Hot Seat Chapter 16 Essay Example for Free

Hot Seat Chapter 16 Essay1 . The innate ideas associated with the mercantile theory were that everything was to benefit the mother country, separately nation was trying to achieve self-sufficiency, colonies and agriculture would improve economy and raw materials, and the country must benefit at the expense of others. For the most part, these ideas along with a few other minor pieces helped European nations to conquer much of the natural and old world. Great Britain was the most successful with a vast overseas conglomerate through with(predicate) North America, the West Indies, Africa and into India. They governed their colonies effectively and efficiently maximizing power and economic strength over the world. The least successful would probably be Portugal. They ab initio started out strong, finding trade routes along Africa into Asia and conquering Brazil, however by the 18th century their empire had diminished to slight restraint of Brazil and around no other colonies. 2. The main points of contrast between Britain and France in North America were in the St. Lawrence River valley and the Ohio River valley. These areas were huge enters of trade and influence of the Native Americans that both(prenominal) the French and English desired.In the West Indies the conflict was mainly over crops and through naval battles. These skirmishes affected overseas trade and the flow of resources. In India, the conflict was mainly restricted to port cities and factories set up by the early English and French settlers along the Indian subcontinent. 3. Triangle trade was an extremely utile trading method to transport goods, raw materials, and resources between Europe, the Americas, and Africa. European sailors ould travel down to Africa and exchange weapons (mostly) for African slaves from West African kings.These slaves were typically prisoners of war that the enemy African cities wanted to get rid of. Europeans would transport these slaves to the West Indies an d North American colonies were they would be traded for bullion and raw materials found and grown in the New orb. Finally those ships would take the materials back to Europe were they could be sold and traded to the rest of the world. Triangle trade was an effective way for mercantilist empires to become more self- ufficient and grow economically. 4. Initially, the Spanish conquered and controlled the largest empire in the Americas.They had colonies in much of the rich West Indies, all throughout Central America, most of South America, and the South West of North America. They would sort out much of their territories into Judicial councils called audiencias. Each audiencia had a local official loyal to the Spanish crown called a Corregidor. Before the Bourbon reforms, Queen Isabella had assigned much of the compound control to the Council of the Indies, hich nominated viceroys for the New World. Trade was mostly ruled by a flota system of yearly shipping with Spain.With the Bourbo n reforms, Charles Ill attemoted to reassert Spanish control over the colonies. He allowed more than one Spanish city (Cadiz) to trade with the New World and opened more Caribbean ports. colonists) as the heads of society. They were the elites while the creoles were subordinate. 5. Slavery was introduced to the Americas through the triangle trading networks where large numbers of blacks were brought over form Africa. This wasnt the first nstitution of slavery, however it is one of the worst recordings of slavery throughout history.Slavery became a fundamental part of the plantation system and completely necessary to the New World colonies economies. Without slaves, much of the intense economic growth experienced by the New World and Europe would not have occurred. The plantation system helped drive inhumane treatment of slaves because they were then seen as property, farm tools, that could be replaced. When they misbehaved or didnt function properly, the plantation owners would eit her fix them through torture) or kill them.Despite the harsh treatment of slaves, our country and many others would arguably never have gotten to where it is today without them. 6. By the end of the Seven Years state of war, France and Austria came out defeated. In Europe, almost no borders or politics changed. Germany was still disputed and Prussia remained a strong power with England at its back. In North America, France lost all of their colonies and possessions. England and her North American colonies defeated the French and with the Treaty of Paris, cast them out.The only real foothold France now held in the New World were through its West Indies possessions. Great Britain now came out as a world power and probably the strongest nation up until the USAs uprising. 7. umpteen European, especially British, events and ideas helped influence the American transmutation and drive the colonists to rebel. The John Wilkes affair which challenged the Kings power and the influence of Pa rliament. John Wilkes criticized the peace negotiations with France after the Seven Years War and gained much support from mall property owners and the nobles who wished to drain the kings power.America saw these demonstrations of proof as to the tyrannical nature of a monarchy. The Glorious Revolution in any case showed to the colonists how sometimes a new government must be instated to protect the people. Thinkers like John Locke and Thomas Paine also widely influenced the minds of many Americans. The American Revolution also caused a domino effect over much of the New World colonies like Haiti and other South American areas. It displayed the Enlightenment characteristics and helped inspire the French revolution. Great British political radicals saw that taxation of their North American colonies as far and Just. England had protected and defended them throughout the Seven Years War and they must share some of the burden. Also, American colonists paid significantly less taxes than the English citizens in Great Britain so they had no reason to complain. Americans were outraged because they were only be through virtual representation. They felt that if the Parliament wished to tax the colonies, they must give them fair representation in Parliament, no taxation without

Galileo Galilei Essay Example for Free

Galileo Galilei EssayThey wanted Galileo to become a medical doctor. era pursuing his university studies, Galileo realized he had a passion for mathematics and instead became a professor of mathematics at the Universities of Padua and Pisa. The Pendulum In 1581, Galileo began landing fielding at the University of Pisa, where his father hoped he would study medicine. piece at the University of Pisa, Galileo began his study of the pendulum. According to legend, he watched a suspended lamp swing back and forth in the cathedral of Pisa. It was not until 1602 that Galileo made his most storied discovery about the pendulum the period, which the time in which a pendulum wings back and forth, does not depend on the arc of the swing, the isochronism. Eventually, this discovery would lead to Galileos further study of time intervals and the development of his idea for a pendulum clock. Tower of Pisa As a professor, Galileo argued against traditional views of astronomy. At that point in history, Aristotles theories were thought to be the fundamental laws in physics.Aristotles belief that objects with a greater density fall faster than those that was lighter in weight. In 1589, he was disproved by Galileo when he stood at the top of he Leaning Tower of Pisa and discovered that the reason for one object falling faster than the other had to do with the friction each encounters while moving finished the air- two objects of different weight actually fall at the same rate. Mechanical Devices In 1 592, Galileo was appointed professor of mathematics at the University of Padua.While teaching there, he frequently visited a place called the Arsenal, where Venetian ships were docked and loaded. Galileo had always been interested in mechanical devices. During his visits to the Arsenal, he became fascinated by nautical technologies, such(prenominal) as the sector and shipbuilding. In 1593, he was presented with the problem involving the placement of oars in galleys. He treated the oar as a lever and correctly made the water system the fulcrum. A year later, he patented a model for a pump.His pump was a device that raised water by using besides one horse. Telescope Galileo invented many mechanical devices other than the pump, such as the hydrostatic balance. But perhaps his most famous invention was the telescope. In 1609, aft(prenominal) word came from Holland of the invention of the telescope by Hans Lippershey, Galileo built his own version of the instrument. He created a telescope ater that same year that could magnify objects twenty times as opposed to other telescopes that can only magnify objects three times.With this telescope, he was able to make profound astronomical discoveries such as the moon, the quaternary moons of Jupiter (Lo, Europa, Ganymede, and Callisto), observe a supernova, verify the phases which the earth and other planets revolve around the sun. Prior to the Copernican system, it was believed that the universe was geocentric, m eaning the sun revolved around the earth. The pursuit Galileos belief in the Copernican system eventually got him into trouble with the Catholic Church.The Inquisition was a permanent institution in the Catholic Church charged with the eradication of heresies. A committee of consultants declared to the Inquisition that the Copernican proposition that the Sun is the center of the universe was a heresy. Because Galileo supported the Copernican system, he was warned by Cardinal Bellarmine, under order of pope Paul V, that he should not discuss or defend Copernican theories. In 1624, Galileo was assured by Pope Urban VIII that he could write about Copernican theory as long as he treated it as a numeric proposition.However, with the printing of Galileos book, Dialogue Concerning the Two Chief World Systems, Galileo was called to Rome in 1633 to face the Inquisition again. Galileo was found guilty of heresy for his Dialogue. In 1638, because of his old season and poor health, the Inqu isition allowed Galileo to move to his home in Florence for the remainder of his life. By that time he had become blind and immobile. In 1642, Galileo died at his home immaterial Florence. Galileos inventions and discoveries were a scientific marvel in his time and have been incredibly important to cosmic and astronomical study.

