English essay Example | Topics and Well Written Essays - 500 words - 1

English - Essay Example hat women have less physical ability and strength then men, of course those arguing with this pre-conceived notion are discounting the physical strength necessary to hold a child through gestation and give birth to that child after this. While many studies have indeed shown that generally women have less muscular development than men this does not by default cause them to be â€Å"weaker.† In fact according to one report; â€Å"statistics reveal that women live longer and are more resistant to many diseases† (Womens Rights 1). Socially it has often been the case in many societies both throughout the West and in the East that women are relegated to caring for the home. While this was acceptable when hunting and gathering as well as tribal approaches to life were necessary we live in a drastically changed world. Men no longer need to hunt or gather and while they still occasionally war so do women. Technological advances have become part of the great equalizer between men and women. In the military women are preforming far greater roles with regards to active duties. One example is Specialist Jamiell Goforth, who won the 2007 Forces Command Soldier of the Year competition at Fort Bragg, N.C (Administrator 1). There are more examples of other active duty women however, the point is made that in many formerly off limits areas for women they are in fact succeeding. In conclusion it seems clear that women are in fact not only able to succeed where men do, but are. By winning the ability to choose what they want with their lives they are in fact taking their role as equal humans with males and improving our society as a result. By increasing their roles, and winning previously male dominated sports and more they are gaining the additional freedom and truly becoming equal. Women are equal, now it is up to our society to understand that. The home is a springboard not a nursery, women are equal. FORSCOM Soldier of the Year Is Combat Medic." Militarywomen.org. N.p., 2010.

The importance of play for the childs development

The importance of play for the childs development This literature review collates evidence on the importance of play for the childs holistic development in early childhood. Concepts, theories, benefits of play, social policies, curriculum standpoints and the continuous conflicting debates which are related to this area were studied. A discussion of my personal experience which correlated to the literature review is also included. Selected literature was researched from peer-reviewed journals, books, articles and other materials relevant to this topic. The terms play, childs development, creative arts, theories and curriculum texts were chosen to evaluate this theme. Literature review It is a well-known fact that since time immemorial children kept themselves busy in play activities. Historical artefacts which can be interpreted as toys were found in various places of the world, including Malta. The National Museum in Valletta, hosts stone balls and beads which are thought to date back to the Neolithic phase (ca 5200BC). This indicates that play was always important in a childs life and as a consequence, educators delved into past studies of philosophers and early childhood education pioneers, who interpreted different views about play (Saracho et al., 1998; p.5, Wood et al., 1996; p.17, 20). In order to understand better the importance of this topic in a childs early years, an overview of different views of key theories, and definitions was researched. Different theories and definitions of play Early pioneers, scholars, and philosophers such as Plato, Comenius, Locke, Pestallozzi, Froebel, Steiner, Montessori, Freud, Erikson, Piaget, Vygotsky and Bruner all focused on the importance of childrens play and its relation to childs development (Anning, 1991). The first discussion of play appeared in the works of Plato (427-348 B.C.E.) the ancient Greek philosopher who maintained that one can get to know more about a person in an hour of play than in a year of discussion. He also acknowledged that play is an effective tool for children to develop their cognitive and social skills which would prepare them for their future life (Quinn, B.,  Foshay, R.,  and Morris, B., 2001). Comenius (1592-1670) in particular, believed in impulsiveness of play which boosted up childs creativity, while Locke (1632-1704) viewed play as a necessary and important part of personal development (Cassel R.N.,1973a 10(1), 42-45). Similarly, Pestallozzi (1726-1847) believed that children learn through experience and activity, (Wardel, F., 1995, v 50 n3 p.68-73). Froebels (1782-1852) pioneering work suggested that children learn best through play, free self expression, social participation and creativity and saw play as a process in which children showed their inn er self (Anderson, C., 2010, v65 n2 p54-56) while Montessori maintained that sensory stimulation during play helps the child construct and guide his own learning. (Soundy, C., 2010, v22 n4 p18-25). Both Steiner and Froebel believed in free play, where the child