app in response to students and teachers who say that many existing learning tools †¦ often fail to meet their English language learning needs.’ Hold on to your hat Perhaps the worst that could be said of the resulting program is that, after it has met those needs, it promptly gallops off to a more highbrow party. On first use, the app almost feels too comprehensive. And for anyone who finds grammar daunting, it could be a little overwhelming. (Ever wanted to know the difference between syndetic and polysyndetic coordination? Well, you can find out here ) Throughout the course, technical terms are hyperlinked to their entry in the glossary, as well as to dropdown menus of related words and subjects. While cross-referencing is undoubtedly useful, the extent of it means you can easily become sidetracked amid the many layers (imagine a Russian doll of the population of Russia) and lose track of where you began. The overall verdict This aside (and it does feel churlish to complain of being given too much information), the app is intuitive to use and explains terms clearly. And you can take your time getting to grips with each part, as it will hold your place when you exit. Just a couple of notes of caution: it’s probably best to follow the course from the beginning rather than diving right into the hyperlinks and labyrinthine glossary, or you risk feeling like Alice being swallowed up by the rabbit hole. Still, if – like her – you can learn to just fall in and embrace it, you will probably also end up emerging somewhat wiser, if a little bit dazed. Score: ****

Discussion on Motivation Enhancing Performance and Role of Self Essay

Discussion on Motivation Enhancing Performance and Role of Self Management and Organizational Behavior - Essay Example So the self managed work terms are being implemented for the some of the past decades. The motivation and self management help the employee as well as the employer improving the organization. The former can be organized by the management and the later depends on employee. By self motivating employee should try to improve the productivity of the company. Hence the target should be to attain the goals of the company (Mitchell, T. R. 1973). Goal setting is important for attaining and according to Rousseau DM (1997), the competitive environments translate into a new focus in organizational research. Hence organizational behavior is important in employee and employer relations thus managing the performance. The employee-employer relations need self management, discontinuous information processing, organization learning, organizational change as well as individual transitions. The implementation of change for work-non work relations also adds to the above-mentioned activities of organizational behavior. One of the important aspect is to extend the traditional concepts according to change to attain goals after their setting (Rousseau, D. M. 1997). The challenges regarding goal attainment give rise to application of employee self-management through teams known as self-managing teams.

Matisse's Serpentine Essay Example | Topics and Well Written Essays - 2250 words

Matisse's Serpentine - Essay Example The essay "Matisse's Serpentine" discusses Henri Matisse and his art. Matisse explained in 1947 when referring to the effect his painting had on being a sculptor. The tension between a three-dimensional sculpture and a two-dimensional image freed him to interpret and invent bodily form. In the process, he limited the flesh and increased the space between arms and legs, magnetizing the viewer’s gaze to the negative space and the smooth counters from varied angles. These elongated limbs and â€Å"linear, sinuous contours† are depicted in his Dance paintings and helped define The Serpentine. The Serpentine is currently on display at the Museum of Modern Art. After seeing the sculpture on the Internet, the enormity of the sculpture is overwhelming. When approaching The Serpentine at the museum, it is at eye level. The black of the sculpture is contrasted by a white base. The sculpture is a nude woman with her right arm behind her back and crossed legs leaning against a balu strade with her finger on the lips. The image reminds one of a supermodel, with extremely thin elongated arms and legs, complimented by curvaceous hips and long hair. There is a slight bored smile on the nude woman’s face, but inviting as well. The Serpentine evokes emotions of envy, desire to be like her, and awe. Surprisingly, unlike other sculptures with smooth textures, The Serpentine has a rough texture. Lines and indents make up the whole sculpture. It appears like Matisse awoke one morning and made a large clay model in the span of a day.

