Saturday, August 31, 2019

HRM Compensation

Definition:Compensation is the total amount of the monetary and non-monetary pay provided to an employee by an employer in return for work performed as required.Compensation is based on:Market research about the worth of similar jobs in the marketplace, employee contributions and accomplishments, the availability of employees with like skills in the marketplace, the desire of the employer to attract and retain a particular employee for the value they are perceived to add to the employment relationship, andThe profitability of the company or the funds available in a non-profit or public sector setting, and thus, the ability of an employer to pay market-rate compensation. Compensation also includes payments such as bounces, profit sharing, over time pay, recognition rewards and checks, and sales commission. Compensation can also include non-monetary perks such as a company-paid car, stock options in certain instances, company-paid housing, and other non-monetary, but taxable, income it ems.ADVANTAGES OF COMPENSATION & BENEFITSA well designed compensation and benefits plan helps to attract, motivate and retain talent in your firm (which is myWear). A well designed compensation & benefits plan will benefit your boutique in the following ways. 1. Job satisfaction: Your employees would be happy with their jobs and would love to work for you if they get fair rewards in exchange of their services. 2. Motivation: We all have different kinds of needs. Some of us want money so they work for the company which gives them higher pay. Some value achievement more than money, they would associate themselves with firms which offer greater chances of promotion, learning and development.A compensation plan that hits workers’ needs is more likely to motivate them to act in the desired way. 3. Low Absenteeism: Why would anyone want to skip the day and watch not-so-favorite TV program at home, if they enjoy the office environment and are happy with their salaries and get what t hey need and want? 4. Low Turnover: Would your employees want to work for any other boutique if you offer them fair rewards. Rewards which they thought they deserved?Advantage to Your Employees: 1. Peace of Mind: your offering of several types of insurances to your workers relieves them from certain fears. Your workers as a result now work with relaxed mind. 2. Increases self-confidence: Every human being wants his/her efforts to get acknowledgment. Employees gain more and more confidence in them and in their abilities if they receive just rewards. As a result, their performance level shoot up. Types of Compensation:This includes:Direct financial compensation consisting of pay received in the form of wages, salaries, bonuses and commissions provided at regular and consistent intervals Indirect financial compensation including all financial rewards that are not included in direct compensation and understood to form part of the social contract between the employer and employee such as benefits, leaves, retirement plans, education, and employee services Non-financial compensation referring to topics such as career development and advancement opportunities, opportunities for recognition, as well as work environment and conditions Examples of Financial vs Non-Financial CompensationCompensation can also be categorized as:Base Compensation Variable Compensation Supplementary Compensation Base Compensation and BenefitsBase Compensation is one type of Compensation. It refers to the basic salaries and wages given to he employees. It is normally constant at a given amount irrespective of the difference in work performance. Factors influencing Base Compensation and Benefits One factor that influences Base Compensation is demand and supply of labor in the market. Labor union pressure is also another factor influencing Base Compensation. This is because unions always try their best to fight for their members’ rights. Nature of job as determined by the job description , each employee deserves a different compensation package.Size of the organization and its ability to pay its employees. Product market compensation is yet another factor influencing Base Compensation. Psychological and social factors like employee satisfaction and security. Salaries paid by similar firms are also a factor affecting Base Compensation. Government policies on wage determination Cost of living of the employees. When the employees’ cost of living is very high then they need a higher compensation benefit. Increase in productivity of labor Firms in general; whether competing firms or not.Variable Compensation and BenefitsThis type of compensation as by its name is variable. It means that one gets compensation as per the work done. If one does a remarkable job then he or she deserves a higher compensation package than one whose work is of poor quality. Supplementary Compensation and Benefits Supplementary Compensation is compensation given by an employer when he or she wishes to. It is not compulsory or a routine once one is given the compensation that one will be awarded another time. In this type of Compensation the employer has a right to add, deduct or even withdraw the benefits when he or she wishes to.Compensation AdministrationThe Compensation Administration Department is charged with the task of developing and maintaining a comprehensive compensation and classification system in order to support the mission of the Division of Human Resources.The Compensation Administration Department’s responsibilities include: Developing compensation programs, policies, and procedures to meet the needs of the University administrators as they attract, retain, motivate, develop, and organize their diverse workforce. Ensuring compliance with federal and state compensation laws, statutes, and regulations, Balancing the need for internal equity while recognizing the desire to be market competitive.Evaluating positions consistently and classifying t hem into appropriate job titles ensuring that they are internally equitable, while recognizing the need to be market competitive. Developing and maintaining the classification and compensation structures. Some of the services provided by the Compensation Administration Department include: Providing compensation related information, tools and training to HR Liaisons and University Administrators.Conducting salary surveys and gathering market data to assist University Administrators in making informed salary decisions. Advising HR Liaisons and University Administrators in compensation matters; including establishment of new positions, promotions, transfers, demotions, reorganizations and salary increases. Providing current position descriptions to administrative and staff employees. Providing departments with Organizational Charts. Assisting in departmental re-organizations.Job Evaluation ProcessThis process refers to all components of the university's formal pay program. The staff em ployee's pay at Case results from the following: A. How are jobs evaluated? The job evaluation process established the relative value of jobs throughout the university. There are two steps involved in this process: 1. Job Analysis and Job Description – Using a â€Å"job profile,† the content of each job is analyzed to identify key duties, responsibilities, and qualification necessary to perform the job.Written job descriptions are then prepared to contain this information. 2. Job Evaluation – A computer assisted job evaluation plan, measuring 17 dimensions of nonexempt work and 28 dimensions of exempt work, is used to evaluate the relative worth of staff positions. This evaluation process focuses on valuing the content of each position in terms of a series of well-defined compensable factors.The factors for clerical, service, technical, and administrative support positions include:a. Knowledge: Minimum required level of specialized training, education, and previ ous related work experience.b. Skill: The manual and physical skills required to perform the duties of the position.c. Work Complexity: The degree and amount of judgment, initiative and ingenuity involved in accomplishing work.d. Contact with Others: The extent to which the work entails dealing with others in the course of one's regular duties, including the frequency and nature of contacts and the likely results of such contacts.e. Property Protection and Use: The extent to which the position has responsibility for university property, including funds, vehicles and confidential information.f. Work Leadership: The responsibility for directing, instructing and training personnel; and for planning controlling and assigning work.g. Working Environment: The physical conditions encountered during a typical work day. Conditions such as heat, cold, dirt, fumes, hazards, etc. are considered.h. Student Relations: The responsibility for dealing with students, including the nature and frequenc y of contacts. The factors for professional, administrative, and managerial positions include responsibility for:i. Programs, Projects or Operations: The level in the organization, scope of activities performed, parameters of authority, complexity or nature of responsibilities, and the minimum credentials required to perform the job upon hire.j. Supervision: The number and variety of employees supervised.k. Employee Relations: Promoting and maintaining satisfactory human relations, morale and effectiveness or subordinates.l. External Contacts: Personally dealing with individuals or organizations outside the university.m. Internal Contacts: Personally dealing with individuals within the university, but outside the direct line of authority of the position, to coordinate activities and task accomplishment.n. Investigation or Fact Finding: Activities undertaken to identify facts, and develop ideas, designs or processes.o. Scheduling, Planning and Forecasting: The complexity, variety and nature of the activities involved in determining and carrying out plans and reports.p. Establishing Objectives, Policies, Standards, Procedures, and Practices: The degree of authority to establish standards, and the scope, nature and complexity or these standards.q. Effects of Decisions: Making decisions and commitments which impact the university's resources.r. Student Relations: Personally dealing with students from routine exchanges of information to more complex activities such as counseling. At the conclusion of the job evaluation process, the compensable factors are weighted. A numerical total is then derived and each position is assigned a salary grade which has a salary range A salary range consists of a: MINIMUM: The lowest wage paid to a new employee with limited or no experience in this specific position. MIDPOINT: The â€Å"market† (or average) wage paid to one who is fully qualified. MAXIMUM: The highest wage paid for jobs in the salary grade.Each salary range h as different jobs, e.g. Clerk and Grounds Worker, because they have the same relative value as determined by job evaluation. Salary ranges (link to lastest Salary Structures for Staff) intentionally overlap from one grade to another. Fully qualified incumbents in a lower salary grade may be at the high end of their salary range, while the salary of a less experienced employee in a higher salary grade may be near the minimum of the range. It is thus possible that the salary of an experienced incumbent in a lower rated position will be the same as or more than the salary of an inexperienced incumbent in a higher rates position.B. How do we establish competitive salaries? Salary surveys are conducted annually and analyzed to establish and maintain competitive pay levels with all the markets in which the university competes and recruits, as summarized in the following exhibit. SURVEY SOURCES Employee GroupMarket Salary Surveys A. Exempt1. Department Head and Above National Customized su rveys with data form selected private research universities2. Below Department Head Regional Customized surveys with data from selected private research universities3. Entry Level Local Local surveys for service employees and salary data from the College Placement Association B. NonexemptAll Jobs LocalLocal surveys of selected manufacturing and service employers (banks, insurance, health care, etc.) Specialized surveys as needed for specific jobs, e.g. plumbers, radiation technicians, etc. This market data is correlated with the job evaluation results and salary ranges are established. These ranges are then periodically reviewed and adjusted to reflect changes in the marketplace. C. How are salaries determined? Starting salaries of new hires are normally placed within the first quartile of the salary range but occasionally may go up to the range midpoint to accommodate special recruiting needs. Salary progression in the range occurs over time, based on the salary budget and employee performance. Subsequent to employment, salaries normally change as a result of a promotion, an annual merit increase or an adjustment to maintain equity.Executive compensationExecutive compensation (also executive pay), is composed of the financial compensation and other non-financial awards received by an executive of a firm. It is typically a mixture of salary, bonuses, shares of and/or call options on the company stock, benefits, and perquisites, ideally configured to take into account government regulations, tax law, the desires of the organization and the executive, and rewards for performance.The three decades starting with the 1980s, saw a dramatic rise in executive pay relative to that of an average worker's wage in the United States,and to a lesser extent in a number of other countries. Observers differ as to whether this rise is a natural and beneficial result of competition for scarce business talent that can add greatly to stockholder value in large companies, or a soci ally harmful phenomenon brought about by social and political changes that have given executives greater control over their own pay. Executive pay is an important part of corporate governance, and is often determined by a company's board of directors.Executive compensation is not only a consideration close to the pocket book of CFOs but also a topic of increasing importance to managements and boards. As major economies show signs of recovering from the 2008 recession, compensation can become more decisive to retaining and motivating critical senior executive talent. But, executive compensation also continues to be scrutinized by major investors, proxy advisory firms and increasingly regulators – given the losses incurred by shareholders over the last couple of years.Thus, companies will have to critically review their existing compensation plans and how they adapt these plans for a changing economy. CFOs can play a critical role in framing the financial impacts of compensatio n plans and influencing the public perception of these plans. This CFO Insights article lays forth some critical considerations for CFOs. Executive Compensation: Components and Trends Executive compensation generally consists of a mix of four components: Annual base salary Annual incentive or bonus plan generally tied to short-term performance measures Long-term incentives consisting of a mix of restricted stock, stock options and other long-term performance plans tied to total shareholder return or financial performance Benefits plan.Compensation and The Role Of CFOWith the changes in the environment around the structure of executive compensation, companies are likely to adopt much more transparent compensation processes. We expect CFOs may play a more active role in implementing these processes, especially in four critical areas: 1. Pay for performance: CFOs can help shape pay for performance structures by getting to know shareholders’ expectations through their interaction s with analysts and major investors. This helps ensure that the company’s performance metrics reflect those expectations when shaping short- and long-term compensation plans. CFOs are also instrumental in shaping business-unit compensation and ensuring unit-level performance metrics are rigorously set and support the achievement of overall company financial metrics.2. Financial discipline: It’s important for CFOs to focus on what is affordable, albeit striking a balance with what is competitive. CFOs, even while struggling with the budget and trying to project out earnings for the next two or three years, should establish acceptable limits on compensation in terms of its dilutive effect on earnings. At the business unit level, CFOs can also establish better financial discipline and controls. They are especially capable of identifying how units may structure budgets that coax the best possible performance out of business unit leaders.3. Risk and internal controls: As ex ecutive compensation plans are key to attracting, retaining and motivating talent, CFOs should establish a rigorous process to understand how incentives influence employee behavior, how those behaviors aggravate risk and what steps or controls should be put in place to minimize the risk. Some examples include proper selection of incentive metrics, stress testing potential payouts under various performance scenarios and implementing additional internal controls, as needed to minimize the risky behavior. 4. Bridging the information gap: Aside from managing risk, CFOs could spend considerable time with both the audit and compensation committees to bridge the potential knowledge gap on compensation and financial performance.One example is how to best treat unusual or non-recurring items when calculating incentives. The audit committee is likely to have an in-depth understanding of these items, whereas the compensation committee more fully understands the impact such adjustments may have on incentive plans. The CFO can help link the two committees in helping decide which adjustments, if any, should be made for incentive plan purposes.