had the opportunity to choose the topic of the play without constant interference or involvement by an adult. (Brehony, K. J., 2001) But on the contrary to Froebel, Steiner believed that play is not limited only to toys but included cooking, painting, and action songs (Edwards, C.P., 2002, v4 n1 Spr 2002). Steiner and Montessori had similar views, in particular that of helping the children realise their full abilities through play ( Edwards, C.P., 2002, v4 n1 Spr 2002) Studies show that educational theorists also recognised the importance of play. According to Sigmund Freud, children employ pretend play to help them cope with everyday problems (Elkind, D., 2001 n139 p27-28). Play helps them change the unpleasant situations that would overcome all their difficulties (Saracho et al., 1998; 7). On the other hand, Erikson (Lillenry. O. F., 2009) described play as a primary motivation to develop socially and emotionally. In yet another definition, Jean Piaget (1886-1980) who has influenced educators for the past three decades (Wood et al., 1996; p.20; Tyler, 1976; p.227). from anna) viewed play as having a strong influence on the intellectual development of the child. Furthermore, Piaget argued that the purpose of play for the child is, that it gives fulfilment and allows development involving accommodation and assimilation (Taylor., J.B. 1996; v7v5 p.258-9) ericp. The theoretical model, which Piaget applied to his theories, was the concept of schema. Schemas are evolving structures which change from one stage of cognitive development to another (Nutbrown.C., 1994). Piagets definition of the child during play is of a scientist working actively on tangible objects, imaginary events, in a stimulating environment, while processing, constructing knowledge and understanding (Wood et al., 1996; p.21). Piagets study implies that while the child is active in play he absorbs information, and cognitive development occurs (Blenkin et al., 1981; p.28). According to Smith et al (1998), Piagets approach provided the most complete explanation of how play is the most significant factor in intellectual development. In a similar approach to all other theorists, Vyg otsky also points out that play can serve as a powerful tool for learning and development (Nicolopoulou, A., Barbosa De Sa, A., Ilgaz, H., Brockmeyer, C., 2010, v17 n1 p42-58). However, Vygotsky challenged Piagets conclusions. While Piagets theory states that a child will develop and learn while he interacts with the environment, Vygotsky implies that a child learns best through social interaction (Saracho et al., 1998; p.7). anna As studies reveal, Vygotsky placed more weight on play as serving an important role in the socialising development. His theory of the zone of proximal development (ZPD) specifies that when guided by experienced individuals the child moves on to the next level of cognitive functioning (Smolucha et al., 1998; p 53, Wood et al., 1996; p.55). This adult-child joint play activity fosters development in both adults and child (Ferholt. B. Lecusay. R., 2010; v17 n1 p.59-83). eric The level of development that can be reached with an adult, is far greater than what can be achieved alone (Ford 2004). Vygotsky also implies that while the child engages in play, the ZPD is created and the child always behaves beyond his average age, above his daily behavior; in play it is as though he were a head taller than himself (Vygotsky, 1978, p. 102). In contrast to Vygotskys and Bruners theories, Piagets studies took another different approach. In Piagets theory the teacher acts as the facilitator for the young scientist, whilst Vygotsky and Bruners ideology is that the child and adult work together in order to develop new schemas. INSERT Jerome Bruner is one of the most important figures in education and his theory of play influenced other educators (Takaya, K., 2008, v39 n1 p1-19). Nevertheless, each of these different theoretical positions make an important contribution to our understanding of why these theorists work has become increasingly popular in todays education. (Wood et al, 1976; Crain, 1992; Broadhead, 2006). In yet a further definition of play, is given by Pellegrini (1991) and Saracho (1991) who used Rubin, Fein and Vanderbergs (1983) ideology and implies that play dominated by childs activity, while being spontaneous free of rules, and controlled by the players themselves. An equally significant description of play is given by Herbert Spencer, (1820-1903) an English philosopher and sociologist, who defines play as a channel or vent to let out the surplus energy which reduces tension, whilst Karl Gross (1861-1946) in The Philosopher of Art, alludes to Plato, when he maintains that play is the process of preparation for adult life. Similarly, Tina Bruce (2001, p. 112) believes play to be the highest form of learning and development in early childhood. sarah. This point is also sustained by the work of Moyles (1989) who maintains that play is vital for the growing child as it is an excellent learning medium. Sarah Certainly there is no shortage of limitations and misconceptions within the se views and definitions. Although the