A marketing research on consumer behavior, focusing on car selection Paper

A marketing on consumer behavior, focusing on car selection on the brand-Honda - Research Paper Example (Hoyer & MacInnis 221) Research on consumer behavior provides firms with information about their target market and the business environment. Researchers provide a careful analysis of the firm’s plans, activities and methods. Relationships that are of interest to consumer researchers are classified as â€Å"correlations and causal†, which is similar to the cause and effect situation. A correlation occurs when statistics among the factors have significant relationship. Examples of variables are advertising and research which can be the subject of correlation research. There is positive correlation when two variables act at the same time. There is negative correlation in a situation where two variables are in opposite direction. Advertising and sales are correlated positively since both increase at the same time. On the other hand, product defects and customer regard for the product have a negative correlation; meaning, as product defects are seen or felt, customer is diss atisfied. (Kardes et al. 368) Consumer behaviour involves the study of psychology and sociology, and it is important to apply this on the Honda market segment. Sociology includes study of different cultures. Culture influences the American decision-making process and their decision to buy. Advertising and promotion can be considered one of these factors, or, it could be that advertising and promotion are the outcome of these factors since these elements take into consideration consumer behaviour first before they are being programmed. â€Å"Gen Yers† are those born between 1977 and 1995 and who will constitute over one-third of the US population by 2015 and now believed the largest U.S. market segment. At present, they account to about 7% of the present US population (qtd. in Rajamma et al. 388). Gen Yers are demanding when it comes to quality. In an October 2008 survey of the U.S. adult population, quality was listed as the number one factor by 86 percent of respondents â₠¬Å"in their next car purchase,† while 82 percent listed safety and 74 percent said fuel economy was their number one priority (Cole and Flynn 67). This essay aims to investigate consumer behavior of Honda of America (HAM) customers who prefer to buy Honda cars and other products despite the popularity and quality make of other brands. The Automotive Industry Statistics from the American Customer Satisfaction Index tell us that the automotive industry

PetMeds Outputs Case Study Example | Topics and Well Written Essays - 1250 words

PetMeds Outputs - Case Study Example This paper will dwell on the different levels of outputs on PetMed Express, Inc. PetMeds does business as 1-800-PetMeds using three main sales channels - Internet, telephone, and direct mail/print. It is America's leading pet pharmacy that markets prescription and non-prescription pet medications and other health products for dogs, cats and horses (PetMed Express Inc, 2009). The company employs customer care representatives, marketers, pharmacists, pharmacy technicians, warehouse associates, information technologists, accountants, purchasers, human resource personnel as well as supervisors and managers. These individuals serve at the core process groups of customer care, warehouse, pharmacy and corporate departments. The paper will identify the different outputs at the different individuals. The group output will be discussed according to the departments. The system outputs will involve the overall performance and effectiveness of PetMeds in the pet pharmacy industry. Individual outputs in the Nadler-Tushman Congruence Model include individual behavior, performance and effectiveness (Falletta, 2005). ... Marketers are in control of the different promotional strategies of the company such as advertising, mail catalogs and press releases. On the other hand, pharmacists and pharmacy technicians are in-charge of the prescription needs of customers and pet owners. Their output would be the prescription orders of customers. The warehouse supervisors and associates are accountable for all the warehousing of inventory and shipping of prescription and non-prescription pet medicines. The accountants are liable for the monetary transactions such as account payables and receivables as well as monitoring of the company's costs and expenses. The purchasers are responsible for procurement of pet medications including health and nutritional supplements from different manufacturers and suppliers of the company. Human resource personnel are in-charge of the retention as well as recruitment and selection of employees. Their outputs will be the optimum number of employees that the company requires for i ts day-to-day operations. Aside from the expected functional outputs of individual employees, they are also appraised on their performance such as their absenteeism, lateness and levels of employee satisfaction and stress. Group Outputs The group outputs of an organization include the performance and effectiveness of the group as well as intergroup conflict, collaboration, and communication (Falletta, 2005). PetMeds have four core groups in the company that is responsible for different functions and processes. These groups are customer care, pharmacy, warehouse and corporate departments (PetMed Express, 2009). This paper will focus on the core

Gender Inequality Essay Example | Topics and Well Written Essays - 1000 words

Gender Inequality - Essay Example This claim is true and challenges human claims raised by different individuals to view these two unequal individuals as equals. This is because despite the education levels, which have improved the status of the feminine gender, women are weak and their biological morphology does not allow them to take part in hard tasks. Weakness in women has also been facilitated by their upbringing. This is because the female child is given more care compared to a boy child. Additionally, boy children are exposed to hard tasks at a tender age while girls are prepared for home-based roles. Although women are considered weak than men because their physical differences, women have many capabilities, which qualify them to be equal to men. The intellectual capacity of women is higher compared to males’ brains. Most men believe that women are poor in terms of intelligence compared to them. Studies, however, have confirmed that women intelligence varies slightly to that of men. The stereotypes tha t males hold that women are capable of executing home-related activities and duties because they require less application of the human brain have no basis. These stereotypes have made men to hold big and prominent positions because their performance is considered high compared to that of women. This is a clear indication that men are no better than women in terms of intellectual ability. Women have much potential in them. This has been evidenced by the different positions they are holding, which were considered male roles.