Friday, August 30, 2019

Child observation Essay

All the children at Gerber Preschool are between the ages of 3 and 4 years old and mainly consist of lower to lower middle class Hispanic and Caucasian families. Mya is a small statured 3 year old Hispanic Caucasian female, with light olive-toned skin, long brown hair, and large brown eyes. Toby is an average statured 4 year old Caucasian male, fair-skinned, blue-eyed, short brown hair. Toby and Mya both seem to be in good physical heath. Jesus is a slightly above average statured 4 year old Hispanic male, with dark brown skin, short spikey black hair and brown eyes. Spanish is Jesus primary language at home but is encouraged to speak English at school. Mya, Toby, and Jesus all appear to be right handed and in good physical heath. Description of Setting: The observation session began on Tuesday May 7, 2013, at approximately 10:00 AM in Gerber, California; the preschool has 2 adults and 8-10 kids. All the children were in line waiting to exit out the back door to the playground. The playground featured a large fenced off area with a large grassy area and the class flower bed covered by a large shade tree, large cement slab with tricycles and tetherball, play house, sand box, and large gym set. There is an assortment of activities available for the children to play including: kickball, bubble buckets, tetherball, hopscotch, jump rope, soccer, etc. Primary Observation: Start time 10:00 AM on Tuesday, May 7, 2013 10:00- Toby impatiently stands in line telling Jesus â€Å"I’m going to be the first one on the playground† Jesus yells â€Å"No I am! † two people behind them Mya and Jessica are holding hands laughing and whispering in each other’s ears. Everyone is squirming about unable to sit still waiting for the go ahead to head outside. 10:05- The children rush outside onto the grass and prepare for story time. Jesus screams â€Å"Rainbow Fish† once he sees the book in the teacher’s hands. Mya excitingly says â€Å"I want a rainbow fish† to Jesus, he in return says â€Å"I want one too. † All the children sit down so the teacher could begin the story. 10:10- During the story Toby was unable to see the book and yells to his teacher â€Å"Aren’t you going to face it to me. He continues to be disruptive getting up and interrupting the teacher. Toby is very energetic and begins to get restless playing with whatever is within his reach. He starts disturbing Jessica until the teacher asks him to sit back down and stop disturbing others Toby than sits back down and begins whining that he is unable to see the book again. 10:15- At the end of the story the teacher asks the children â€Å"Why did Rainbow Fish give away his scales? † Jesus immediately stood up and said â€Å"Because he was alone and wanted friends† Toby says â€Å"Now he has no more rainbow scales. † 10:20- The class is now on free time for the rest of the day. All the children immediately take off running for the playground; Toby and Jesus immediately go for the tricycles. While Mya went straight for the flower bed to dig with the shovel and buckets that were there. 10:25- Jesus, Toby, and another little boy raced back and forth across the pavement a couple times but quickly lost interest in the tricycles and more interested in what the other children were doing. 10:30- Toby ran over to where Mya was and Mya said â€Å"Let’s play house† the children discussed where they would live and what part they would act out. Toby excitedly screamed â€Å"Ok, I’m the daddy†, and Mya says â€Å"I’m the mommy†, and two other little boys Gauge and Angel are the sons. 10:35- Mya runs over to the play house and begins putting sand in a bucket and acts as if she is cooking while Toby makes the fire. Jesus walks over and picks up Mya’s bucket, she instantly got mad at Jesus and hit him. Jesus left crying and she said â€Å"He didn’t say please, so leave me alone. † She than stuck her tongue out at him, another girl by the name of Jessica told the teacher. The teacher told Mya that if she couldn’t talk nice and share she would have to choose another area to play. 10:40- After the incident Toby moves over to a bucket of bubbles with 3 wands, colored green, purple, and pink. Toby and Jesus blow bubbles together. No bubbles were coming out of Toby’s wand, so he blew with more force. Toby takes his wand to the teacher. He brought his wand back, dipped it in the bubble bucket and flung it out. 10:45- Mya gets the purple bubble wand and Toby goes over to Mya and tries to take it away from her. Mya begins to make sounds of being upset but soon gets over it when the other children begin popping the bubbles and she joins in squealing and laughing. 10:50- The teacher blows her whistle to signal to the children it’s time to clean up and go inside. Mya quickly grabs the bubble bucket yelling â€Å"I got the bubbles† while Jesus and Toby raced to the door to line up without picking up anything. 10:55- All the children walked back into the class room and were instructed to sit at a table. Toby got up from the table and a little boy named Gauge took his seat. He tried to get the attention of the teacher but she was busy with another child, so he pulled Gauge by the shirt and begin to cry saying â€Å"get out my chair† Gauge refused to move. Once the teacher finally got to them they had already started to tussle a little. Toby and Gauge were both placed in time out but first they had to apologize to one another. 11:00- End of observation. Analysis: Gender identity is the perception of oneself as male or female (pg. 252). All three children show gender identity when they discuss the roles of one another to play house, with Mya being the mother, Jesus the father, and Gauge and Angel as the sons. Mya also displays gender identity when she pretends to cook while playing house as well. On page 254 cooperative play is described as children playing with one another taking turns, playing games, etc. Mya, Toby, and Jesus demonstrate cooperative play as well as make-believe play throughout their game of house they coordinated ideas together as a group. Cooperative play is also apparent when the children play with the bubbles. The text on page 264 states that aggression is an intentional injury or harm to another person. Mya showed aggression by hitting Jesus when she became angry at him. Toby also displayed aggression when he grabbed Gauge in an attempt to get his chair back. In sum all of the children seem to be displaying appropriate social and emotional behavior and skills typical of their age.