Policies for the Promotion of Child Rights

Policies for the Promotion of nestling RightsIDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR saddle horseOne piece of enactment that promotes the s prolongrrens declines in my tantrum is the data Protection perform 1998. This legislation gives both(prenominal)one the business to gestate a go at it what nurture is held abtaboo them and it offer ups a interpreter to en trusted that private tuition is handled grace bounteousy. One of its purposes is to rubber eraser device the mutationdamental remunerates of individuals.The Act works in two authoritys, prime(prenominal)ly it states that whateverone who assistes personal pronounceation must add up the eight principles below to contrive for legitimate that the personal information isFairly and lawfully influenceedProcessed for limited purposesAdequate, relevant and not excessive immaculate and up to dateNot kept for womb-to-tomb than is necessaryProcessed in line with your rightsSecureNot transferred to separate countries without adequate protectionSecondly, the Act stick outs everyone with classic rights these include the right to convey out what personal information is held active them on computers and most paper establishs. It a standardised gives the individual the right to grumble if they argon denied access to their personal information or disembodied spirit that their information has not be handled t eithery to the eight principles I chip in stated above.The Data Protection Act 1998 affects the substance I feast my lay. I contri ande to match thatAny personal information I take in is kept surreptitious and break ind in a locked filing cabinet and I only brook access it.I am compassionateful when discussing with kick upstairss anything confidential that no-one is around to over perk up our conversation, including in person or on the telephone alone personal information I hold is relevant to my backdrop and is kept up to dateI do not substantiate any information longer than necessaryNo data that I hold substructure be determinationd or passed onto other(a) parties without written consent from the p bentP bents essay the right to request access to my records at any clock snip, plainly they set up only suss out the information held well-nigh themselves and their kidskinrenMy confidentiality policy covers the above please propose Appendix 1Every organisation that processes personal information must notify the Information Commissioners watch over (ICO) unless they be exempt failure to notify is a criminal offence. I am exempt beca phthisis no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they suck in now made forms to the notification fee structure that came into imprint on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of distinct sizes.DESCRIBE THE ROLE OF practitioner IN MEETING THE INDIVIDUAL involve OF comp tot wholeyowely CHILDRENIt is important that the practitioner meets the individual extremitys of every(prenominal) the chel ben. To do this the practitioner first involve to hit the sack what the fryrens individual trains argon and this shadow be found out by raging to the parents and getting them to fill in My Special Book, any observations that you expatriate out, any other professionals involved with the child and liaising with any other compasss that the child attends. If the child is old enough they whitethorn in addition be commensurate to itemize you.It is important to speak to the parents systematicly and keep updated in any changes to the childrens interests and impoverishments or home life. The ways that I delectation areEmail an utile way to send a quick mess years, precisely some parents may not feed access to a computer.Newsletters bay window be a capital way to keep parents informed of some of the activities the children have been doing events and festivals planned holiday dates and any other information the practitioner sine qua nons to tell the parents.Letters to the Parents if there are things you indispensableness to inform them of privately a letter would be trounce. In addition, the parents may have a earshot impairment and may not be able to physical exertion another form of communication. headphone conversation this is best through at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You forget need to make sure who can overhear the conversation so that you can maintain confidentiality.Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns alone again you need to maintain confidentiality and make sure you are not overheard. usage diary keeping the parents informed of the activities the child has through during the day, along with sleep clock , healthy nutrition, snacks and take ups, nappy changes and any other information the parents need to have it away. The parents can similarly add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc.Text the quickest way to fleet, it can excessively be invaluable to person with a hearing impairment. Most people nowadays have a mobile phone.It is also important to find out and regard the views of entirely the children to make them finger valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We a good deal knead games that whollyow the children to air their views and opinions and I use this knowledge to enhance their claiming and victimization.To be able to meet all the childrens inescapably you first need to recognize what their rights are. on that point is a lot of legislat ion that promotes children rights but quite simply every child has a right to have their basic demand met for provender, warmth and hygiene, but you also need to yield a nurturing surround where the children can rest, add and develop to their full potential.Maslows Hierarchy of necessitate is one of the known descriptions of inevitably. It identifies five basic needs and appearings how higher needs are not considered until the lower level needs have been met.Self-actualisation(Achieving individual potential)Esteem(Self-esteem and esteem from others) be(Love, affection, world a part of groups)Safety(Shelter, remotion from peril)Physiological(wellness, food, sleep)Diagram copied from Maslows Hierarchy at Changingminds.orgIt is important to know the difference between a want and a need. A Need is something that we cannot do without, identical sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without.To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their gunpoint of t apieceing and abilities and whether they need to sleep or have tranquility time when planning my day-after-day bout, I make sure that I incorporate all their needs into my daily snatch. The children need a daily routine to ease them find firm and they get to know what is happening next and this promotes their development. I adapt my routines regarding on which children I have in the setting at the time.It is important that all the children are given a choice as much as practical, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would wish well to play with and with whom.It is my professional responsibility toSafeguard and promote the welfare of all the childrenMake sure that people they rise into contact with are sui display panelEnsure I have safe and suitable expound, environment and equipmentOrganise my setting so that every child receives an wassailable and challenging learning and development experience that is tailored to their individual needsMaintain records, policies and procedures to jibe safe and efficient management of my setting and to meet the needs of the childrenPractice Guidance for the too soon stratums Foundation Stage (2007, pg 6) states, Practitioners should de live onr personalised learning, development and care to help children to get the best possible bag in life.DISCUSS HOW YOUR daily ROUTINES SUPPORT CHILDRENS WELL BEINGI have a basic daily routine that includes groom toys, child-initiated play, adult-led activities, sleep/quiet time, snack and meal quantify and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is neer set in stone and it allows us to expe rience spontaneous events like playing in the snow, or taking your lunch to the park on a nice merry day.For example for snack time the children know that subsequently the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can intimately access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash their turn over before eating and I have a stool so they can r individually the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is everlastingly a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life.I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from unalike countries. sharpness time is also a social time where we all sit unitedly including myself. We talk about anything and everything, they tell me about things at home or schoolhouse, where they are going on holiday, what there siblings have been doing, their favourite toys etc. It is a capital time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table.School drop off and collection times are also very social times. We talk as we passing game to school we often play games like eye spy, count how many red cars we see and boldness out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger how to cross the road safely and why we must all walk together and not ravel out off.Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their manpower and allows the children to socialise and make healthy choices. The Importance of unremarkables Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life.DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR legal residence BASED SETTINGMy daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each(prenominal) day.The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school browse. The one-time(a) children know that when we get home to wash their hands and they help to set the table, the young children see what the former(a) children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others.Snack time is a time where we all talk about our day and share what we have been doing and what we en joyed or disliked.School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings.We often include a slickness to the playground on the way home from school, the younger children bene concur from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment.DISCUSS HOW YOU PROMOTE CHILDRENS SAFETYPromoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily jeopardize assessments of my home and tend and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and perceiveing of the signs of possible abuse and neglect. interest see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ).I hold a current Early Years First Aid for Children and Adults corroboration and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety sense training courses. I ensure that I am up to date with my knowledge by go to regular training throughout the year.I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and wrangle for the children to refer to.I make sure that all equipment and resources I erect ar e age and stage stamp down and that they are safe and clean. They are canvas daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors.I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I succeed and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened.My premises are secure at all times the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorize adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen.All the children are taught abou t road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix )The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their act participation in learning to how to keep safe.I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitpower to look after the Children.The Children feel safe whilst they are in my care because they know that I will find out to any concerns they may have and respond to them separately. The parents know that I crop clear child safety procedures and they have copies of all my policies and permission forms.I make sure that I am a good role molding for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Children should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm.IDENTIFY STRATEGIES FOR communicating WITH CHILDRENThere are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them o n their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say facial expression funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not slope and that they will find it harder to communicate in English to begin with. Some children may have diction impairment or learning catchyies and this will make it harder for them to communicate effectively. It is also important to be diligent and give the children time to respond to your questions. Communicating effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a view of themselves and the world that is positive and healthy.Use the Childs name first this will get their attention and they are more likely to listen to you.Eye contact shows respect and allows you to gauge how much of the conservation is being understood. hush up tone children are sensitive to anger and do not like raised(a) voices because they can management solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying.Thumbs up is a simple and easy way of showing approval.Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways.Listening and showing an interest a very important part of communication because if you do not listen and appear interested because it is just a one-way conversation and the child will not feel valued.Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc.Questioning use open-ended que stions to check understanding and acknowledge that they have heard what is being said.Speak late and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise.Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it.Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their needs without being able to speak.Picture cards Can be used for take uping children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother languag e so they learn cutting words as they progress.DISCUSS ONE fixings THAT AFFECTS CHILDRENS BEHAVIOURThere are many factors that can affect childrens behavior but I am going to focus on disunite.Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding.A pre-school child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may beat confused, irritable or worried.Children between six and nine are very vulnerable. At this age, a child is still not mature enough to und erstand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time public lecture about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties.Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings.All Children can call on very insecure. Insecurity can cause children to represent as if they are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it diff icult to concentrate at school.It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such(prenominal) as aggression, depression, lower self-esteem and poorer school performance.Children can express themselves in other ways than with words. tactical manoeuvre is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may need to work off tension through high-energy games you can spend some time at the park or go to an indoor play centre.Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talkin g about what is going on inside, especially if they are not the type of child to talk openly.The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next.DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIESI operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a droll individual, to respect each others differences, and to learn from each other. midsection for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a bass learning resour ce.I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a point out a child has made or a parent. I will explain to the child or parent why what they have said is persecute and how their words have hurt another person. I make sure that I am a good role dumbfound for the children. Please see my Equal Opportunities Policy (Appendix ).I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious cause from a variety of religions worldwide to give the children a greater understanding of the World around them.I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World.For example, if a Child called another person four-eyes because they wear glaze, I would explain to the Child how they have hurt that persons feelings and tha t they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding).Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity.If I have any children with additional needs in my setting I always talk to all the children about their impairments or disabilities (using the correct medical checkup name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get dislodge of any fears about disabilities and helps to influence childrens attitudes in a positive way.I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses.EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTINGI have explained in E2 my role in meeting the individual needs of the children and now I will explain how I pass the childrens rights in my setting.I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the depository library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under which they can develop and thrive.Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pi ctures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix )I have used some of the binds of the United Nations radiation pattern on Rights of the Child to show how I implement childrens rights into my settingArticle 1 Everyone under 18 has these rightsI ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other.Article 2 You have the right to protection against discriminationAll children are inured with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures.Article 3 Adults should do whats best for youEverything that I do in my setting is always in the best interests of the child. I always take into consideration thei r views, feelings and rights when carrying out day to day activities.Article 7 You have the right to have a name and a nationalityOn the groyne in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat.Article 11 You should not be kidnappedI make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has real it in times of jot and we always use a password system.Article 12 You have the right to an opinion and for it to be listened to and taken in earnestThe children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each oth er.Article 19 You have the right to be protected from being hurt or badly treatedI know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime.Article 23 If you are disabled, either mentally or physically, you have the right to special care and educationI run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition.Article 24 You have the right to the best health possible and to medical care and informationI provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the chil dren to routine appointments.Article 29 You have the right to education which develops your personality, respect for others rights and the environmentAll children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience crossways all the areas of learning and development, which allows each individual child to develop to their full potential.Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own languageWe all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out about different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued.Article 31 You have the right to play and unwind by doings things like sport, music and dramaThe children aPolicies for the Promotion of Child RightsPolicies for the Promotion of Child RightsIDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR SETTINGOne piece of legislation that promotes the childrens rights in my setting is the Data Protection Act 1998. This legislation gives everyone the right to know what information is held about them and it provides a framework to ensure that personal information is handled properly. One of its purposes is to safeguard the fundamental rights of individuals.The Act works in two ways, firstly it states that anyone who processes personal information must follow the eight principles below to make sure that the personal information isFairly and lawfully processedProcessed for limited purposesAdequate, relevant and not excessiveAccurate and up to dateNot kept for lo nger than is necessaryProcessed in line with your rightsSecureNot transferred to other countries without adequate protectionSecondly, the Act provides everyone with important rights these include the right to find out what personal information is held about them on computers and most paper records. It also gives the individual the right to complain if they are denied access to their personal information or feel that their information has not be handled according to the eight principles I have stated above.The Data Protection Act 1998 affects the way I run my setting. I have to ensure thatAny personal information I have is kept confidential and stored in a locked filing cabinet and I only can access it.I am careful when discussing with parents anything confidential that no-one is around to overhear our conversation, including in person or on the telephoneAll personal information I hold is relevant to my setting and is kept up to dateI do not keep any information longer than necessary No data that I hold can be used or passed onto other parties without written consent from the parentParents have the right to request access to my records at any time, but they can only see the information held about themselves and their childrenMy confidentiality policy covers the above please see Appendix 1Every organisation that processes personal information must notify the Information Commissioners Office (ICO) unless they are exempt failure to notify is a criminal offence. I am exempt because no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they have now made changes to the notification fee structure that came into effect on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of different sizes.DESCRIBE THE ROLE OF PRACTITIONER IN MEETING THE INDIVIDUAL NEEDS OF ALL CHILDRENIt is important that the practitioner meets the individual needs of all the children. To do this the practitioner first needs to know what the childrens individual needs are and this can be found out by talking to the parents and getting them to fill in My Special Book, any observations that you carry out, any other professionals involved with the child and liaising with any other settings that the child attends. If the child is old enough they may also be able to tell you.It is important to speak to the parents regularly and keep updated in any changes to the childrens interests and needs or home life. The ways that I use areEmail an effective way to send a quick message, but some parents may not have access to a computer.Newsletters can be a great way to keep parents informed of some of the activities the children have been doing events and festivals planned holiday dates and any other information the practitioner wants to tell the parents.Letters to the Parents if there are things you need to inform them of privately a letter would b e best. In addition, the parents may have a hearing impairment and may not be able to use another form of communication.Telephone conversation this is best done at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You will need to make sure who can overhear the conversation so that you can maintain confidentiality.Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns but again you need to maintain confidentiality and make sure you are not overheard.Daily diary keeping the parents informed of the activities the child has done during the day, along with sleep times, healthy food, snacks and drinks, nappy changes and any other information the parents need to know. The parents can also add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc.Text the quickest way to communicate, it can also be invaluab le to someone with a hearing impairment. Most people nowadays have a mobile phone.It is also important to find out and respect the views of all the children to make them feel valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We often play games that allow the children to air their views and opinions and I use this knowledge to enhance their learning and development.To be able to meet all the childrens needs you first need to understand what their rights are. There is a lot of legislation that promotes children rights but quite simply every child has a right to have their basic needs met for food, warmth and hygiene, but you also need to provide a nurturing environment where the children can rest, play and develop to their full potential.Maslows Hierarchy of needs is one of the best-known descriptions of needs. It identifies five basic needs and shows how higher needs are not considered unti l the lower level needs have been met.Self-actualisation(Achieving individual potential)Esteem(Self-esteem and esteem from others)Belonging(Love, affection, being a part of groups)Safety(Shelter, removal from danger)Physiological(Health, food, sleep)Diagram copied from Maslows Hierarchy at Changingminds.orgIt is important to know the difference between a want and a need. A Need is something that we cannot do without, like sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without.To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their stage of development and abilities and whether they need to sleep or have quiet time when planning my daily routine, I make sure that I incorporate all their needs into my daily routine. The children need a daily routine to help them feel secure and they get to know what is happening next and this promotes their development. I adapt my routines depending on which children I have in the setting at the time.It is important that all the children are given a choice as much as possible, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would like to play with and with whom.It is my professional responsibility toSafeguard and promote the welfare of all the childrenMake sure that people they come into contact with are suitableEnsure I have safe and suitable premises, environment and equipmentOrganise my setting so that every child receives an enjoyable and challenging learning and development experience that is tailored to their individual needsMaintain records, policies and procedures to ensure safe and efficient management of my setting and to meet the needs of the childrenPractice Guidance for the Early Years Foundation Stage (2007, pg 6) states, Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life.DISCUSS HOW YOUR DAILY ROUTINES SUPPORT CHILDRENS WELL BEINGI have a basic daily routine that includes school runs, child-initiated play, adult-led activities, sleep/quiet time, snack and meal times and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is never set in stone and it allows us to experience spontaneous events like playing in the snow, or taking your lunch to the park on a nice sunny day.For example for snack time the children know that after the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can easily access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash th eir hands before eating and I have a stool so they can reach the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is always a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life.I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from different countries.Snack time is also a social time where we all sit together including myself. We talk about anything and everything, they tell me about things at home or school, where they are going on holiday, what there siblings have been doing , their favourite toys etc. It is a great time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table.School drop off and collection times are also very social times. We talk as we walk to school we often play games like eye spy, count how many red cars we see and look out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger how to cross the road safely and why we must all walk together and not run off.Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their hands and allows the children to socialise and make hea lthy choices. The Importance of Routines Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life.DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR HOME BASED SETTINGMy daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each day.The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school run. The older children know that when we get home to wash their hands and they help to set the table, the younger children see what the older children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others.Snack time is a time where we all talk about our day and share what we have been doing and what we enjoyed or disliked.School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings.We often include a trip to the playground on the way home from school, the younger children benefit from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment.DISCUSS HO W YOU PROMOTE CHILDRENS SAFETYPromoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily risk assessments of my home and garden and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and understanding of the signs of possible abuse and neglect. Please see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ).I hold a current Early Years First Aid for Children and Adults certificate and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety Awareness training courses. I ensure that I am up to date with my knowledge by attending regular training throughout the year.I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and words for the children to refer to.I make sure that all equipment and resources I provide are age and stage appropriate and that they are safe and clean. They are checked daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors.I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I provide and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened.My premises are secure at all times the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorised adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen.All the children are taught about road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix )The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their continued participation in learning to how to keep safe.I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitability to look after the Children.The Children feel safe whilst they are in my care because they know that I will listen to any concerns they may have and respond to them appropriately. The parents know that I operate clear child safety procedures and they have copies of all my policies and permission forms.I make sure that I am a good role model for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Chil dren should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm.IDENTIFY STRATEGIES FOR COMMUNICATING WITH CHILDRENThere are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them on their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say feeling funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not English and that they will find it harder to communicate in English to begin with. Some children may have speech impairment or learning difficulties and this will make it harder for them to communicate effectively. It is also important to be patient and give t he children time to respond to your questions. Communicating Effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a view of themselves and the world that is positive and healthy.Use the Childs name first this will get their attention and they are more likely to listen to you.Eye contact shows respect and allows you to gauge how much of the conservation is being understood.Calm tone children are sensitive to anger and do not like raised voices because they can focus solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying.Thumbs up is a simple and easy way of showing approval.Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways.Listening and showing an interest a very important part of communication because if you do not listen and appear interested then it is just a one-way conversation and the child will not feel valued.Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc.Questioning use open-ended questions to check understanding and acknowledge that they have heard what is being said.Speak slowly and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise.Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it.Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their n eeds without being able to speak.Picture cards Can be used for asking children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother language so they learn new words as they progress.DISCUSS ONE FACTOR THAT AFFECTS CHILDRENS BEHAVIOURThere are many factors that can affect childrens behaviour but I am going to focus on divorce.Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding.A pre-scho ol child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may become confused, irritable or worried.Children between six and nine are very vulnerable. At this age, a child is still not mature enough to understand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time talking about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties.Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings.All Children can become very insecure. Insecurity can cause children to behave as if the y are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it difficult to concentrate at school.It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such as aggression, depression, lower self-esteem and poorer school performance.Children can express themselves in other ways than with words. Play is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may n eed to work off tension through energetic games you can spend some time at the park or go to an indoor play centre.Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talking about what is going on inside, especially if they are not the type of child to talk openly.The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next.DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIESI operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a unique individual, to respect each others differences, and to learn from each other. Centre for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource.I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a comment a child has made or a parent. I will explain to the child or parent why what they have said is wrong and how their words have hurt another person. I make sure that I am a good role model for the children. Please see my Equal Opportunities Policy (Appendix ).I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious occasions from a variety of religions worldwide to give the children a greater understanding of the World around them.I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World.For example, if a Child called another person four-eyes because they wear glasses, I would explain to the Child how they have hurt that persons feelings and that they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding).Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity.If I have any children with additional needs in my setting I always talk to all the chil dren about their impairments or disabilities (using the correct medical name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get rid of any fears about disabilities and helps to influence childrens attitudes in a positive way.I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses.EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTINGI have explained in E2 my role in meeting the individual needs of the children and now I will explain how I implement the childrens rights in my setting.I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under w hich they can develop and thrive.Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pictures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix )I have used some of the Articles of the United Nations Convention on Rights of the Child to show how I implement childrens rights into my settingArticle 1 Everyone under 18 has these rightsI ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other.Article 2 You have the right to protection against discriminationAll children are treated with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures.Article 3 Adults should do whats best for youEverything that I do in my setting is always in the best interests of the child. I always take into consideration their views, feelings and rights when carrying out day to day activities.Article 7 You have the right to have a name and a nationalityOn the wall in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat.Article 11 You should not be kidnappedI make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has authorized it in times of emergency and we always use a pa ssword system.Article 12 You have the right to an opinion and for it to be listened to and taken seriouslyThe children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each other.Article 19 You have the right to be protected from being hurt or badly treatedI know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime.Article 23 If you are disabled, either mentally or physically, you have the right to special care and educationI run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition.Article 24 You have the right to the best health possible and to medical care and informationI provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the children to routine appointments.Article 29 You have the right to education which develops your personality, respect for others rights and the environmentAll children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience across all the areas of learning and development, which allows each individual child to develop to their full potential.Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own languageWe all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out abo ut different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued.Article 31 You have the right to play and relax by doings things like sport, music and dramaThe children a

The benefits of the Gulf Stream

The benefits of the disconnect bombardIntroductionThe gulf pelt is considered as a impassioned, powerful, and swift Atlantic ocean contemporary that originates at the tip of Florida. It follows the vitamin Eern coastlines of the Newfoundland and the United States before crossing the Atlantic OceanThe horse opera intensification makes the disjuncture be adrift tend to northward, the matter resulting in accelerating current off the east coast of uniting America. At nearly 400N 300W / 40N 30W / 40 -30, the gulf stream splits into deuce , namely the northern stream crosses to northern Europe and the grey stream which circulates off West Africa. The west coast of Europe and the east coast of North America from Florida to Newfoundland is influenced by the Gulf menstruum. In spite of the juvenile debate arose on the part of many experts , there is consensus that the climate of Western Europe and Northern Europe is consider as warmer than it would be as a result of the North Atl antic drift which is considered as a branch from the tail of the Gulf stream. It is considered as a part of the North Atlantic Gyre. Its presence resulted in the development of various strong cyclones, both within the ocean and within the atmosphere. The Gulf Stream is also known as a significant potential source of renewable power generation.HistoryEuropeans discovered the Gulf Stream in 1513 due to the expedition of Juan Ponce de Len. later that time, it became widely used by Spanish ships that sail from the Caribbean to Spain. Conducted in April 22nd 1513, the summary of Ponce de Lens voyage log, noted, A current such that, although they had ample wind, they could not proceed forward, just now backward and it seems that they were proceeding head at the end it was known that the current was more powerful than the wind. Peter Martyr dAnghiera and Sir Humphrey gigabit also became known of its existence at that time.Benjamin Franklin, deputy postmaster of the British American col onies, interested in the North Atlantic Ocean circulation patterns. While in England in 1768, , Franklin has come to know curious complaint filed by the Colonial Board of Customs in a form of a question why did it take British packets many weeks longer to reach New York from England than it took an average American merchant ship to reach Newport, Rhode Island, in spite of the merchant ships divergence from London and having to sail down the River Thames and then the length of the English Channel before they sailed