PetMeds Outputs Case Study Example | Topics and Well Written Essays - 1250 words

PetMeds Outputs - Case Study Example This paper will dwell on the different levels of outputs on PetMed Express, Inc. PetMeds does business as 1-800-PetMeds using three main sales channels - Internet, telephone, and direct mail/print. It is America's leading pet pharmacy that markets prescription and non-prescription pet medications and other health products for dogs, cats and horses (PetMed Express Inc, 2009). The company employs customer care representatives, marketers, pharmacists, pharmacy technicians, warehouse associates, information technologists, accountants, purchasers, human resource personnel as well as supervisors and managers. These individuals serve at the core process groups of customer care, warehouse, pharmacy and corporate departments. The paper will identify the different outputs at the different individuals. The group output will be discussed according to the departments. The system outputs will involve the overall performance and effectiveness of PetMeds in the pet pharmacy industry. Individual outputs in the Nadler-Tushman Congruence Model include individual behavior, performance and effectiveness (Falletta, 2005). ... Marketers are in control of the different promotional strategies of the company such as advertising, mail catalogs and press releases. On the other hand, pharmacists and pharmacy technicians are in-charge of the prescription needs of customers and pet owners. Their output would be the prescription orders of customers. The warehouse supervisors and associates are accountable for all the warehousing of inventory and shipping of prescription and non-prescription pet medicines. The accountants are liable for the monetary transactions such as account payables and receivables as well as monitoring of the company's costs and expenses. The purchasers are responsible for procurement of pet medications including health and nutritional supplements from different manufacturers and suppliers of the company. Human resource personnel are in-charge of the retention as well as recruitment and selection of employees. Their outputs will be the optimum number of employees that the company requires for i ts day-to-day operations. Aside from the expected functional outputs of individual employees, they are also appraised on their performance such as their absenteeism, lateness and levels of employee satisfaction and stress. Group Outputs The group outputs of an organization include the performance and effectiveness of the group as well as intergroup conflict, collaboration, and communication (Falletta, 2005). PetMeds have four core groups in the company that is responsible for different functions and processes. These groups are customer care, pharmacy, warehouse and corporate departments (PetMed Express, 2009). This paper will focus on the core

Theory of Comparative Advantage Essay Example | Topics and Well Written Essays - 2500 words

Theory of Comparative Advantage - Essay Example In turn, the countries would have an opportunity to import goods from the country that had an absolute advantage in those goods (Hall and Lieberman 2007). However, in 1817, David Ricardo disputed the postulation of absolute advantage and instead developed and enhanced the claim of comparative advantage (Hall and Lieberman 2007). According to the author, a country obtains comparative advantage if it possesses the ability to produce a particular good and be able to produce the good at lower opportunity than some other country (Carbaugh 2010). Initially, absolute advantage talked and fore so, resources as key to obtaining absolute advantage in production of goods, comparative advantage on the other hand regards opportunity cost as key in production of goods. For instance, Ricardo postulates that , a likely potential trading partner may be perceived to be absolutely inferior in the production of every single good, where more resources per unit of each good may be required than any other country and still have a comparative advantage in some good (Hall and Lieberman 2007; Maneschi 1998). The comparative advantage comes about because the country is inferior at producing some goods than others (Misra and Yadav 2009). At the same time, a nation that possessed absolute advantage in producing everything as it was perceived could still benefit from trade since it would have a comparative advantage only in some but not all the goods. What is comparative theory? Globalisation in the world has postulated that, trade unlike before can be conducted between countries. As a result, trade between countries has become important and necessary for the growth of international economy (Ezeani 2011). In order to understand how countries may end up coming to be trade partners, one theory developed by Ricardo has become important in explaining such relationships. Comparative advantage, which explains how trade relationships between countries may be established, has come out as a key theo ry in explaining how countries benefit from each other by having goods that they do not produce due to cost matters. Adam Smith emphasised the need of each nation to look for absolute advantage as far as production and consumption of goods is concerned. What when this postulation is analysed in practical sense, then it becomes clear that, absolute advantage may not permit development and healthy growth of trade in the international sphere. Take for example, two countries China and United Kingdom, where China may appear to be inferior in terms production of goods like clothes and aircrafts. In this case, China does not have absolute advantage like United Kingdom, and therefore, the question that can be asked in such scenario, is what China can do, what UK can do, and of course according to absolute advantage theory, there is no way out (Branch 2006). However, another theory that attempt to address this dilemma, which has evolved to become critical in international trade, is the theor y of David Ricardo developed in 1817, and the theory is known as comparative advantage theory (Peng 2010). Using the two examples of China and United Kingdom, comparative advantage theory postulate that, though UK may have absolute advantage in production of clothes and aircraft, this does not rule out China as an able country that cannot produce such goods. China may exhibit some efficiency and capabilities in the production of both goods ((Branch 2006)). As a result of having ability