God Is Black: Examine the Uses of Religious Imagery in the Fire Next Time.

‘God is black’ (The Fire Next Time). Examine the uses of religious imagery in The Fire Next Time. The Fire Next Time includes many religious images concerning race, ethnicity and culture. The first essay, My Dungeon Shook, is a letter from James Baldwin to his nephew, in an attempt to â€Å"strengthen [him] against the loveless world. † The second, Down at the Cross, explores the background experiences that shaped his view of the world, and allowed him to give the advice in the previous essay.Throughout Down at the Cross, Baldwin examines the â€Å"white God† of his Christian youth, and the â€Å"black God† preached by Elijah Mohammed and the Nation of Islam. Although Baldwin acknowledges both groups’ achievements, he is ultimately critical of their ideologies. Baldwin becomes disillusioned with his church; he feels the â€Å"slow crumbling of my faith, the pulverisation of my fortress† after practicing as a preacher for 3 years. Simila rly, he rejects the Nation of Islam’s ideology that God is solely for the black community, and that â€Å"the white man [†¦] is a devil. Baldwin uses religious imagery to advocate a policy of acceptance, of love between black and white. He argues that by making God colour-conscious, and by belonging exclusively to one race, each group is guilty of legitimising and strengthening the racial hatred and discrimination of the time. Baldwin makes it perfectly clear that he values the church. He describes his childhood, in which it saved him from the sordid drugs, prostitution and gambling on the street. He describes his time in the pulpit as â€Å"very exciting,† and confesses that nothing else in his life could â€Å"equal the power and the glory† that he felt while leading a congregation.The language he uses to describe the fervor, the experience, of his sermons is remarkably literary. His personal feelings are clearly being recalled here, as he allows himself to be swept up in the â€Å"fire and excitement that [would] sometimes, without warning, fill a church, causing it [†¦] to ‘rock. ’† This imagery is very visual, as Baldwin allows the reader into his personal view of the church. This strengthens his argument, as it gives it authenticity. However, this does not show the full picture. The Church and the street are linked by Baldwin later in the essay when he asks whether heaven is â€Å"merely another ghetto. This could be seen to be a reference to New York’s status as a ‘safe haven,’ away from the lynching and segregation in the Southern states, however in reality New York was crowded and dangerous. It could also be a reference to how the Church itself is not able to help the black population. It connects the Church and the street, and to some extent brings the dangers of the street into the church itself, something that is expanded upon later when Baldwin complains of the â€Å"ugly an d unctuous flirtatiousness† that he experienced in his Church. This sentence defines the Church, with how it promises much but delivers so little.Baldwin understands what he is arguing against, as he spent 3 years of his childhood totally immersed in its ideologies, and it is only now that he can pick apart its restrictions and failures. `It is these restrictions and failures that cause Baldwin to reject his faith. He comes to realise that â€Å"there was no love in the church. It was a mask for hatred and self-hatred and despair. † He starts to see that instead of practicing a message that God loves everybody, the Christian church protects and loves only those that believe the same thing as them. What he found most disturbing was that this love â€Å"did not apply to white people at all. This split between believers and non-believers did not fit with Baldwin’s theory of acceptance and integration, as he saw is as an example of hypocrisy at the heart of the chur ch. This imagery can be seen to mirror that of segregated America, except it is whites who are marginalised and discriminated against. It perpetuates the notion that black and white are different, and cannot co-operate together. Baldwin fears that it is these teachings – that the black community should not attempt to reconcile with the whites, but should exclude and dislike them – that is the first road block on the journey to racial equality.He believes that â€Å"we cannot be free until they are,† as it is black people who must learn to love those that do not show them love in return, before the white oppressors will come to realise, and therefore be free of, their crimes. Baldwin uses religious imagery to reveal the hypocritical behavior of his fellow preachers. He says that he â€Å"knew where the money for ‘The Lord’s work’ went,† indicating not only that he realised that church money was being stolen and spent by preachers on the mselves, but also the use of inverted commas reveals that Baldwin is rejecting that Church work really helps people at all.It gives it an element of sarcasm, by subverting the framework that he used to preach and turning it into a comment on the failure of the Church’s ability to help, Baldwin shows the depth of his disillusionment. Baldwin’s time in the church also helped him come to realise that racism exists even at the heart of Christianity. He states: â€Å"I realised the Bible had been written by white men. I knew that, according to many Christians, I was a descendant of Ham, who had been cursed, and I was therefore predestined to be a slave. [†¦] My fate had been sealed for ever. †¦] It seemed, when one looked out over Christendom, that this was what Christendom effectively believed. † Baldwin uses Christian imagery in order to highlight its flaws. He reveals an institution that offered nothing more than a vengeful God, who did nothing to help b uild constructive relations between black and white people. The refusal to accept white and black together reveals an institution that is bound by parochialism. As B. Pakrasi has said before, â€Å"Baldwin sees the seeds of hatred and acrimony embedded in the dogma of Christianity perpetuating the belief of a white God. †Another facet of religious imagery that Baldwin critiques is the notion that there is a ‘black God. ’ This is part of the ideology of the Nation of Islam, a group led by Elijah Mohammed, but also closely associated with the radical activist Malcolm X. Baldwin expressly praises the Nation of Islam, as he believes they have succeeded where Christianity failed. Mohammed was able to â€Å"heal and redeem drunkards and junkies, to convert people who have come out of prison and keep them out, to make men chaste and women virtuous,† however Baldwin disagrees with one crucial aspect. The Nation of Islam allows for no integration between black and white.Mohammed sees the white population as â€Å"devils,† and links them to being sinners. Baldwin contends this, as he argues that if one is to adopt the theory that all white people are sinners, they open themselves to the â€Å"gates of paranoia,† as they become incapable of distinguishing between an actual threat and an imagined one. In a society that was so hostile towards blacks, Baldwin admits that this is an extremely hard trap to avoid, but he maintains it is necessary to try, because otherwise they will see all whites as an enemy, and will never integrate and build better relationships.Baldwin makes it clear to Mohammed that he has no intention of overthrowing the white population. He says to the table that given the choice between dying with his white and black friends, and living but at their expense, he would choose death. He thinks to himself â€Å"I love a few people and they love me, and some of them are white, and isn’t love more important tha n colour? † Again, Baldwin is using the religious imagery of the devil, the sinners and above all the black God to highlight the weaknesses and hypocrisies in the Nation of Islam’s ideologies.He is pushing forward his own courses of conduct; love and integration with both white and black. He sees no reason why there should not be a black God, but he believes that when a group attaches Him solely to their race, it becomes something else. It gives that God a new meaning, as it encourages His followers to hate the opposing race. He finds this on both sides, both with Christianity and Islam, and is ultimately unable to accept either doctrine. Baldwin sees a mirror image in the Nation of Islam’s treatment of white people, and their treatment of blacks. Harvey G.Simmons sees this, saying that Baldwin rejected the Nation of Islam because â€Å"its methods are infused with the same fanaticism and hatred that the Negro faces in white society. † James Baldwin uses r eligious imagery in The Fire Next Time in order to critique both the Christian church, and the Nation of Islam. He finds them both lacking, as he comes to the conclusion that neither advocates a policy that allows for an increase in co-operation between black and white people. Instead, they are insular, only caring for themselves and are unwilling to truly share the love of God with everyone, black or white.This is what Baldwin wants. He articulates his message in his letter to his nephew, saying that â€Å"you must accept them and accept them with love. For these innocent people have no other hope. They are, in effect, still trapped in a history which they do not understand; and until they understand it, they cannot be released from it. † He is using these essays to attempt to speak to the American public, to urge them to take a stand and speak out against the discrimination. Throughout My Dungeon Shook James uses the personal form of â€Å"I,† giving his letter perso nal emotional ties.It also makes his message more human, and helps establish empathy before his appeal in Down at the Cross. Down at the Cross uses terms such as ‘we Americans’ repeatedly, which shows that Baldwin is attempting to unite everyone, both black and white. For him, religion is short sighted and controlling, it doesn’t follow through with its promise that God loves everybody, because as Baldwin points out; â€Å"If His love was so great, and if He loved all his children, then were we, the blacks, cast down so far? Word Count – 1811 Baldwin, James, The Fire Next Time(London: Penguin, 1964) Bloom, Harold, James Baldwin (New York: Infobase Publishing, 2007) Hardy, Clarence E. , James Baldwin's God: Sex, Hope, and Crisis in Black Holiness Culture (Tennessee: University of Tennessee Press, (2003) Pakrasi, B. , ‘Review: The Fire Next Time by James Baldwin,’ The Journal of Negro History, 50. 1 (1965) ;http://www. jstor. org/stable/2716413 ? amp;Search=yes;searchText=baldwin;searchText=%22the+fire+next+time%22;list=hide;searchUri=%2Faction%2FdoBasicSearch%3FQuery%3D%2522the%2Bfire%2Bnext%2Btime%2522%2Bbaldwin%26acc%3Don%26wc%3Don;prevSearch=;item=1;ttl=312;returnArticleService=showFullText; [accessed 20th November 2011] Simmons, Harvey P. , ‘James Baldwin and the Negro Conundrum,’ The Antioch Review, 23, 2 (1963) ;http://www. jstor. org/stable/4610523? seq=3;Search=yes;searchText=baldwin;searchText=%22the+fire+next+time%22;list=hide;searchUri=%2Faction%2FdoBasicSearch%3FQuery%3D%2522the%2Bfire%2Bnex %2Btime%2522%2Bbaldwin%26gw%3Djtx%26acc%3Don%26prq%3D%2522the%2Bfire%2Bnext%2Btime%2522%26Search%3DSearch%26hp%3D25%26wc%3Don;prevSearch=;item=2;ttl=312;returnArticleService=showFullText;resultsServiceName=null; [accessed 20th November 2011] ——————————————– [ 1 ]. James Baldwin, The Fire Next Time (London: Penguin, 1964) [ 2 ]. Baldwin, p. 15 [ 3 ]. Baldwin, p. 62 [ 4 ]. Baldwin, p. 62 [ 5 ]. Baldwin, p 37 [ 6 ]. Baldwin, p. 60 [ 7 ]. B. Pakrasi, ‘Review: The Fire Next Time by James Baldwin,’ The Journal of Negro History, 50. (1965) p. 61 [ 8 ]. Baldwin, p. 35 [ 9 ]. Baldwin, p. 37 [ 10 ]. Baldwin, p. 36 [ 11 ]. Baldwin [ 12 ]. Baldwin, p. 58 [ 13 ]. Baldwin, p. 40 [ 14 ]. Baldwin, p. 41 [ 15 ]. Baldwin, p. 18 [ 16 ]. Baldwin, p. 39 [ 17 ]. Baldwin, p. 38 [ 18 ]. Pakrasi, p. 60-61 [ 19 ]. Baldwin, p. 64-65 [ 20 ]. Baldwin, p. 60 [ 21 ]. Baldwin, p. 61 [ 22 ]. Baldwin, p. 64 [ 23 ]. Harvey G. Simmons, ‘James Baldwin and the Negro Conundrum,’ The Antioch Review, 23, 2 (1963) p. 252 [ 24 ]. Baldwin, p. 16-17 [ 25 ]. Baldwin