description of play remains highly popular, it is however important to note that many writers encounter difficulties when it comes to find a precise and conclusive explanation of play. (Moyles, 1989; Greig, 1998). Greig (1998) also highlights that the most difficult factor of defining play is due to the ambiguity of the whole concept. sarah As Smith (2000, p. 80) pointed out the boundaries of play are fluid and therefore it is difficult to provide a definite meaning. sarah Similarly, Peacocke (1987) argues that the misconception of the word play causes parents to have a false impression of its learning and developmental ability. Brierley (1987) points out that, if a task is easy or unimportant, we as adults refer to it as childs play. This was also supported by Moyles (1989) who argues about the importance of a different terminology for the word play, as it is usually used to signify something trivial, when in reality it is the core of learning . sarah Despite these limitations of the concept of play, its popularity in its beneficial contribution towards the childs development remains high. Educators and pioneers who advocated the use of play in education, emphasise that children expand their knowledge and developmental skills as they play alone, with others or when they interact with the environment (Clover, 1999 in Ashibi, G.S., 2007, Vol.35, no2, p. 199-207 ). It can be said from the above analysis that all these theoretical positions make an important contribution to our understanding that play is vitally important not just to childrens emotional and social development but also to their intellectual development. This review of literature depicting the work and theories on early childhood education clearly shows how the educators sought to establish the uniqueness and importance of play in childhood as a fundamental stage where they acknowledged its significance to learning and development (Wood et al., 1996; p.1). insert Further research in this study about the benefits of play, proved that they are consistent with the repeated arguments in the history of theories of play, which emphasis the power it has on childrens physical, emotional, intellectual and social development (Saracho et al., 1998; p.7). The importance of play during childhood Play helps the child flourish the skills which are very important to later growth and development (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37).This study seems to strongly indicate that there is a connection between play and the development of cognitive, emotional, physical, and social skills that are necessary to learn more complex concepts. Play is also attributed to the growth of memory, adjusting behaviour, language, symbolic recognition, (Leong, D.J.  and  Bodrova, E.,   2005, Vol.13, Iss. 1; pg37)  and other skills such as literacy, problem solving, negotiation, turn-taking, cooperation, and social understanding ((Ashiabi, G.S., 2007, Vol.35, no. 2 pgs 19-205). The intention of the following literature is to give substantial evidence that free play including Steiners ideology, within a Montessori settings, is the key to the development of physical, cognitive, and social skills, for all children. Play and social development sarah A child being separated from his parents for the first time to attend kindergarten tends to be unsociable, and shy. At this time he has to learn how to mix with other children and develop social competence. As Smith (2000) highlights, it is through play that children establish healthy relationships with others. Active participation in free play does not only support the childs development of a sense of self but also enhances the development of the childs ability to team up with his peers. (Gerhardt, 1976: p.236 ) (anna) In order to fit into society, children have to learn how to accept and get on with others. (Reynolds, 1987; Woolfson, 2001). Sarah Connolly and Smith (1978, v10 n2 p86-97) observed pre-school children during free play sessions and noted the period of time the children had been attending the nursery school. They found that sociability in play was more correlated with time spent at the nursery than with the childs age (Connolly, K., Smith, P. 1978, v10 n2 p86-97). Studi es all imply, that play is an important activity of early childhood (Smolucha et al., 1998: p.42), Insert where peer interaction is important for social-cognitive development (Creasy et al., 1998: p. 12; Soundy, C.S., 2008, in E.C.E. J.2009 36:381-383). Play is a form of social behaviour, which requires children to act and react to different circumstances while engrossed in solitary, parallel or social play. During play, children experiment and practice new social skills and behaviours (Creasy et al., 1998, p.126). INSERT, test their assertiveness, tackle conflicts, take decisions, and make choices and mistakes (Tyler, 1976, p.242). INSERT Play also helps to increase childs ego, peer-group identity and build up abstract frameworks (Wood et al., 1996, p.145). Social competence is promoted further through the development and refinement of certain skills, such as sharing, cooperation, problem-solving, and perspective taking (Creasy