European Cars Are Better Than Japanese Essay Example for Free

European Cars Are Better Than Japanese Essay The design is specialized to cater to the specific needs of a consumer. Every country in the world manufactures its own cars, whether it is Japan, America or Europe. European cars are vastly superior to Japanese cars when examining performance, design and safety. The key feature that makes European cars better than all other cars is performance. Performance of a care is judge by how well the, brakes, suspension, traction, transmission and engine work. When European car manufacturers talks about performance they are referring to power generated by the car. European cars manufacturers combine all the aspects of performance to create an extraordinarily spectacular engine, which has maximum horse power and torque. Some European cars engines are hand-built, which helps delivers performance at a perfect level. Power from the engine has to be delivered to the wheels; transmission plays a vital role in delivering the power and speed from the engine to wheels. Car manufacturers in Europe develop a transmission system which is particularly adept at applying output so that it can be delivered quickly, smoothly and efficiently when called upon. European car manufacturers are especially renowned for their designs, because their designs allow precision in handling, efficiency in engine performance and good brakes. An efficient power output of the engine leads to an increased maximum speed limit that the car can reach. To maximize the speed that a car can reach the external shape of the body of a car is designed with special care as well. When European car manufacturers talk about speed, they keep in mind the aerodynamics of the car. Designers ensure that the car has a streamlined body shape, which reduces air resistance experienced by a car while it is in motion. In addition, aerodynamics designing provides for the external appearance of the car to look elegant, fashionable, artistic and sensational. European cars are made out of high-strength steel body panels make the safer when an impact takes place. They are manufactured with 7 different air bags inside the care to avoid the impact and causing the driver and passenger to be much safer. If a car can reach high speeds in a short span of time then it needs good brakes. European engineers ensure safety and handling does not become an issue for the driver and the passenger by providing an anti-lock braking system. This system prevents the car from skidding and allows the driver with greater control over the car because due to the anti-braking system the wheels of the car are only gradually reduced in speed. Rather than bringing the wheels of the car to an abrupt halt, the brakes of the car provide with better independent suspension for each wheel, which can help withstand shocks and bumps. European cars are superior in performance design and safety. Japanese cars lack behind in performance when compared to European cars. They have weaker and lighter engines, which only reduce the manufacturing cost, but result in giving a poor performance. Japanese car engines are manufactured on low budget. The lack in use of technology during the production makes the cars less reliable, because the finished engine does not produce much power. Less power means less torque and horsepower. Production companies in Japan manufacture engines using heavy equipment and machinery. This allows them to produce cars in a greater quantity, but there is no guarantee for quality . Japanese engineers focus on building lighter engines which gives more gas millage. Japanese cars are designed using weaker body structures making the car lighter. They use to steel alloy to manufacture the exterior of the less expensive material. Exterior of the car is brittle enough to not to withstand an impact, hence making less safe. Japanese cars are not safest car in the world. To avoid the cost to manufacture the car, they use disk brakes which have a higher risk of worning out faster than anti-lock brakes. They use one suspension for two pair of wheel, which causes to feel the smallest shock and bump while ridding the car. Japanese car don’t use that much technology to make their car safe enough. European cars are superior to Japanese cars. They are better in performance, design and safety. European cars are comfortable, luxurious and high end cars. Japanese cars are ordinary and standard cars. Japanese cars are cheaper that European, but buying an expensive car gives you a lot of option to enjoy the ride of the car. , and produce products with a superior passenger cabin but employ lower standards outside of the cabin. Disk brakes, Alloy Wheels, and Brake Override Systems have been standard on most mid-size domestic cars for years, yet are still optional or non-existent on many major Japanese mid-size cars being sold today. Anti-lock braking system (ABS) is an automobile safety system that allows the wheels on a motor vehicle to maintain tractive contact with the road surface according to driver inputs while braking preventing the wheels from locking up (ceasing rotation) and avoiding uncontrolled skidding. It is an automated system that uses the principles of threshold braking and cadence braking which were practised by skilful drivers with previous generation braking systems. It does this at a much faster rate and with better control than a driver could manage. With 72% of its body panels made from high-strength steel, theody structure is even more rigid than its renowned predecessors. The advanced front crumple zone has been refined with approximately 17,000 computer-simulated collisions and 150 crash tests. An innovative front bulkhead and deformation zones that act on four independent levels to help divert the energy of a frontal impact under, over and around the passenger cabin.