Thursday, August 29, 2019

Justification of Hacking into Websites Essay Example | Topics and Well Written Essays - 1250 words

Justification of Hacking into Websites - Essay Example It is evidently clear from the discussion that most hackers state that they hack into websites not as criminals but as interested parties seeking to identify flaws in computer systems or reveal certain information. By hacking, they claim, it becomes possible for computer security firms to prevent or rectify any damaging security leaks. However, due to the side effects of hacking and the damages it causes to computer firms’ images and business, questions have arisen on the issue of justification for hacking and activities. While others insist that hacking can never be justifiable, others believe it is a justifiable practice, depending on the reasons for which it is done. Among the reasons cited for the justification of hacking are to improve the quality of computer/website products, for artistic expression, as political statements, and to uncover expose criminal activities such as corruption and other government or corporate malpractices. In hacking into technology companies su ch as AT&T, which deals with millions of peoples’ data worldwide, hackers believe they compel these companies to ensure that they have tamperproof systems that keep their clients’ data confidential. Therefore, hackers are a watchdog for the public on the security weaknesses of technology firms. Hacking is thus justifiable since it addresses the vulnerabilities inherent in technology products that expose clients’ confidential information. Hacking could also be justifiable if it exposes illegal political activities by discredited groups. In addition, hacking may be justified if it reveals certain publicly important information, which the public is denied by governments, organizations, or politicians. Importantly, hackers reveal malpractices and criminal activities that may be happening without the knowledge of the public and the law enforcement agencies. Â  

Wednesday, August 28, 2019

Collaborative Health- LIfelong Learning Coursework

Collaborative Health- LIfelong Learning - Coursework Example They include conferences, meetings, courses, in-service training and rounds. These education methods use didactic methods which are effective at imparting new knowledge. Continuous lifelong learning is important for a number of reasons. First, it contributes towards a great conversation. It is great to have a conversation with someone who is informed on events. Lifelong learners are better at holding their own conversations. They usually have more interesting topics and things to talk about (Alson, 2013). Secondly, the world is dynamic and keeps changing. Lifelong learning is important to keep up with the changing demands of the world. Moreover, lifelong learning is essential to enable one develop their abilities (Alson, 2013). Every individual is born with natural abilities and talents but it does not mean that they master these talents the first time they try them. Lifelong learning helps develop these skills thus serving as a role in promoting personal development. Finally, lifelong learning helps in opening one’s mind. One can see an issue in a broader perspective due to his or her education. Watching television, reading, as well as holding conversations helps educate people about other points of view. It may change one’s mind or may not but helps understand that there is more than one side to every issue (Alson, 2013). In conclusion, the importance of lifelong learning should be an aim for all health professionals. It can help them in various ways including personal development, enhancing their inclusion in the society and enabling them to adapt to the changing demands of the world. Continuing education stakeholders need to understand, value, and support contemporary principles of lifelong

Tuesday, August 27, 2019

Physical properties of transparent optical polymers Dissertation

Physical properties of transparent optical polymers - Dissertation Example substituted ethylenic) copolymer (Weber, 2003). Structural units of most of these polymers are given in the figure 5.2. Fig. 5.2: Structural units of common optical polymers (Martienssen and Warlimont, 2006). Because of the variations in structure, the properties such as refractive index, thermal stability, etc. vary among the different polymers (Losch et al., 1992). The properties of certain optical polymers (PC, PMMA, and ADC in comparison to glass are shown in figure 5.3. Fig. 5.3: Comparison of physical properties of glass and optical polymeric plastics – PC, PMMA and ADC (Optical Polymers International, 2010). This chapter describes and compares the physical properties of common optical polymers. The following physical properties will be discussed further: 1. ... The scattering loss of these materials is low and their refractive indices are controllable (Jones, 1997). This allows their fabrication into waveguide structures. 5.2.1. Comparison of Refractive Index The refractive index of most transparent polymeric materials is around 1.5. As these are carbon based, their refractive indices and dispersion are very different from crystals and glasses (Weber, 2003). Polyetherimide (PEI) has a refractive index higher than most other optical polymers. Other polymers with high refractive indices include polyarylsulfone, polyarylate, PC, and PS. PMMA has a refractive index of 1.491. The refractive indices of some common polymers are shown in table 5.1. The refractive index of ADC is 1.50, which compares well with that of glass. Polymer Refractive index PEI 1.658 Polyarylsulfone 1.651 Polyarylate 1.61 PS 1.590 PC 1.586 SAN 1.579 CR-39 1.504 PMMA 1.491 TPX 1.466 Table 5.1: Refractive indices of common polymeric materials. The refractive index of a polyme r is influenced by the polarizability, free volume and the difference between the maximum absorption wavelength and optical wavelength of the material (Ma et al., 2002). The higher the density and the polarizability of the material, the higher will be its refractive index. Various other polymeric materials have been used in optical focusing mechanisms. These include polyimides (PI), fluoropolymers (FP) such as Tedlar ® PVF, Tefzel ® ETFE, and Teflon ® FEP, and hydrocarbon polymers (HCP) like polyvinylbutyral (PVB). Among the fluoropolymers, the lowest index of refraction is that of Teflon FEP, which is completely fluorinated (French et al., 2011). It is observed that as the amount of

Monday, August 26, 2019

Business Management Literature review Example | Topics and Well Written Essays - 3000 words

Business Management - Literature review Example In the current study, the focus will be on role of power in the organisation. The objective will be to find out what constitutes power, what are the several external and internal influences and how power in related to the overall performance and success of an organisation. Critical Review of Literature The relationship between organisation and power is critical and intimate. The organisations exist to the degree to which they are powerful. This power, in turn affects beliefs, behaviours as well as opportunities of groups, individuals, businesses and societies. Organisations endure as a result of various social practices especially those which are repetitive, socially constructive and controlling. As a result power has become an increasingly influential tool to control and manage societies as well as organisations. The relationship between organisations and power can also be called as bi-directional. ... Incorporation of power is critical in understanding how organisations operate in society and how they are interrelated. Workplace is a setting where individuals show a working relationship as well as are independent in accomplishing present as well as future outcomes. Power in organisations is critical as individuals often need particular influences in order to accomplish their objectives and goals. Researchers have also found slight variation on the perspectives of power in workplace and study approaches. The literature has suggested that power can be seen from various perspectives such as structure or system, individual or dyadic relationship. The existence of power in an organisation is the result of its structure or system and its mechanism to control and influence behaviour. According to this approach, power can be described as the capability to mobilise resources and people to get the work done (Katz, 1998). Thus, perceived capacity of the power can be examined against its real influence on the productivity of employees. According to Second, Lawrence and Robinson (2007), organizational power reflects the actions of an individual or an organizational system controlling the beliefs or behaviour of organizational members. This perspective is considered to be more complete as it recognizes organizational power as well as importance of personal power. According to this view per has the ability to get the work done without the occurrence of any resistance. It is believable that leaders can use these perspectives in order to be able to counter resistance from employees and workers during various workplace situations such as takeover, downsizing and union disputes. This perspective also concludes