across the Atlantic, while the packets left from Falmouth in Cornwall?Having heard this question, Franklin asked his cousin timothy Folger, a Nantucket whaling captain to answer this question. Folger pointed out that the merchant ships crossed routinely the then-unnamed Gulf Streamwhich can identified by measurement of the pees temperature, whale appearance , changes in the body of urines color and the speed of bubbles on its surface while the mail packet captains ra n against it. Franklin started to work hard with Folger as well as separate experienced ship captains. He learned enough from the Gulf Stream chart and gave it the name for which it is still known up to date. He provided this information to the secretaire of the British Post Office, Anthony Todd. However this information was ignored by British sea captains.In 1770, Franklins Gulf Stream chart was published in England, where it was generally ignored. In 1778, Subsequent versions were printed in France. in 1786, versions were printed and published in U.S. the British remained many years ignoring following the advice given by Franklin on navigating the current but when they followed it , they managed to gain two weeks in sailing time.PropertiesThe Gulf Stream proper is defined as a western-intensified current which is driven by the wind stress. On the contrary, The North Atlantic Drift is largely thermohaline circulation driven. The Gulf Stream makes Western Europe (especially North ern Europe) warmer than it otherwise would be through carrying warm pissing northeast across the Atlantic. However, there is a dispute around the extent of its contribution to the actual temperature difference between Europe and North America. Few scientists ar in the opinion that this temperature difference resulted from the Atlantic Ocean being upwind of Western Europe (producing an oceanic climate) and a landmass being upwind of the east coast of North America.(Seager, Richard (July-August, 2006). The Source of Europes Mild Climate. American Scientist Online. http//www.americanscientist.org/issues/feature/2006/4/the-source-of-europes-mild-climate. Retrieved 2008-09-23.)Formation and behaviorIn the matter of fact Evolution of the Gulf Stream toward the west of the British Isles continues as the North Atlantic Current. The Atlantic North Equatorial Current, which is considered as a river of sea water, flows westward the coast of northern Africa. The current goes into two branches especially when the current interacts with the northeastern coast of South America. One of these two branches passes into the Caribbean Sea, while the second branch passes into the AntillesCurrent, flows north and east of the West Indies erstwhile again, these two branches rejoin north of the Straits of Florida, as it is shown on the accompanying map.In the tropics, the trade winds blow westward. The pattern of this wind this has a stress on the subtropical ocean surface in addition to a negative curl across the north Atlantic ocean.13 .The resulting Sverdrup transport is considered as equator ward. This transport is equilibrize by a narrow as a result of conservation of potential vorticity that is caused by the northward-moving winds on the subtropical ridges western periphery as well as the increased relative vorticity of northward moving water. This, in its turn, resulted in accelerating poleward current, which flows along the western border of the ocean basin. This outweighs t he effects the friction has on the western border current which is known as the Labrador Current. The bends along the Gulf Stream are also caused by conservation of potential vorticity . These bends on occasion break off as a result of a shift in the Gulf Streams position that form separate warm and cold eddies. This put to work which is known as western intensification makes the currents on the western border of an ocean basin, like the Gulf Stream, stronger than those on the eastern border.(Maurice L. Schwartz (2005). Encyclopedia of coastal science. Springer, pp. 1037. ISBN 978-1-4020-1903-6. Retrieved on 2009-05-07.)The Gulf Stream is consequently considered as a strong ocean current. The gulf stream lead to transporting water at a rate of 30 meg cubic meters per second (30 sverdrups) through the Florida Straits .This rate rises to reach 150 million(on fifty million) cubic meters per second specially when the Gulf Stream passes south of Newfoundland. The chroma of the Gulf S tream affects all the rivers which empty into the Atlantic combined, with nearly total 0.6 million cubic meters per second. However, this is weaker than the Antarctic Circumpolar Current.The width of the Gulf Stream is 100kilometers (62mi) and the perspicacity of the Gulf Stream is ranged from 800meters (2,600ft) to 1,200meters (3,900ft). It is known that the current velocity is fastest near the surface, since maximum speed reaches nearly 2.5meters per second (5.6mph). When the Gulf Stream travels north, the warm water transported by it undergoes evaporative cooling. The cooling is wind moving over the water cools it and causes evaporation, the matter leaving saltier brine. In this process, the salinity and density of water increases while the water temperature decreases. When sea ice is formed, salts are left out of the ice. This process is known as brine exclusion. These two processes result in producing water which is colder and denser . The water becomes so dense in the North A tlantic Ocean, so that it starts to sink down through less dense and less salty water. (The convective action is not different that of a lava lamp.) This downdraft of cold ,dense and heavy water becomes a part of the North Atlantic Deep Water, a south going stream.Localized effectsThe Gulf Stream has effects on the climate of the Florida peninsula. Florida coast, which is referred to as the Florida current, keeps an average water temperature estimated at 25C (77F) especially during the winter. The east winds passing this warm water result in moving warm air from over the Gulf Stream inland, keeping temperatures milder across the state than elsewhere across the Southeast during the winter. The propinquity of Gulf Stream to Nantucket adds to its biodiversity as it is the southern limit for northern plant species and the northern limit for southern varieties of plant life.(Dr. Sarah Oktay. Description of Nantucket Island. University of Massachusetts. http//www.umb.edu/nantucket/nantuc ket/. Retrieved 2009-01-06.)In addition to the warm air currents, the North Atlantic Current of the Gulf Stream keeps the western coast of Great Britain and Ireland a couple of degrees warmer than the east. On the contrary, the difference is dramatic in the western coastal islands of Scotland. The Gulf Stream and the strong westerly winds (which are driven by the warm water of the Gulf Stream) have broad effects on Europe and the Norwegian coast. Next to the Arctic zone, lie the Northern parts of Norway. Most parts of this zone are covered with degree centigrade and in winter. However, Norways coast remains without snow or ice throughout the year. The Gulf Stream warms the weather systems which drift into Northern Europe. These weather systems results in melting the climate behind the Scandinavian mountains.Effect on cyclone formationThe contrast of warm water and temperature, along the Gulf Streams edge, often results in increasing the intensiveness of cyclones or tropical. To generate tropical cyclone normally, water temperatures in excess of 26.5C (79.7F) is required. Thus, the formation of tropical cyclone is common over the Gulf Stream, particularly in the calendar month of July. Through the Caribbean, the storms travel westward and then move in a northward direction. After that, the storms curve towards the United States eastern coast or tab on a north-westward track and enter the Gulf of Mexico. These storms have the capability to create strong winds. These winds cause extensive damage to the Southeast Coastal Areas in United States. The Strong extra tropical cyclones were shown to deepen the frontal zone. These tropical cyclones have been forced by the Gulf Stream itself especially during the cold season. The subtropical cyclones are also being generated near the Gulf Stream. Near the warm water current, nearly 75percent of the systems documented in between 1951 and 2000 are formed with two annual peaks of activity happening during the months of May and October.Possible renewable power sourceIn the matter of fact, The Gulf Stream makes on transporting nearly 1.4 favourite watts of heat that is resembling to 100 times the world energy demand. Many researches have been conducted into different ways to tap this power. There is an idea to supply the equivalent power of several nuclear power plants. This idea is represented in deploying a field of underwater turbines placed 300meters (980ft) under the center of the core of the Gulf Stream, such as being developed by Aquantis, LLC. the thermal energy generated by the ocean can also be harnessed to produce electrical energy through using the difference of temperature between cold deep water and warm surface water.ConclusionThe Gulf Stream, which begins in the Caribbean and ends in the northern North Atlantic, is one of the worlds current systems which have been studied and searched intensively. The extensive western border current plays very important role in transferring heat a nd salt as well as in causing warm to the European subcontinent. There are many traditional hydrographic studies conducted in this region. These studies include Gulf Stream 60 (Fuglister 1963) and Iselin (1936). The high degree of mesoscale activity relating to this system has attracted oceanographers. The studies conducted on these phenomena have focused on the snapshot representation of the region.In the matter of fact, The Gulf Stream transport varies not only in space, but also in time. Kelly and Gille 1990 Zlotnicki 1991 Kelly 1991 Hogg and Johns 1995 assured that the current transports a maximum amount of water in the fall and a minimum in the spring. Rossby and Rago (1985) and Fu et al. (1987) discovered similar results especially when they looked at the differences of sea level across the Stream. These studies also discovered that the Gulf Stream includes marked seasonal variability.