Child abuse/child protection and welfare: Client needs

Child abuse/child protection and welfare: Client needs Child abuse/child protection and welfare: The client needs and the role of the social care practitioner in responding to those needs. Many countries in the developed world, including Ireland, have seen a significant shift in attitudes to what constitutes as child abuse. Society has become more knowledgeable about different types of child abuse and about the impact the abuse can have on the child throughout their lives. The child’s needs and the role of the social care practitioner will be the main focus of the essay. The essay will discuss the needs of a child who has suffered abuse and propose an intervention to address the importance of care for the child and education for the carer. The role of the Social care practitioner in relation to child abuse will also be a central part of this discussion. Types of child abuse include emotional abuse, neglect, physical abuse and sexual abuse. However, this essay will focus mainly on emotional and physical abuse. Suggestions on interventions will be put forth as the different types of child abuse are being discussed. Relevant policies and guidelines will be discusse d in regards to how these policies have helped children by giving them rights whilst also giving them hope for a better future. Child abuse can be defined as ‘any act of commission or omission which deprives children of equal rights and liberties and/ or interferes with their optimal development’ Gil 1975 (cited in Daniel and Ivatts 1998, p.196). The above definition accords with the spirit of Article 19 of the United Nations Convention on the rights of the child which states that it is the duty of the state to safeguard children from all types of abuse and neglect, to give ‘support to those who have been abused and to investigate instances of abuse’(Children’s Rights Alliance 2013). However, it can be difficult to give a precise or exact definition of child abuse because there are many different types of child abuse. Some types, such as physical abuse can be much more noticeable but may not have the same impact on the child as emotional abuse. Bensley et al (2004) argues that if a parent calls their child stupid and belittles them on a regular basis, the child will start perc eiving these comments to be true, and will carry them into their teens and adulthood. Children’s First, the national guidance that promotes the protection of children from abuse and neglect, describe emotional abuse as generally to be established in the ‘relationship between a parent or guardian and a child rather than in a specific event or pattern of events’. It arises when a child’s need for love, support, stability and security are not met (Children’s First 2011 p.8) Social care practitioners work closely with the child, their family and other professionals to ensure the child’s needs are being met. Social care practitioners should possess a wide range of personal and professional attributes. A health or social care profession is any profession in which a person exercises skill or judgment relating to the preservation or improvement of the health or wellbeing of others, the diagnosis, treatment or care of those who are injured, sick, disabled or infirm, the resolution, through guidance, counselling or otherwise, of personal, social or psychological problems. (Health and Social Care Act 2005, p.09) Professional attributes of a social care practitioner should include a comprehensive awareness of the social care field, to be able to work on their own initiative, and as part of a team, research skills and problem solving. On a personal level, social care practitioners should be open-minded, reliable, trustworthy, and empathetic and compassionate (Lalor and Share, 2013). Social care practitioners might find it more difficult to recognise and substantiate emotional neglect or abuse as there are no physical injuries or abrasions (Nauert 2014). Evaluation of what is occurring to a child ‘requires that each aspect of a child’s developmental progress is examined, in the context of the child’s age and stage of development’ (Department of Health 2000, p.18). By doing an assessment wheel or triangle with the child, the practitioner will get a good sense of the child, which involves more than just factual data (Buckley et al 2006 p. 40). The assessment process is designed by way of three concurrent activities and five steps. The three concurrent activities are Engaging, Safeguarding and collaborating and the five steps are Responding, Protecting, Devising, Gathering Reflecting and Sharing/analysing/planning. The child is at the spiral in the middle. See Appendix A for diagram of The Assessment Wheel and Triangle. The aim is to deli ver a consistent and organised way of collecting, recording, studying and figuring out the information required to inform ‘effective and appropriate levels of child protection and welfare interventions’ (Buckley et al 2006 p.10). Such as with Bronfenbrenner’s ecological systems theory 1969. The theory states that that we come across diverse environments during our life that can affect our behaviour in various ways. The different environments include the ‘micro system, the mesosystem, the exosystem, the macro system, and the chronosystem’ (Mae Sincero 2012). Yet, child abuse can be hidden from professionals and the outside world for many years before the child in need is discovered. One of the most famous cases of severe and wilful neglect is the case of Genie Wiley. For the first thirteen years of her life, Genie was kept locked in a small room, naked and quite often tied to a potty. Her family rarely spoke to her and the times that her father did communicate with her it was through barking and growling (Rymer 1994 p.46). She was discovered by a nurse when her mother brought her to the doctors at age thirteen. The nurse believed her to be no more than seven years old. Rymer (1994) stated that extreme neglect and physical abuse had prevented Genie from developing cognitively and physically. See appendix B for the