Sunday, August 25, 2019

Causes and Consequences of Development of London City, England in Research Paper

Causes and Consequences of Development of London City, England in 1850s - Research Paper Example Europe has been a farming society, and many of the cities in this country are ruled by families of kingdoms. Many of the cities are under British colonization, and many have not yet become independent states (Spielvogel 2011, p. 132). Industrial and French Revolutions steered the expansion of the city. The paper traces the development of London City, England in 1850s and the way it altered the social, economic and political system of the London City, England. Causes that Led to Development of the London City Developed in London City, England can be traced from the period of 1750 to 1850s during the industrial and French Revolution when different changes in agriculture, transportation, social and economic changes took place. Industrial Revolution is among the major causes behind the development of London City. Gordon, Tony and Christine (2007, 56) reveal that Industrial Revolution was the main cause behind varied changes in the agricultural sector, manufacturing industries, transporta tion network system in England. Industrial Revolution led to increased trading activities within the city and outside the neighborhood. Industrialization and expansion for trading activities necessitated increased commercial trading activities. The London City developed as a business centre beginning from the Roman era. London City emerged as a metropolitan for foreigners, but it continued to develop as a government town whose resident authority impressed native British custom. The construction of transport and network communications such as the railway line became the economic stimulus that steered development. The development of the railway line connecting from the courtside to the city contributed to effective development activities in the city. The increased railways stations enabled passengers travel effectively. It also enabled people from the countryside to transport their commodities in the market effectively. The city started developing because of easy and cheap transportat ion of manufactured products and raw materials through rail shipments. This made transportation of commodities especially to large areas to become cheaper because each city has a connecting trunk line. The railway line contributed to increased immigrants into the City of London; contributing to increased population in the city. London City is the powerful financial city, and the ports construction necessitated development. Many investment companies established their headquarters in the city because of the industrialization process. The financial investment activities became the main sources for employment in London. The city exports produced commodities and imports other raw materials such as timber, petroleum and other products (Havinden and Meredith 2002, p. 34). Industries started producing varied commodities such as jewelry and clothes and consumer commodities. This made the city develop faster because it was easy for the people in the City of London to carry out their business activities effectively.2 Many changes took place especially the development of industries; thus, the city started moving from being agricultural to an industrial economy. England is one of the countries, which are well known for being among the agricultural economy in Europe. However, due to the development process, many changes took place because of the industrialization process. These changes had a profound effect in social, economic and political of the London city. The industrial revolution that began during the Great Britain in United Kingdom and spread to the Western Europe and other parts across the globe led to many changes. Havinden

Saturday, August 24, 2019

Agriculture Cooperatives in India Research Proposal

Agriculture Cooperatives in India - Research Proposal Example These farmers face several constraints and do not receive timely information. Inefficient water management, land holdings, credit facility, marketing of their produce and lack of value addition at the farm level are some of the constraints that the farmers face. Thus managing these farmers and providing support services is what led to forming agricultural cooperatives in India. Since the 1950s, cooperatives in various segments in the Indian economy have made a steady progress. Today India has the largest number of cooperatives in the world with a membership of over 200 million. Around 28 percent of the total cooperatives are the agricultural cooperatives with 137 million memberships dealing directly or indirectly with the agricultural sector (Ramesha, 2003). Agriculture contributes around 25% of the GDP and employs 65% of the workforce in the country. Agriculture and agriculture marketing is covered both by the states as well as the central government (AMR, n.d.). The cooperatives cover all the villages in the country and supply about 46 percent of the total rural credit. They are also responsible for distribution of fertilizers. The agricultural cooperatives credit structure has seen quantitative expansion but have structural defects and operational deficiencies. The main deficiencies are due to weak recycling of credit, poor resource mobilization, ineffe ctive lending and poor recovery. It was in 1958 that department of agriculture formed a Department of Cooperation under the Ministry of Community Development. In 1966, the Ministry of Community Development and Cooperation was merged with the Ministry of Food and Agriculture, which then came to be known as Ministry of Food, Agriculture, Community Development and Cooperation (Agricoop, 2007). In 1971, this was again renamed as Ministry of Agriculture with four departments – department of agriculture, department of

Friday, August 23, 2019

Creativity and Innovation Essay Example | Topics and Well Written Essays - 1500 words

Creativity and Innovation - Essay Example ..6 6. Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Introduction As a marketing advisor by profession, I have been contacted by Talent Management Team from Virgin Company Limited to advise them on how to develop and encourage creativity and innovative behavior in their company. Virgin Company is a service offering company and is mostly concerned with giving managerial services to other local companies that may need specialized services. The company has been in operation for a period of fifteen years and it has grown tremendously over the years. Virgin Company Limited has gained a substantial share in the market and is focusing on developing new markets in other parts of the world as part of its long term investment plans. Though the company is mostly concerned with offering its services in its local area, California, where it is based, it sometimes goes national or even international depending on the client’s needs. Virgin Company needs to understand what innovation really means and to what benefit would it be to them if they adopted such strategy. This report intends to address this concern and advise the talent management team on the strategies they can take to promote and maintain innovations that come up in their organization. Key word: Innovation which is the process through which a business idea is transformed into a good or service for the mutual good of the company and the customers. Issues to consider when creating Innovation When creating innovation, many factors need to be taken into consideration. It should be understood that any innovation that one need to up with must be economical in that it contributes positively towards the growth of the company. It must also be customer oriented and as such it must focus on the customer well being and satisfaction. When the customers are satisfied, greater financial returns are likely to be realized (Rouse, 1992). For the management to be able to know how to really create innovation, they must be aware of what are it they really need, for whom it will be developed and by whom and the circumstances under which the product will be created (pg 72). First, people are an important ingredient in the creation of innovation. Any innovation starts with creativity behavior and naturally, it is people who possess this element. People are talented in different ways and it is possible that some people will exhibit more creative behavior than others. One of the ways of identifying creative characters in a person is to focus on his skills, capability and general characteristics. This is the reason why when the companies want to hire new employees, they focus more on their academic qualifications and any past experience that they have had in related industry as the one they are considering for the job vacancy. This though, in my own view sho uld not be the basis through which the management should focus their innovation creation agenda. Many people in the world today are innovative not in accordance with their academic level but from the style that they show creative behavior in what they do. It should be considered that level of qualification can be improved through continued training and education but style is what is naturally occurring in people. Different people have different styles of doing things and when these styles are accompanied by the necessary support, they are likely to bring out innovations that may lead to great

Thursday, August 22, 2019

Chemistry of antiscalants Essay Example | Topics and Well Written Essays - 750 words

Chemistry of antiscalants - Essay Example Conversely, Phosphonates, polyphosphates and polycarboxylates react with minimal quantities (Singh et. al., 2008). Threshold inhibitors are the name that refers to the chemical agents that inhibit scale and work at quantities below the stoichiometric level. These inhibitors foil the whole process of precipitation. Various mechanisms take place when interfering with the process of precipitation. The first manner is the modifying of the crystals into shapes that make it impossible for attachment with other crystals. Secondly, the inhibitors attack the forces that bind the particles into precipitation to break the bond necessary for the precipitation. The third mechanism is through impeding the growth of the particles to bring a non-precipitation zone. Despite the effectiveness of the antiscalants, other indispensable factors determine the whole process. These factors comprise of presence of other ions in the solution, the temperature, the PH and the ratio of super saturation. Moreover, the heaviness of a polymer matters a lot when the antiscalant is polymer (Singh et. al., 2008). CACO3 crystallization is a process that is intricate and requires great understanding to know the reaction that takes place with the antiscalant. The various mechanisms with which the antiscalant inhibits the precipitation are under one method of â€Å"charges attraction†. The antiscalant is always negatively charged and it gets attracted to the area with the crystals, which is positively charged. The definition of threshold inhibition is assumed from this description. Threshold inhibition thus refers to the fusing of the particles of the inhibitor to the crystal-filled arena that is rich with ions. The surface of the crystallization zone tends to be loose and hence creates a space for absorption of the inhibitor’s particles. Once the inhibitors have penetrated to the inside of the crystals, the formation of crystals is in interference. It delays the beginning of crystalliz ation since the walls that would bind the crystals are filled with the inhibitors particles. The first crystals cannot be detected since the inhibitors particles impose a derailment between the period of super saturation state and crystallization (Singh et. al., 2008). Consequently, the crystals form but the inhibitors attack to tamper the growth sites. It thus obstructs the normal reaction that would have to happen. The inhibitors modify and alter the growth of the crystals. Results from the modification of the crystals, is retarded crystals that do not have the strength to stick on metal materials. These crystals are then electrostatic charged and thus posses repulsion with particles with the same side charges. It makes the crystals not to converge and clot (Singh et. al., 2008). There is a common fact that phosphonates are better threshold inhibitors than polycarboxylates. Contrarily, polycarboxylates are better dispersants than phosphonates. Both chemical agents show their react ion when in a solution in inhibiting scale threshold. In a condition where the level of super saturation is low, the phosphonates can be the ultimate solution. Conversely, where the level of super saturation is high, polycarboxylates can salvage the reaction (Singh et. al., 2008). Polycarboxylates have properties that can help in dispersing of particles that are useful in a condition of high super saturation. It is a