et al., 1998; p.126). Insert Social and cognitive play are inter-related, when even in the simplicity of working together in sharing paper bits and pieces to make a collage, children do not just socialise but also develop intellectual skills (Seefeldt, 1976b; p.178). INSERT Play enhances Intellectual Development Children have an innate capability for learning, and play is the medium through which most learning takes place (Manning and Sharp, 1977; Smith, 2000). During free-play children are confronted with high levels of cognitive tasks. As children enjoy playing it has been established that pleasure is the factor which helps in absorbing knowledge (Bruce, 2001). Imposing rules on their play creates a conflicting anxiety, between doing what brings enjoyment and what decreases the rules that limit that pleasure (Pellegrini, 1998; p. 225). In this situation the child learns to deal with aggression, assumed leadership, respect, love, and anger. Observing peers who find new ways of tackling problems builds respect, empathy, and understanding of ones own skills as well as those of others. Fisher (1996) points out that a child engaged in an intellectually stimulating activity is just as active as the child pedalling a tricycle. In a similar fashion, vigorous play interrelates to the physical devel opment of the child. Play promotes Motor Development In a society where families live in high blocks of flats, the amount of play space is restricted. It is crucial that nursery schools provide space and play equipment for the child to develop his fine and gross motor abilities (Lester and Russell 2008). Psychologist Jane Healys study shows that physical play is essential for those children who live in inadequate environment (Healy, J. in Schroeder, K., 2007. Vol 72, iss 5; pg 73-74). Active play is associated with gross motor skills. It is a known fact that physical activities during play promote a number of health benefits including organ growth and muscle building. It is also said that through physical activities, the child understands and listens to his peers ideas while this creates roots of democracy (Gerhardt, 1976; p. 258) and help child develop a perception of friendship which will also help him solve emotional problems (Saracho, 1998; p.240; Lillard, 1998; p. 14). For years, therapists have used play therapy as an intermediat e for helping children with emotional problems. The use of Play in therapy Play therapy is based on Freuds theories where he implies that play becomes the mirror to the subconscious (Moyles J.R., 1994; pg90). Play therapy is used with children from special areas, especially with children with disabilities or post-traumatic stress (Porter, M.L., Hernandez-Reif, M., Jessee, P., 2009, v179 n8 p1025-1040). The way the child plays is a reflection of his unconsciousness, since through play the child expresses his deepest conflicts which may be the root of his present condition (Manning and Sharp 1977 p. 13). In addition to this, they highlighted how children suffering from stress would find interacting with others difficult and state that. children cannot learn effectively unless they maintain their emotional and social equilibrium. It is within play, that children come to terms with their own lives, and develop the ability to cope with stressful situations (Smith, 2000; Bruce, 2001). The therapist uses psychoanalytic techniques together with play to help childre n with certain conditions, express and overcome the feelings of fear, anger or stress (Smith, 2000; Bruce, 2001). This is not just beneficial for children with emotional problems but also for children with other diverse special needs. The importance of play for children with special needs As mentioned in other paragraphs, play may enhance various skills, facilitate academic learning and be used as a therapy for all children (Myck-Wayne, J., 2010 Vol 13, n 4 p. 14-23). An equally noteworthy benefit of play is, helping children with special needs (Tuominen, W., 2005, Vol 35 Iss.10; pg 77). During play, peers serve as role models and these children learn to socialise and interact with others at school and in their community (Tsao, L., McCabe, H., 2010, Vol 13 n 4 p 24-35). Similarly, play can also promote interpersonal skills through observational learning and imitation ( Mastrangelo, S., 2009, Vol 42 n1, p 34-44). When play is integrated with music, drama, puppetry, miming and drawing, it will meet the needs of all the childs developmental areas namely, communication, physical, cognitive, social, emotion and adaptive development (Darrow, A. 2011, Vol 24 n 2 p.28). Having considered all this, one has to conclude that since the establishment of Froebels kindergarten, and Steiners ideology it has been recognised that play and expressive arts are the most suitable way in which all children learn and develop (Pinar, 1998; p. 167) ANNA CONTINUE FROM HERE 10 3. 