indicators of neglect from the Tusla’s practice handbook. One of the roles of the social care practitioner in cases of child emotional abuse or neglect is to be vigilant and look out for signs as noted in appendix B and to contact the necessary authorities. The main emphasis and concern of any enquiry into the emotional abuse or neglect of a chil d is the child (Platt and Shemmings 1997). Under the Child Care Act 1991, the HSE has certain statutory obligations for the protection and welfare of children such as taking the appropriate action to promote the welfare of the child (Children’s First 2011 p.19). When carers show kindness, love and affection in meeting the child’s needs, they support the child to develop into a ‘stable, caring, healthy and independent’ adult (LaMeaux 2014). As with neglect and emotional abuse of a child, physical abuse can have a detrimental effect on a child. Physical abuse can be described as someone intentionally injuring or hurting a child and it can cover an assortment of negative behaviours such as smacking, shaking, repeatedly hitting, burning, cutting and the suffocation of a child (Beaver et al 1999, p. 207). Citizens Information (2014) describe physical abuse as any injury inflicted on a child due to the ‘deliberate failure of the child’s carer to protect the child’. Over the years, many Irish people have heard and read the harrowing stories and reports on the physical abuse perpetrated on countless children at the hands of their â€Å"so called† carers in Irish industrial schools. One of the major reports is the Ryan Report. The Ryan Report (2009) is an inquiry into the abuse in which children in the industrial schools in Ireland suffered while under state supervision. The litany of terrible wrongs inflicted on our children, who were placed by the State in residential institutions run by religious orders, was collated by the Commission and presented for Ireland and the world to read. The healing process involves listening to, understanding and consulting with survivors on how the wrongs of the past can be addressed and how their needs can be catered for into the future. (Report of the Commission to Inquire into Child Abuse, 2009 p.9) The Ryan report, brought light to the severe physical, emotional and sexual abuse of many children. Following the report, the state was pressured to draw up a plan with the articulated aim of replying to all of the 20 separate recommendations, outlined in the Ryan Report, which were grouped into six categories. This plan also brought about the implementation of the Children’s First guidelines (Ryan 2009) (See Appendix C for the full 20 recommendations and six categories). In light of these recommendations, policies and procedures such as garda vetting and reviews into serious incidences have been implemented. However, it is not just industrial schools and services that have caused major concern, for social care practitioners regarding child abuse. Child abuse can happen in any part of society and, rich, poor or whatever the family circumstance, any child may be subjected to the awfulness of child abuse (Childline 2015). This can have a detrimental effect on the child throughout their lifespan if not dealt with or handled appropriately. Abraham Maslow’s hierarchy of needs theory shows that if one’s physiological needs such as food, shelter and clothing are not being met they cannot reach their safety needs such health and family security or reach a sense of belongingness (Gawel 1997). See Appendix D for Maslow’s hierarchy of needs triangle. According to Maslow (1970 p.38) a person’s most important need is the lowermost unmet need in the pyramid. The assessment triangle analyses the child’s condition and state of affairs and gives the social care practitioner a good and informed plan of action to safeguard the best outcome for the child (Department of Health 2000). To conclude, as mentioned above, the impact of neglect, emotional abuse and physical abuse can have a harmful and damaging effect on a child. The aim of the essay was to outline the client needs and the role of the social care practitioner in responding to these needs in cases of child abuse. â€Å"Childhood should be carefree, playing in the sun; not living a nightmare in the darkness of the soul† (Pelzer 1995 p.98). Children need love, support and affection to grow to be confident and happy adults. In an ideal world, all parents and caregivers would give this love and support to the child in order for the child to grow contently. However, in reality many children face unwarranted hardships on a daily basis, through no fault of their own. It is our role as social care practitioners to help and support these children who need help, so they can be assured a deserved brighter future. REFERENCE LIST Nauert, R. (2014). For Kids, Mental Abuse Can Be Worse than Sexual, Physical Abuse. Psych Central. Retrieved on February 16, 2015, from http://psychcentral.com/news/2014/10/09/for-kids-mental-abuse-can-be-worse-than-sexual-physical-abuse/75945.html [accessed 16 Feb. 15] Daniel, P. and Ivatts, J. (1998) Children and Social Policy, London: Palgrave Children’s First (2011) National Guidance for the protection and welfare of children [online] available: http://www.dcya.gov.ie/documents/Publications/ChildrenFirst.pdf [accessed 16 Feb. 15] Rymer, R. (1994) Genie: A scientific tragedy, New York: Harper Collins Health Service Executive 2011) Child protection and welfare Practice handbook, pp19-21, [Online] available: http://www.tusla.ie/uploads/content/CF_WelfarePracticehandbook.pdf [accessed 17 Feb. 15] LaMeaux, E.C. (2014) ‘5 Needs your child must have met at home’, Gaiam Life: Your Guide to Better Living. [Online] available: http://life.gaiam.com/article/5-needs-your-child-must-have-met-home [accessed 17 Feb. 15] Beaver, M., Brewster, J., Jones, P., Keene, A., Neaums, S. and Tallack J. (1999) Babies and Young Children: Early years care and education, Cheltenham: Stanley Thornes Citizens Information (2014) Child Abuse: What is child abuse? [Online] available: http://www.citizensinformation.ie/en/birth_family_relationships/services_and_supports_for_children/child_abuse.html [accessed 18 Feb. 15] Report of the Commission to Inquire into Child Abuse (2009) Implementation Plan, Dublin: The Stationary Office Mae Sincero, S. (2012). Ecological Systems Theory.