Deer hunting Essay Example for Free

Deer hunting Essay Today deer hunting is one of the most popular types of hunting in South Georgia. Although there are several ways to hunt deer, the two most frequently used are rifle hunting and bow hunting. Both are a great way to spend the day hunting, but there are a few differences between the styles. The cost of rifle hunting is significantly higher due to the equipment needed. Some rifles can cost as much as two thousand dollars. With some additions to the rifle, like scopes costing just as much as the rifle itself; some rifle packages can range over five thousand dollars. Ammunition is also a high cost in rifle hunting. Boxes of ammunition can range up to twenty five dollars and can not be reused. The cost of bow hunting is lower than rifle hunting due to the low cost of the equipment. Most bows range between five hundred to a thousand dollars. The arrows for the bow can be sometimes be more costly than ammunition if a high quality arrow is purchased. However unlike the rifle ammunition, the arrows can be reused many times before they start to lose their effectiveness. The rifle hunting season does not start right when deer season actually begins. The deer are still abundant, but you are not able to hunt the first few weeks of deer season. The woods are also crowded with hunters during rifle season since more hunters rifle hunt than bow hunt. Bow hunting season starts right when deer season starts and gives you the opportunity to beat the crowds to the woods. This is a great time of the season to really enjoy the hunt without having to worry about running into another hunter. Since the big deer seem to be more prevalent during the first few weeks of the season; you may have the chance to see that big buck that you always wanted to see. Using a rife does increase your accuracy and range. With the proper scope, the rifle can have up to five times the range of a bow. However, wind speed  down range can affect the path of the bullet. It can sometimes be hard to discern what the wind is doing three hundred yards away from you. However since the rifle is so powerful, your aim does not have to be perfect to kill the deer. Using a bow means decreased accuracy and range. Bows do not typically come with scopes, but with open sights. This means that you rely on your eyes to line up the cross hairs versus a scope doing it for you. Wind direction and speed has an impact on arrows also. However since the range is limited, you can judge by the wind around you. This means it is easier to adjust for the wind shifting. Since a bow is less powerful the accuracy of the shot has to be near perfect to make a kill. Using a rifle during hunting also requires less skill as a hunter. Since the accuracy is so high at long ranges, stealth is not as crucial. A small understanding of the deer’s natural habits is needed. Since you have distance on your side you don’t have to be concerned so much over whether or not the deer can smell you or not. Rifle hunting is also considered one of the easier types of deer hunting and is used a lot by beginners. Using a bow however requires a lot more skill as a hunter. Since the accuracy and range of the bow is limited, you find you have to be extremely close to the deer to make a shot. Camouflage and stealth are critical elements in achieving this. You also have to have a fair amount of knowledge about the deer itself. Since the deer can smell you at this range you have to understand how to avoid the deer getting your scent. Bow hunting is considered a little harder and is used by seasoned hunters. Rifle hunting and bow hunting both will make your day more enjoyable no matter which one you choose. Rifle hunting will give you the assurance of knowing you can kill your first deer. However bow hunting will give you the thrill of the hunt and make you long to come back the next day to get that one you missed. After all, that’s why they call it hunting.

Wednesday, August 21, 2019

Millennium Development Goals (MDGs)

Millennium Development Goals (MDGs) The Millennium Development Goals (MDG’s) This lesson deals with the Millennium Development Goals (MDGs). MDGs are derived from earlier development targets. The MDG’s originated from the United Nations Millennium Declaration, was the main outcome of the Millennium Summit. The Declaration asserted that every individual has dignity; therefore, the right to freedom, equality, a basic standard of living. MDG’s emphasized the role of developed countries in aiding developing countries, as outlined in Goal Eight, which sets objectives and targets for developed countries to achieve a global partnership for development ________________________________________________________________________________ Objectives After going through this lesson, you should be able to: describe the millennium development goals-(MDGs) Focus on three major areas for improvement. ________________________________________________________________________________________ 7.1Â  Introduction It is not the United Nations that has to achieve millennium development goals; they have to be achieved by every country, by the joint efforts of government and people. The millennium declaration promises people from the dehumanising conditions of extreme poverty, make the right to development a success and reality for everyone. Each goal is easy to understand and implement. The Millennium Development Goals (MDG’s) are the world’s biggest promise – a global agreement through collaborative action. Any happening in one country undoubtedly affects those who live in other countries. We need to have a safe and secure world unless we react all against poverty, injustice and inequality. We can eradicate poverty, since we have the resources, and know how. Let us make best of opportunity. One World One Hope: to achieve our global commitments and vision of the Millennium Development Goals targets by 2015. ________________________________________________________________________________________ 7.3 THE MILLENNIUM DEVELOPMENT GOALS-(MDG’s) The Millennium Development Goals (MDG’s) are the most broadly supported, comprehensive and specific development goals the world has ever agreed upon. These eight time-bound goals provide concrete, numerical benchmarks for tackling extreme poverty in its many dimensions. They include goals and targets on income, poverty, hunger, maternal and child mortality, disease, inadequate shelter, gender inequality, environmental degradation and the Global Partnership for Development. Goal 1: Eradicate extreme poverty and hunger Targets Target 1a: Reduce by half the proportion of people living on less than a dollar a day Target 1b: Achieve full and productive employment and decent work for all, including women and young people Target 1c: Reduce by half the proportion of people who suffer from hunger Goal 2: Achieve universal primary education Targets Target 2a: Ensure that all boys and girls complete a full course of primary schooling Goal 3: Promote gender equality and empower women Target 3a: Eliminate gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015 Goal 4: Reduce child mortality Targets Target 4a: Reduce by two thirds the mortality rate among children under five Goal 5: Improve maternal health Indicators Target 5a: Reduce by three quarters the maternal mortality ratio Target 5b: Achieve, by 2015, universal access to reproductive health Goal 6: Combat HIV/AIDS, malaria and other diseases Targets Target 6a: Halt and begin to reverse the spread of HIV/AIDS Target 6b: Achieve, by 2010, universal access to treatment for HIV/AIDS for all those who need it Goal 7: Ensure environmental sustainability Targets Target 7a: Integrate the principles of sustainable development into country policies and programmes; reverse loss of environmental resources. Target 7b: Reduce biodiversity loss, achieving, by 2010, a significant reduction in the rate of loss. Target 7a and 7b Indicators: Target 7c: Reduce by half the proportion of people without sustainable access to safe drinking water and basic sanitation Goal 8: A global partnership for developments Target 8a: Develop further an open, rule-based, predictable, non-discriminatory trading and financial system Includes a commitment to good governance, development and poverty reduction; both nationally and internationally. Target 8b: Address the special needs of the least developed countries Includes tariff and quota free access for the least developed countries exports; enhanced programme of debt relief for heavily indebted poor countries (HIPC) and cancellation of official bilateral debt; and more generous ODA for countries committed to poverty reduction. Target 8c: Address the special needs of landlocked developing countries and Small Island developing States through the Programme of Action for the Sustainable Development of Small Island Developing States and the outcome of the twenty-second special session of the General Assembly. Target 8d: Deal comprehensively with the debt problems of developing countries through national and international measures in order to make debt sustainable in the long term. _______________________________________________________________________________________ Summing Up: The Millennium Development Goals (MDGs), endorsed by governments at the United Nations in September 2000, aimed to improve human well-being by reducing poverty, hunger, child and maternal mortality, ensuring education for all, controlling and managing diseases, tackling gender disparity, ensuring sustainable development and pursuing global partnerships. This would help to bring underdeveloped and developing nations on the next level of progress.