11 The benefits of play and creative arts insert all referen page 31 from anna Play and arts have been a part of early childhood programmes since the establishment of the kindergarten by Froebel, and subsequently integrated in the early childhood curriculum of other theorists-educators (Saracho et al., 1998; p.4). insert There are no studies that suggest that growth, development, or learning are nurtured by a serious climate (Tyler, 1976; p.241). A classroom is meant to be full of playful learning or creative play (Tyler, 1976; p.241) and any school curriculum should be tailored to increase pupils enjoyment of learning (Guidance for Curriculum Managers in England, 1999; in Silcock et al., 2001; p.42). These statements augur that the teacher determines the creativity of play and expressive arts in a classroom (Tyler, 1976; p.238). Expressive arts have always held an important position in early childhood education. The kindergarten of Froebel, and Steiners ideology which introduced children to a variety of playing activities, began a long tradition of including expressive art in the learning programme. (Nutbrown. C., etc check_ and insert in ref_ This powerful relationship between art and play help the child to strip away rules and restrictions. Children are keen to explore and experiment with materials; they are sure to find drawing, painting, singing, miming, puppetry and modelling intriguing and gratifying experiences (Seefeldt, 1976b; p.177). Insert Review of the research and writings point out the interaction between play and art and see it as a developmental link which is exercised by the child whereas through play and arts, children develop the ability to cope with the world and cultivate their creativity. (Sarachao et al. 1998, p.8) insert Similarly Freud (1959; p. 143,144) believed that there is a spec ific link between childhood play and creative arts: should we not look for the first traces of imaginative activity as early as in childhood? Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, re-arranges the things of his world in a new way which pleases him? These interactive activities are important factors to the development of the whole child enhancing the cognitive and psychomotor development (Wood et al., 1996; p.75). Getting acquainted to the arts enriches their cognitive development (Wood et al., 1996; p.143). Insert and it also enables the child to identify, observe, discover, recall and compare; judge and imagine (Shelley, 1976; p.205). INSERT It also helps the child manifest his emotional skills (Tyler, 1976; p.233). insert It reveals the unity of learning and cognitive development (Wood et al., 1996; p. 143). insert Recent research has shown that involvement in role play positively correlated with later success on tasks of mental representation (Kavanough et al., 1998; p,94). Insert In role-play, creativity and imagination are both important procedures which help to direct, influence and generate the complexity of the activity. (Wood et al.,1996; p.147). This author continues to sustain that the roles children create, do not j ust involve actions and speech, they also generate feeling states which link both affective and cognitive processes. Similarly, music can also be included with joyful learning. When children clap, count or sing to themselves, they demonstrate the sensor motor intelligence where the repetition of action, guides the repetition of word or thought (Shelley, 1976; p.205). INSERT Eisner, (1979) Insert argues that, far from being a fringe activity, artistic expression makes its own unique contribution to the process of learning and in the childs more general cognitive development (Blenkin et al., 1981; p. 188, 189). INSERT But however, as in many areas of childhood the subject of how a child learns and develops is full of debates. As in the case of play-based learning, there appears to be a tendency that policy-makers and parents sometimes, view creative arts in class as unimportant and not completely academically beneficial to the development of the child (Moelock, Bown, Morrissey, 2003, p.41). But this is not always the case as this research on policies and curriculum standpoints in various countries demonstrated. insert from file. Policy and curriculum standpoints about play and creative activities in nursery schools Following Steiner, Frebel, Piaget and other pioneers, play nowadays is an integral issue of the curriculum in an English nursery school. The English Curriculum encourages self-initiated free play in an exploratory environment (Hurst, 1997; Curtis, 1998). Yet one should also point out that Piagets theory somehow influenced the present Early Years Foundation Stage (EYFS, 2007) INSERT FROM LAST ASSIGNMENT curriculum, as this pursues a stage and age approach to learning and hands on activity or play. In a similar manner, Froebel (in Brehony, K. J. 2001. 