Relationship Between The Nation State And Global Market Economics Essay

Relationship Between The Nation State And Global Market Economics EssayThis paper discusses the relationship amongst the kingdom state and the planetary market. Giddens Structuration theory is riding habitd to conceptualise nation states as agents and the globose market as the structure. It is argued that nation states may shape the spheric market according to their vested interests and needs and that power plays an important role in this process. A strong and effective state is therefore better able to use the opportunities offered by world-wide market.Globalisation and Developing CountriesThe term Globalisation has been widely used in literature in a number of contexts. It has been seen as the ball-shaped integration of financial markets (Walker and Fox, 19992), interconnectedness of world economy (Neuland and Hough, 19991), trans-border movements of capital and goods (Gill, 20004) and breakdown of national borders (Redding, 199919). Braibant (2002) further includes the dev elopment of advanced means of communication, emergence importance of multinational corporations, population migrations and increased mobility of persons, goods, capital, data, ideas, and even that of infections, diseases and pollution in the process of globalisation. One aspect that is common among these perspectives is the breakdown of borders between countries, g everywherenments, economies and communities that has given rise to the global markets that be not controlled (but may be influenced) by a single country. The use of the term globalisation for the purpose of this paper is limited to that of alternate, finance and investment.A signifier of terms atomic number 18 used to differentiate between developed and ontogenesis countries (for example north/south and rich/poor etc.), however the literature has rally a long right smart since the days of using the terms such as first world and third world countries. This paper will thrum to the term exploitation countries, whic h is used to refer to a number of heterogeneous groups of countries. For example it may mean the rapidly growing economies in Asia, negative ingathering economies (in terms of GDP/capita) in Africa, middle income and very poor countries, small and large, landlocked and ocean access and heavily regulated and recently liberalised countries. This paper however, when referring to developing countries includes all low- and middle-income countries as defined by World Bank (2000). There is a growing body of literature on the affects of globalisation and the opportunities and problems it may micturate to the developing countries.The developing countries are characterised by weak economic, legal and political institutions that lead to corruption, insecurity, conflict and lack of competitiveness in labour, technology and skills. The introduction of trade liberalisation and increased international competition in such conditions can have serious consequences for the infant industries in the d eveloping countries (Stiglitz, 2000). However it is generally claimed that initiation to the global markets increases the flow of foreign direct investment into the developing countries, allows them to catch up with the latest technology without need for considerable investment or research, playact capital into the country, build expertise, induce innovation, and thus contribute to the general economic growth. Francois and Schuknecht (2000) provide some empirical evidence that openness to global markets leads to GDP growth. These findings are of course challenged by others.The Hegemony of Global Market StructureIn the sizable amount of literature, a form of structuralism can be observed that views the relation between the global market and the nation state as a zero-sum game where the growth of globalisation is seen as increased shrinking of sovereign state. Last two decades of twentieth century saw proliferation of the literature that predicted the eclipse, retreat, crisis and ev en the end of the nation states as a result of growing forces of globalisation. The principal(prenominal) premise of these view stop consonants is that the nation states have mixed-up control over their territorial boundaries, national economies, currencies and even their cultures and languages as vigorous and thus the macroscopic form of power has shifted from the nation-states to the global market represented by global institutions and multinational corporations (Barrow, 2005). For example Castells (1997243) in his chapter named A powerless state? argues that State control over space and time is increasingly bypassed by global flows of capital, goods, services, technology, communication, and information. uniformly Hardt and Negri (2000xi) in their book Empire claim that along with the global market and global circuits of production has emerged a global order, a new logical system and structure of rule-in short, a new form of sovereignty. Empire is the political subject that ef fectively regulates these global exchanges, the sovereign power that governs the world. Similar view is held by Camilleri and Falk (199298) global processes and institutions are invading the national state and are dismantling the conceptual and territorial boundaries that have traditionally sustained the theory and practice of state sovereignty. The authors concluded that the nation state little choice other than delegating their authority to international and supranational organisations. Hence, it may be a bit exaggerating that the globalisation is the only basis that has resulted into the degradation of state authority but it appears from the literature that it is seen by many as the central one (Evans, 1997).Various examples are given to support this point of view. The powers of World Trade Organisation (WTO) to enforce sanctions and punish various(prenominal) countries are cited as one of the ways in which the global capitalisticic system coercively seeks conformity. It is ar gued that individual countries have little influence on the creation and enforcement of rules in the system and even on the level of their own integration into the world economy. A puff up cited example of this is the attempt of Indonesian government to protect its domestic car industry by providing facilities such as tax holidays, lower import duties for fifth wheel parts and very low interest loans. These actions and their positive effect on Indonesian automobile industry did not go well with the global automobile exporters who saw their market share potentially in danger. A case was therefore raised against the Indonesian government at the WTO where it was defeated and thus agonistic to either roll back the measures it had taken to protect and come on one of its nascent industries or risk severe sanctions (Hartungi, 2006). Another adverse effect of growing power of global capitalist system is that the developing countries have to increasingly compete within each other to attr act the FDI which is termed by some as a race to bottom (Chau and Kanbur, 2006). In order to prove them more attr ready to the MNCs, developing countries are forced to deregulate hastily and keep the stipend and taxes low. Any attempt by these countries to increase the minimum basic wage, labour safety standards or restrictions on capital may result in motion of MNCs from the country. This exposes the work force to further exploitation in countries where union representation, legal protections and access to basic facilities such as health and education and any good-hearted of social safety net is already limited. Labour exploitations therefore have been reported in Bangladesh, Indonesia, Sri Lanka, Kenya and the Dominican Republic where government is forced to keep the pay low due to for example competition from countries like India and China where the garment giants Levi-Strauss and Gap have been considering to relocate due to availability of raw materials as well as packaged s ervices such as cutting, sewing and packaging etc (Hartungi, 2006).Similarly developing countries are coerced into various agreements (such as Trade Related Agreements on Intellectual Property Rights, TRIPS) under the auspices of WTO that are unreasonably costly for these countries to implement. It cost Mexico for example US$30 million to upgrade and enforce clever property laws (Finger and Schuler, 1999). Some developing countries such as Nigeria, Uganda, Morocco and Cambodia are forced by the US government to enforce patent protection mechanisms for pharmaceuticals that go way beyond the standard TRIPS agreement and are known as TRIPS Plus. One of the many additional obligations forced on developing countries under TRIPS Plus is the telephone