Tuesday, August 20, 2019

Technology Used In Mobile Wallet Computer Science Essay

Technology Used In Mobile Wallet Computer Science Essay Mobile wallet system is an innovative and revolutionary breakthrough mobile commerce solution that offers the conveniences of cash-less shopping, as well as making remote payments via any mobile phone, where financial and merchandising transactions are done at the touch of the fingertips. Technology used in mobile wallet is known as Near Field Communication (NFC). Near Field Communication is a short range high frequency which enables the exchange of data between devices over about a 10 centimeter distance. Keywords: Mobile wallet, Near Field Communication, mobile commerce, intelliwal, DORIS i.e. Digital online registration and identification system. , RFID i.e. Radio Frequency Identification I. Introduction Mobile wallet also known as wallet phone is a mobile enabled application that will replace a device from your pocket i.e. your wallet. The emerging wireless and mobile networks have extended electronic commerce to another research and application subject i.e. mobile commerce. This creates new opportunities for customers to conduct business from any location at any point of time. One of the significant application of mobile applications is transforming the mobile phone into a mobile wallet with digital cash that supports both as real cash and security [1]. It is a type of mobile payment technology in which instead of paying with cash, checks or credit cards, a consumer can use a mobile phone to pay for wide range of services and digital or goods such as: Music, videos, ringtones, online game purchase, wallpapers and other goods. Transportation fare of bus, train etc Books, magazines, tickets and other goods There are four primary models for mobile payments: Direct Mobile Billing SMS based transactional payments Mobile web payments (WAP) NFC (Near Field Communication) So in the payment models, mobile wallet uses NFC technology II. System Requirement A. Hardware requirement: Mobile Phone that should be NFC enabled. Touch point i.e. NFC enabled machine Doris SD card token for security purpose. B. Software requirement: Intelliwal DORIS Operating system Programming language Intelliwal is a smart running mobile phone application which incorporates and extends all the functionality provided by a conventional physical wallet [8]. History of all the transaction is maintained in this application. Digital online registration and identification system, for short DORIS is mainly for security purpose [8]. Operating system for mobiles should be symbian. Programming language used is C++. III. Technology Used Near Field Communication (NFC) Near Field Communication, for short NFC is a technology for short range communication. It uses magnetic field induction to enable communication between electronic devices based on Radio Frequency Identification (RFID). We have to just bring two NFC enabled devices in close contact for communication .Some examples of what a user can do with an NFC mobile phone in an NFC-enabled environment: Download music or video from a smart poster. Exchange business cards with another NFC enabled phone. Print an image on a printer using your phone. Use a point-of-sale terminal to pay for a purchase, the same way as with a standard contactless credit card. Can pay train or bus fare using your phone. Communication Modes of NFC Active mode Passive mode In active mode devices can communicate with each other. Each device has to generate its own RF field, if it wants to send data. The RF field is alternately generated by one of the two devices. In passive mode a device has to use inductive coupling to transmit data. For battery powered devices, like mobile phone it is better to use in passive mode. In this mode communication takes place between active device and passive device. OPERATING MODES OF NFC NFC devices work in three different operating modes [8]: PEER-TO-PEER MODE READER/WRITER MODE TAG EMULATION MODE IV. System Description While using mobile wallet we should have a mobile phone with NFC enabled in it and one touch point NFC enabled machine. If we want to buy anything just bring our mobile in contact of touch point and we can simply do the transaction using our mobile phone by entering the product code in an application called intelliwal which is present in NFC enabled handset. Intelliwal is a smart running mobile phone application which incorporates and extends all the functionality provided by a conventional physical wallet. History of all the transaction is maintained in this application. Digital online registration and identification system, for short DORIS is mainly for security purpose. DORIS works as tri interface chip is attached to NFC enabled mobile phone which provides authentication. V. Applications Mobile wallet application can be used by anyone having NFC enables handset. Currently nokia is giving this facility in some of its handset. It is more secure than keeping a wallet [9]. Using NFC technology we can exchange data between two devices, pay bus or train fare, print image on printer and lots of other applications. VI. Advantages Mobile wallet provides freedom from keeping your wallet, credit card, debit card etc with you. Using your mobile phone you can shop anywhere you want. NFC has many advantages such as mobile ticketing in public transport, exchange of data etc. VII. Future Application Mobile wallet can be used as : Electronic ticketing à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ airline tickets, concert/event tickets, and others. Electronic money. Travel cards. Identity documents. Mobile commerce. Electronic keys à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ car keys, house/office keys, hotel room keys, etc [3]. Currently it is in use in some countries such as US. Forging a tie-up with ICICI Bank and Bharti Airtel it is expected that nearly half of present Indian population will use this by 2010 [4]. VIII. Conclusion Mobile wallet provides freedom from keeping your wallet, credit card, debit card etc with you. Using your mobile phone you can shop anywhere. Near Field Communication is an efficient technology for communications with short ranges. It offers an intuitive and simple way to transfer data between electronic devices. A significant advantage of this technique is the compatibility with existing RFID infrastructures.

Monday, August 19, 2019

Affirmative Action :: essays research papers

The first website, http://www.infoplease.com/spot/affirmative1.html, discussed the history and timeline of affirmative action. The first discussion of affirmative action was in Executive Order 10925 on March 6, 1961. President Johnson introduced this policy as a method of redressing discrimination that continued even with the civil rights laws and constitutional guarantees. Affirmative action was enforced for the first time on September 24, 1965. The focus of this policy was to make sure active measures were being taken to give blacks and other minorities the same opportunities for promotions, raises, scholarships, school admissions and financial aid that whites enjoyed. Initially, this policy was to be temporary until the playing field was level for all Americans.   Ã‚  Ã‚  Ã‚  Ã‚  In the late 70s, flaws of the policy were becoming evident in the course of its good intentions. Reverse discrimination was becoming an issue, such as the Bakke case. A medical school rejected Allan Bakke, a white male, two years in a row. The school had accepted less qualified minority applicants instead. They had a separate admissions policy for minorities, reserving 16 out of 100 places. The Supreme Court banned inflexible quota systems in connection with affirmative action programs.   Ã‚  Ã‚  Ã‚  Ã‚  A backlash by angry white men began to mount against affirmative action. To conservatives, the system opened doors for jobs, promotions or education for minorities while shutting it for whites. Needless to say, the debate over affirmative action has grown more cloudy and difficult, as society has come to realize its complexity.   Ã‚  Ã‚  Ã‚  Ã‚  The second website, http://www.washingtonpost.com/wp-srv/politics/special/affirm/affirm.htm, discussed what affirmative action is. It was put into law three decades ago to give minorities and women special consideration in employment and education. Generally, goals and timetables are set within the institution for increased diversity. With today’s form of affirmative action, an admissions officer faced with two equally qualified applications can choose the minority over the white or a manager can hire a women instead of a man. These decisions are not to be made based on quotas, give preferential treatment to unqualified candidates, nor harm anyone due to reverse discrimination.

Sunday, August 18, 2019

Hackers :: essays research papers fc

Hacking: "Slang word for a computer enthusiast. One who breaks into the computer system of a company or government." 1 Most hackers break into computers not to wreak havoc, but simply to explore and share information with one another. A small minority, however, do wish to create mischief. These individuals are the ones who have the public fearing hackers. They are genuinely responsible for the Media calling hackers criminals. These individuals and gangs purposely break into computers for personal financial gain, or to turn your six thousand dollar state of the art computer into a six thousand dollar paperweight. A hacker via RoadRunner can easily glide into an unprotected PC.2 There; they can potentially get credit card numbers and other valuable goodies. â€Å"Instead of thinking 'criminal' or 'vandal' when hearing the word hacker, we want the public to think of 'knowledge seekers' and 'curious wanderers'.† 3 â€Å"Destruction and unethical ignorance has plagued the underground too long, let's bring back the old school ways of creation and system penetrating for the knowledge that it is holding, not for the destruction of that knowledge nor the possessors of it.† 3 -www.hackers.com A stereotype that is casually applied to a hacker, is that they are geeks, doofs and nerds. They have few or no friends and spend the majority of their time in front of their computers. In actuality a hacker could be a CEO of a multinational, or the person sitting next to you on the subway. Obviously there are some things all hackers have in common. All are able to do advanced calculations in math, are well versed in computer languages, and have a good grasp of their Native language. They must have a state of the art computer that they know inside and out. They also have access to, or knowledge of secret codes and computer languages. Hackers have many tools in their â€Å"toolbox† for breaking into computers. An example of this is a Password Sniffer. This is a program, which is secretly hidden on a network. The sniffer is programmed to record, in a secret file, logos and passwords. In the span of a week, these tiny, planted programs can record hundreds of user names and code words and their associated passwords. This information is then sent back to the hacker. Last year an advisory from Carnegie Mellon University's Computer Emergency Response Team warned that, because of a rash of sniffing attacks, tens of thousands of passwords had been stolen and were presumed to be compromised.