(Mar 14) Retrieved Feb 19, 2015 from Explorable.com: https://explorable.com/ecological-systems-theory Maslow, A. (1970) Motivation and Personality, (2nd ed), New York: Harper and Row Children’s Rights Alliance (2013) Uniting Voices for Children: Summary of the UN Convention on the Rights of the Child [Online] available: http://www.childrensrights.ie/sites/default/files/information_sheets/files/SummaryUNCRC.pdf [accessed 19 Feb. 15] Department of Health (2000) ‘Framework for the Assessment of Children in Need and their Families’ , Department for Education and Employment Home Office, London: The Stationary Office Bensley, L., Ruggles, D., Simmons, K.W., Harris, C., Williams, K., Putvin, T., Allen, M. (2004) ‘General population norms about child abuse and neglect and associations with childhood experiences’,Child Abuse Neglect, 28(12), 1321–1337. Health and Social Care Professionals Act 2005, No. 27/2005, s.3, Dublin: Stationary Office Childline (2015) Physical Abuse | Abuse and Safety | Explore [online], available: http://www.childline.org.uk/Explore/AbuseSafety/Pages/Physical.aspx [accessed 24 Mar 2015]. Gawel, J. (1997) Herzbergs Theory of Motivation and Maslows Hierarchy of Needs, [Online] available: http://files.eric.ed.gov/fulltext/ED421486.pdf [accessed 24 Mar. 15] Van Devall, T. (2013) ‘Printable Maslow’s Hierarchy of Needs Chart / Maslows Pyramid Diagram’, available: http://timvandevall.com/printable-maslows-hierarchy-of-needs-chart/ [accessed 25 Mar 2015]. APPENDIX A The Assessment Wheel: The Assessment Triangle: APPENDIX B Indicators of Neglect Tusla (2011) Indicators of neglect are likely to be visible in the appearance or behaviour of the child. Individuals/agencies concerned should consider making a referral to the HSE Children and Family Services if they notice that a child: †¢ Wears soiled clothing or clothing that is significantly too small or large, or is often in need of repair; †¢ Seems inadequately dressed for the weather; †¢ Always seems to be hungry, hoards, steals or begs for food, comes to school with little or no food; †¢ Often appears listless and tired, with little energy; †¢ Frequently reports caring for younger siblings; †¢ Demonstrates poor hygiene, smells of urine or faeces, has dirty or decaying teeth; †¢ Seems emaciated or has a distended stomach (indicative of malnutrition); †¢ Has unattended medical or dental problems, such as infected sores; †¢Displaying apathy, unresponsive to affection; †¢ States that there is no one at home to provide care; †¢ Presents with frequent accidents and/or minor injuries †¢ Growth not within the expected range †¢ Signs of developmental delays, poor attention/concentration, lack of self-confidence/poor self-esteem, low academic achievement (including erratic or non-school attendance); †¢ Behavioural signs, e.g. overactive, aggressive, poor coping skills, impulsive behaviour, indiscriminate friendliness, withdrawn, poor social skills development, bed-wetting, soiling or destructive behaviours, substance misuse, running away, sexual promiscuity, self-harm, offending behaviours. APPENDIX C The Commission’s 20 Recommendations †¢Commission’s Recommendation 1: A memorial should be erected †¢Commission’s Recommendation 2: The lessons of the past should be learned. †¢Commission’s Recommendation 3: Counselling and educational services should be available. †¢Commission’s Recommendation 4: Family tracing services should be continued. †¢Commission’s Recommendation 5: Child care policy should be child-centred. †¢Commission’s Recommendation 6: National child care policy should be clearly articulated and reviewed on a regular basis. †¢Commission’s Recommendation 7: A method of evaluating the extent to which services meet the aims and objectives of the national child care policy should be devised. †¢Commission’s Recommendation 8: The provision of child care services should be reviewed on a regular basis. †¢Commission’s Recommendation 9: It is important that rules and regulations be enforced, breaches be reported and sanctions applied. †¢Commission’s Recommendation 10: A culture of respecting and implementing rules and regulations and of observing codes of conduct should be developed. †¢Commission’s Recommendation 11: Independent inspections are essential. †¢Commission’s Recommendation 12: Management at all levels should be accountable for the quality of services and care. †¢Commission’s Recommendation 13: Children in care should be able to communicate concerns without fear. †¢Commission’s Recommendation 14: Child care services depend on good communication. †¢Commission’s Recommendation 15: Children in care need a consistent care figure. †¢Commission’s Recommendation 16: Children who have been in State care should have access to support services. †¢Commission’s Recommendation 17: Children who have been in child care facilities are in a good position to identify failings and deficiencies in the system, and should be consulted. †¢Commission’s Recommendation 18: Children in care should not, save in exceptional circumstances, be cut off from their families. †¢Commission’s Recommendation 19: The full personal records of children in care must be maintained †¢Commission’s Recommendation 20: Children First: National Guidelines for the Protection and Welfare of Children should be uniformly and consistently implemented throughout the State in dealing with allegations of abuse. In examining the Commission’s 20 recommendations, it was decided to group them into six categories. 1.Addressing the effects of past abuse; 2. National child care policy and evaluation of its implementation; 3. Regulation and inspection; 4. Management of children’s services; 5. Voice of the child; 6. Children First, the national guidelines for the protection and welfare of children. (Ryan Report 2009) APPENDIX D Maslow’s Hierarchy of Needs (Tim’s Printables 2013) 1