6 vols) states that creative play is the work of the child and an essential part of the educational process. By the 1960s play activities had been officially approved in the UK as this extract from the Plowden Report (C.A.C.E., 1967, p.193) indicates: We know now that play in the sense of messing about either with material objects or with other children, and of creating fantasies is vital in school. Adults who criticise teachers for allowing children to play are unaware that play is the principal means of development in early childhood. It clearly implies that free play is the best method of development in the childs early years. At the same time it states that: in play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate. The Birth to Three guidance documents also reminds educators that children need to explore with all their senses. There have been many debates about the education of young children in recent years, mainly due to the implementation of policies such as Supporting Families (Home Office, 1998), as well as initiatives such as the National Childcare Strategy and Sure Start (Pugh, 2005). However, a review of research and theory reveals that play faces the problem of not being recognised within the curriculum. Studies also state that the commonly-held view that early teachers encouraged learning through play was more myth than reality (Wood et al., 1996; p.5). Continuous policy changes and the constant increase of the material surplus in the curriculum appear to conflict play (Bell, 2001; p.141). Policy-makers are still faced with many dilemmas in the way they conceptualize play with its relationship to learning. The President of Alliance for Childhood, Joan Almon in Schroeder (2007, Vol.72, Iss. 5; pg 73-74) argues that policy makers are not fully aware of the importance of play. Political issues suffocate the possibility of early learning experience and emphasise on formal methods of academic learning (Schroeder, 2007, Vol.72, Iss. 5; pg 73-74). With increased emphasis on academic skills, creative activities have become blurred (Leoeng, D. J., Bodrova, E., 2005, Vol.13, Iss. 1; pg.37). Young children may not have the ability to learn from any formal instruction, but learn through social interaction, creative play and exploration (Dockett, Perry, 2002, Vol.3 No 1., pp 68-69). Similar views are expressed by Raban (2002, Vol.26 (3), pp. 7- 8) who states that: pedagogy in early years settings has become more formal, not least, for example, as a result of doubt about the expectations of Ofsted inspectors and the impact of initiatives such as the Literacy Hour. Play and art activities are being segregated from school as play is being given the implication that it is something supplementary. Reeves from The Guardian (2002, p .13) implements that: trends in education policy are making things worse. The national curriculum is inflexibly enforced, is like an unreasonable edict from head office. The testing virus is out of control and emphasis is given to proper subjects such as maths and science, while art, music and drama are further downgraded. Myra Barrs (2002), the author of the article Best for Bambini recognises the atmosphere of pressure which exists in the introduction of formal education at a very young age. She insists that the obsession of policy makers to begin formal education at a young age impose pre-school testing and assessments. Noting the compelling nature of this article this question remains controversial. While most early years organisations are in agreement that children should not start formal teaching at an early age, there are many others, who see an early start of formal education as a childs potential advantage in todays competitive world. A view that contradicts this is articulated by Dockett, et al., (2002 Vol. 3, No 1. pp. 68-69) who contends that : children under the age of four or five may not have fully developed the cognitive and social skills that facilitate learning from formal instruction. Such research has led some to question the value of formal education at an early age and to suggest that a focus on social interaction, play and exploration might be more valuable. In an article by Henderson, in The Times (1999, p. 12) relates that studies in educational achievement show that Italy and other European countries where the statutory education starts at six or seven surpass those children who start formal learning at a younger age. A further research on this literature revealed that in Norway, Denmark, Sweden and Finland although children are encouraged to learn through free play and not taught any reading or writing until they reach the age of seven, score in the top ten for reading standards (Synodi, E., 2010, v18 n3 p185-200) This approach is also similar in Hungary, Switzerland and Austria where there are strict guidelines not to start on literacy and numeracy until the age of six and seven. These too do twice as well in reading tests than children who are exhibited to formal teaching at a young age. (Henderson,1999, p.12). In Singapores educational policy, academic skills are given much attention and many parents are still uncertain of a play-centred curriculum. As a result, children are deprived of free play and many children have not acquired social skills (Tan et al, 1997). file write in full Similarly in Malta, adults view play and arts not so important to the academic development of the children (The Times of Malta, Editorial supplement 2001). Insert Children start pre-school at the age of four where the main aim is to prepare them for more formal instructions in grade one class. It is also understood that the main aim of the curriculum in the kindergarten level is to enhance the