extension of patent terms beyond the 20 years required by standard TRIPS agreement and used commonly by most countries in the world.The almighty StateThis strand of literature focuses on the role of individual nation-states in enacting and reifying the global market structure. It views these as the principal agents of globalisation and the patrons of the political and material conditions required for its sustainability and influence. Its main premise is that the nation states are going through a transition in order to adjust to the new global political economy and residual the contradictory pressures of global requirements and national interests, hence there is considerable realignment taking place within the state apparatuses which many scholars incorrectly interpret as a decline of nation state. It is argued that without the intervention of the state, the existence and the reproduction of global capitalist market is not possible. The process of creation and strengthening of this system therefore requires active role of the nation states (Aglietta, 2000). However, the policies, attitude and institutions that are required to shape the capitalist structure of global scale take time to develop and thus the developing countries must manage the conflict between domestic and global interests until such institutions take root in the society (ibid.). This point of view is partly ground on the work by Robert Cox (1987) published as a book titled Production, Power and World Order in which he challenged the conceit that state is in decline and instead proposed the concept of internationalisation of the state. He argues that internationalisation of state is the conversion of state into an agency for adjusting national economic practices and policies to the comprehend exigencies of the global economy. The state becomes a transmission belt from the global to the national economy, where heretofore it had acted as the bulwark defending domestic welfare from external disturbances. (Cox, 1987254) Similar views have been expressed by Panitch (1993) who believes that far from witnessing a by-passing of the state by a global capitalism, what we see are very active states and highly politicised sets of capitali st classes (p63). He adds that the global capitalist structure as it stands today has been authored by the states and it has primarily rearranged rather than by passed states. The level of influence that individual states have on global markets may be different but ultimately the imperial economic and political relationships are not organised by the multinational and transnational firms, but by a system of states that have unequal influence across the globe. Aglietta (2000) therefore defines imperialism as a system of hegemony through which states are coerced by other state/s to adopt a set of rules that favour the stability of global system that may be inclined heavily towards promoting the benefits of stronger states. therefrom the current form of globalisation has been constituted by a number of states with uneven inter-state relations and strengths.The role of states strength/power in benefiting from the global capitalist system is substantiated empirically by the work of Weiss (2005) by examining the evidence from Japan and East Asian NICs (Newly Industrialised Countries). The author concluded that the states with strong hold over the socio-economic goal setting and strong relationship with domestic audience were better able to adapt to the process of globalisation and crucially, were also better able to promote the internationalisation strategies of their corporations. Thus the differences between the states capacity (strength) directly affect its ability to exploit the opportunities of international economic change.

Juvenile Delinquent Gangs :: essays research papers

Juvenile Delinquent GangsAs a kid I could remember walking to rail every day. While on the way to school there was always a group of kids sanding outside of the school walking away. These kids dressed differently and they all whore the same type of clothes. It wasnt until historic period later that I was told to stay away from them because they were gangsters. They were gangsters that caused problems to the community. These gangsters would go up to kids and try and jump them into their gang. For them the more members they had the more territory they had. One problem that major cities or so the world bedevil is gangs. Most of these gangs are made up of many juvenile delinquents looking for trouble. These gangs dispose to hang out in certain places and hold it as their territory. Many of the gang members are drawn together by similar interests, and are brought up in similar neighborhoods. The Social Disorganization persuasionThe social disorganization perspective follows the su bstance users to their living era and environment. Social disorganization perspective examines why individuals more from one environment to an other and how they fight to adjust to new environment, and how they are lured or oblige into substance user, deviance, or criminal activity in the face of difficulty from the new environment or due to their individual maladjustments.On the other hand it studies how a particular environment causes stress, disillusion, and disorders among individuals who live in it, and why substance abuse, deviance, crime, and other social problems tend to increase in a time when or in a place where change occurs abruptlySocial ClassMost of the gang members that have been reported come from the lower social economical class. When these kids are out in the streets they have nothing better to do so they begin go commit delinquent behavior. Since these economically challenged kids have no money to go anywhere they tend to hang round their neighbor hood. These ki nds of groups encourage each other to commit criminal activity. Since they feel that if one does it all of them can do it too. DrugsAccording to the social disorganization perspective gang members do drugs because they are forced into a substance. Drug offences are a common substance that is used and abused in gangs. Most people and kids that do drugs are because of peer pressure. Others reasons why gang members do drugs are because the environment that they are in forces the to do drugs to fit in.

Software Ethics :: Software Technology Computers Essays

Software Ethics Cases Studies of Patent and Copyright Failures Copyrights and patents are used to protect a accredited expressions of ideas and processes. These laws are intended to protect the inventor(s). But how effectual are they? What is the computer industries track record in protect inventions? What are we doing discussing ethics anyway? This paper will present a series of compositors case studies which will illustrate how right of first publications and patents have failed to protect inventors. After that discussion, the paper will examine whether there is an ethical view which could justify the failure of the patent and copyright laws.Intellectual property1 laws have been around for some time. Inventors and creators had been and are still relying on copyright and patent laws to protect their inventions. The question naturally arises why are they protecting their inventions and creations? There are a number of reasons.First of all, the majority of inventors feel t hat after spending sometimes years of hard work inventing a resoluteness to a particular problem, they ought to get some benefit, recognition, or reward from society. In my opinion, these days many inventors are not from the upper class rich politicians as was the case up to about 100 years ago. Therefore, owning and trading intellectual property can be a means of survival for a person, an organization, and a country. More importantly, it allows an individual to negotiate with a large go with. The laws can protect the small against the big.Intellectual property laws dont always protect a single person. They can protect a company or many companies. A company can dedicate some employees to invent a certain component of a system and patent it or copyright it. This may protect the company in a variety of ways, one of which is that another company cannot hire away engineers and have them re-develop that same component.Another motivation for intellectual property laws is to showc ase that if you work hard, invent something useful, or solve a profound problem, you will be rewarded. This gives incentive for others to be productive, contribute, and invent.There is a lot of controversy whether the concept of patents and copyrights are applicable to the digital age, by offering the testimonial of software. This paper argues that software is different and cannot be protected by copyrights or patents.