Representation of Women in Men Should Weep by Ena Lamont Stewart and Perfect Days by Liz Lochead :: Weep Stewart Perfect Lochead Essays

Representation of Women in "Men Should Weep" by Ena Lamont Stewart and "Perfect Days" by Liz Lochead Both plays portray women as very independent people. In â€Å"Men Should Weep†, Maggie is the main female character. She is a housewife living in a male dominated society. The main theme of the play is her journey form oppressed housewife to self-empowered women. Whereas in â€Å"Perfect Days† Barbs the main female character is an extremely independent woman from the start and has worked hard to earn herself her own hairdressers. Maggie’s husband John is a very self-centred character; he doesn’t have a job or any notion to ever help around the house. Yet he thinks that is perfectly acceptable. Due to the way society was in that day and age then it said that once a woman wedded they automatically became their husband’s property. This meant that they had no choice but to obey their husbands every demand. What they said went. â€Å"I’d an idea a wis heid o this hoose† This demonstrates that even though John doesn’t contribute to the family he still feels he is superior to them all. Maggie takes this though she doesn’t argue with him as she believes that he is head of the household and she constantly stands up for him. Lily, Maggie’s independent single sister is very much against men she thinks ‘there aw dirty beasts’. As she argues with Maggie about John but Maggie straight away stands up for her husband. â€Å"You leave John alane! He does his best for us† Even though Maggie knows John doesn’t do anything for her and her children she still stands strongly by her husband as that was the right thing to do. Not only does Maggie have her husband to run around after her and look after her, but she also has five children. â€Å"If you’ve got wee ans, you’ve got tae put up wi the fella that gie’d ya them† The women in the play are constantly making excuses for the men and their behaviour. Maggie is particularly bad at doing this. This is a prime example of this behaviour as Mrs Bone her neighbour gets domestically abused and this is Maggie’s attempt to offer her support. As the play progresses Maggie gradually starts to see sense and comes to realise how weak men really are. â€Å"They canna staun up tae things like a wummen† This shows female strength and is the start of a major turning point for Maggie as she becomes more and more disenchanted with her life. Jenny, Maggie’s eldest daughter runs of at the beginning of the play but returns at the end with money and the opportunity for Maggie and