Saturday, August 17, 2019

Educational Preparation in Nursing Essay

With a consistent change in modernizing medicine, along with the continuing advancement in technology, continuing education in nursing is essential for a variety of reasons. The nurse’s main concern is providing safe, efficient, and effective patient care with positive patient outcomes. This paper will examine the differences in competencies between nurses prepared at an associate-degree level versus a baccalaureate-degree level, in order to provide an evidenced-based understanding of the variation in the educational preparation of nurses. An associate-degree nursing program usually takes place over the course of a two year period, providing the nurse with the confidence in skills and knowledge to be placed in an entry-level position upon graduation. These types of programs focus on preparing nurses for care settings including community hospitals and long-term care facilities—and were traditionally designed to compensate for the nursing shortage. A bachelor-degree nursing program typically takes place over a period of four academic years; and is intended to prepare its graduates to practice nursing in leadership and management positions in a number of care settings (Creasia & Friberg, 2011, pp 25-27). A bachelor-degree program in nursing provides a further understand of not only the scientific and clinical nursing education, but also a more in-depth overview of specialized skills including: critical thinking, decision-making, communication, leadership, case management, and health promotion (The Impact of Educati on on Nursing Practice, 2012, para. 1). The American Association of Colleges of Nursing describes evidenced-based recommendations that explain that in order to â€Å"respond to the demands of an evolving health care system and meet the changing needs of patients, nurses must achieve higher levels of education (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 5).† The professional nurse holding a baccalaureate-level degree is prepared for a broader role in patient care with a higher understanding of holistic treatment, community health, clinical research, and nursing leadership and management. The added course work provided in a baccalaureate program is designed to prepare the nurse for a broader scope of practice and a better understand of issues that affect patients and their health care, including: cultural, economic, political, and social issues. â€Å"Nurses with Bachelor of Science in Nursing (BSN) degrees are well-prepared to meet the demands placed on today’s nurse (The Impa ct of Education on Nursing Practice, 2012, para 1).† Patient outcome are the principal for continuing education. The level of educational preparation required by a baccalaureate-degree nurse allows for more equip decision-making in approach to patient care situations. According to the American Association of Colleges of Nursing, In the October 2012 edition of Medical Care researchers from the University of Pennsylvania found that surgical patients in Magnet hospitals had 14% lower odds of inpatient death within 30 days and 12% lower odds of failure-to-rescue compared with patients cared for in non-Magnet hospitals. The study authors conclude that these better outcomes were attributed in large part to investments in highly qualified and educated nurses, including a higher proportion of baccalaureate prepared nurses. (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 9) With â€Å"Magnet† indicating a higher portion of baccalaureate nursing staff, it is determined that the nurse prepared at a bachelore-degree level is better prepared to approach a patient care situation with the capability of taking immediate action to provide better patient outcomes, than that of a nurse prepared at the associate-degree level. This goes to show that higher education has a strong impact on nursing practice. According to the American Association of Colleges of Nursing, a better educated nursing workforce will improve patient safety and enhance nursing care, decreasing mortality rate—as there is a significant correlation between nurses educated at a bachelor-degree level and lower patient death rates (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012). Through this research it is apparent that there is a significant connection between patient health care outcomes and the educational preparation of nurses. It is now established that the nurse prepared at a baccalaureate level is more readily capable of caring for critically ill patients; working in situations requiring critical thinking, leadership, and decision-making; and also taking roles in clinical aspects relevant to non-hospital settings. â€Å"Researchers have identified improved patient safety and lower rates of patient morbidity and mortality; lower levels of medication errors and procedural violations; and fewer disciplinary actions for BSNs (Altmann, 2012, para 4).† The need to continue education in nursing is on-going in order to continue to keep up with the changes in technology, advances in medicine, and to provide the best patient care. The Grand Canyon University Philosophy for nursing education explains: Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. (Philosophy, n.d., para. 8) It is essential to maintain competency in nursing practice through the pursuit of continuing education. The difference between educational levels involves clinical competencies in a variety of settings, decision-making skills, leadership roles, job opportunities, and most importantly overall patient outcomes. In order to provide the best care for patients, a higher education, and continuing increase in knowledge is essential. References Altmann, T. K. (2012). Nurses’ attitudes toward continuing formal education: A comparison by level of education and geography. Nursing Education Perspectives, 33(2), 80-4. Retrieved from http://search.proquest.com/docview/1009642651?accountid=7374 Creasia, J. L., & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice [5] (VitalSource Bookshelf), Retrieved from http://pageburstls.elsevier.com/books/978-0-323-06869-7/id/B9780323068697100029_p0150 Fact sheet: Creating a more highly qualified nursing workforce. (2012, October 24). Retrieved November 8, 2012, from American Association of Colleges of Nursing:

Friday, August 16, 2019

Trouble in Paradise: Stakeholder Conflict in the Paseo Caribe Project

Trouble in Paradise The government of the Commonwealth of Puerto Rico, a territory of the United States, acquired from the U. S federal government a piece of land at the entrance of the San Juan Islet. This land was located in the Golden Triangle of San Juan, the island s capital, the Condado, and the Old San Juan. The government of Puerto Rico developed a Special Land Use Plan and regulation for the entrance of the San Juan Islet in 1993. The Plan also known as Regulation 23, coincided with Commonwealth of Puerto Rico s economic development plans and could not be altered unless an amendment was made. In 1999, the government sold the land to Hilton International in order to develop the land.. Further the opposition to the project also came from the local residents in the area. Who opposed the change of the zoning from residential to tourist area and further to the proximity to the project; they were also opposed to the increase in residential and the visitor density. Later it was found that there were many irregularities in the approval process that was undertaken to approve the projects as there were many laws that were not taken care of. Further there were also certain studies conducted by various government organizations whose results were not consulted before the passing of the project. Later a investigation was proposed for the whole approval process of the paseocribe. The issue turned in to a conflict and many violent protests were planned. There were series of protest organized by various organizations and people. Later the government intervened and stopped the project from going ahead. This also lead to protest from the industries sector as the industrialist in the real state sector said that issues like this would deter the foreign investors to invest in the country in the real estate sector. Later the company took the government to the court against its decision to hold up the development of the property. The company won the battle and was allowed to complete the project. Further the project was successful despite various protests from general public and various organizations. The case tells us about the irregularities in the approval process and its effect to whole projects as well as the common people of Puerto Rico. In 2000, Hilton International sold the land to a private developer named Arturo Madero, a developer with a long time experience in the real estate development sector in Puerto Rico. This project was called the Paseo Caribe and was organized as a public private partnership (PPP). The project developers had to contend with large demonstrations, civil disobedience, government intervention, legal proceedings and costly delays as a result of allegations that there had been multiple irregularities in the permitgranting processes and that the project had been built on public domain lands. The fact that Paseo Caribe was located in San Juan's prime tourist and convention area, as well as in a historically and culturally important zone, added significance and visibility to the debates. The key issue was whether the lands used to develop the Paseo Caribe project were in the public domain, and that the stakeholders on both the sides had a conflict during the development of the Project. The other issues are as follows: The Planning Board s approval of the Paseo Caribe Land Use Consultation had the net effect of redefining the parameters for land use, rezoning all the surrounding land and thus overriding Regulation 23. This resulted in violating the law and internal regulations of the agency itself. The Planning Board had authorized the Paseo Caribe Land Use Consultation while a number of required studies and permits were still pending such as the ICP, Transportation and Public Works Agency, the local Municipality, DRNA, etc. ICP approved the project despite concerns that there would be a threat to the preservation of the San Jeronimo Fort and to surrounding beach areas with the development of Paseo Caribe. The residents association of San Luis Condominium were strongly opposed to the change in zoning and to the proximity of the project to their building. There were apprehensions about the accuracy of the original appraisal by the First Bank as the bank had modified the mortgage several times. Several NGO s protested because of the illegal rezoning of the maritime-land that the project had caused. Despite, the San Juan County Development Commission suggesting a number of recommendations, the regulatory agencies ignored those suggestions. The future of the investment sector was in deep trouble as there were less private investments, and thus increasing unemployment. The initial investigation by the Planning commission should be more transparent and discrete and take into account all the permits from the various departments before giving the green signal for any project. The rezoning of the land should be accounted for as it is dangerous to construct any infrastructure on the coastline. The local people s concern should be taken into account as they would be the one s paying the consequence for any controversies in the project. Measures should be adopted to gain back confidence in the Justice System as well as any government agency granting any kind of permits.

Development from Conception to 16 Years

Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’. Development from Conception to 16 Years Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12.At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, P age 8.Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15.At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28.In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’.Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illus trated Guide, Page 36.With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’.Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight backâ €™ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44.With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45.With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve mon ths, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50.Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51.With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into muc h more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52.At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58.With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp â₠¬Ëœcan hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59.Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60.At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66.With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67.With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68.At two and a half years children with their gross motor developm ent can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67.Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor developmen t they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76.With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77.Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Chi ld Development An Illustrated Guide, Page 79.At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86.With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’.Also may state their full name and address ‘can sta te their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94.In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Dev elopment An Illustrated Guide, Page 96.At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102.With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily develo ping literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105.At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110.With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represe nt sky’, Child Development An Illustrated Guide, Page 111.They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process.He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what i t is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development.The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism.The third principle is ‘Development begins with uncontr olled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation.A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick Ã¢â‚¬Ë œyes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance.The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening.The observer sits away from the child and does not g et involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise.It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well.We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk.Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development.In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting n ot take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk.The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they're up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observati ons on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’.My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC prac tises these skills every day.When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place.With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones.This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas.She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Bec ause there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’.Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible.The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information.We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development.Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pas s onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just for the aim of being fed and protected but for the feelings of safety the attachment brings.Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for.Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists.Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward.Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became wid ely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement.His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’.