holistic developme nt of the child where each area of childs development is considered important (The National Minimum Curriculum.1999, pgs 34, 35). The N.M.C. document of the Maltese Ministry of Education considers play as a natural process and recognizes it as the key pedagogical means. (N.M.C. 1999, p.76). Creativity definitely enjoys privileged significance throughout the N.M.C. document. In formulating the document, creativity is not only linked to the expressive arts, it is also identified as the driving force that should aid the teacher in devising classroom curricula. In the introductory message of the document the Minister of Education state: The process (of change) will be one of creative changes in each school and with each teacher as they develop their own more detailed syllabus, resources and methods guided and inspired by this document. (NMC. 1999, p.6) Despite the previous arguments there are many reasons to think that play is the most valid way in which children learn and develop (Pinar, 1998; p.167). Major issues and debates It can be seen from the above analysis that psychologists and educators have demonstrated that play is unquestionably part and parcel of life of a growing and developing child. Nevertheless wrong concepts of play remain a growing problem. Cultural issues, socio-economic issues, and educational policies of a society could influence adults perception towards the value and purpose of play. This analysis, unfortunately, implies why parents presume that children are not learning anything worthwhile if they are just playing. Parents perceive that play in itself serves no productive purpose and does not work towards any particular goal (Moyles, 1991, pp.10). As a result many parents believe that making children learn at a young age will help them succeed at school (Schroeder, K., 2007. Vol 72, iss 5; pg 73-74) and that the knowledge of the alphabet and counting numbers are more important (Ashiabi, G.S., 2007, Vol.35, no 2 pgs 19-205). Piaget often argued that play is often neglected by adul ts because they think it has no significant function (Piaget and Inhelder, 1969). DISS sarah Insert According to Broinowski ,(cited in Bloch and Pellegrini 1989, pp.17-19) he remarks that free play of childhood is at risk. At the same time he expresses his worries when he implies that children are being hurried to grow up and are growing up without childhood. Parents and educators have raised their academic expectations for their children so, play, and do not contribute towards to the childrens academic development. In this sense they send them to various organised extra curriculum activities (Bloch and Pellegrini, 1989, pp. 28-29, Chudacof 2007). Although these structured activities can enhance and have a

Dialogical and Formalistic Approach to Thomas Grays Elegy (Eulogy) Wri

Dialogical and Formalistic Approach to Elegy (Eulogy) Written in a Country Churchyard Elegy in a Country Courtyard, by Thomas Gray, can be looked at through two different methods. First the Dialogical Approach, which covers the ability of the language of the text to address someone without the consciousness that the exchange of language between the speaker and addressee occurs. (HCAL, 349) The second method is the Formalistic Approach, which allows the reader to look at a literary piece, and critique it according to its form, point of view, style, imagery, atmosphere, theme, and word choice. The formalistic views on form, allow us to look at the essential structure of the poem. "Elegy Written in a Country Churchyard" by Thomas Gray shows aspects of both Dialogical and Formalistic Approaches. Gray's uses dialogic opposition, the way the author chooses to form his work so that the reader can interpret the characters' actions and words without the direct intervention of the author. (HCAL, 354) Gray lists the lifestyles of many different people in lines 32- 60. These stanzas cover all the different types of people that are buried in the churchyard. We can interpret the lifestyle and actions of the other characters because we have the ability to associate and connect what the narrator is telling us. By using the dialogic opposition, this allows the reader to identify the multiple types of characters in the poem, even if they don't all have dialogue. Bakhtin's definition points toward a parallel between issues of knowledge and power among the characters and those between the author and the reader. In both cases, knowledge is best thought of as dialogic rather than monologic, as open to the other rather than closed, as addres... ...defining words. The symbolism is to show the reader and the audience that life is only for so long. Once that old age is reached your youth is over. Try and accomplish all that you can when you have the time and the energy, because we are all going to be in the same place as all the characters in the churchyard before we know it. Gray uses imagery and symbols very well, and smoothly pulls the attention of his readers in to the poem. Gray's use of language and other literary devices allows readers to look at the poem from two different aspects. Dialogical and Formalistic, two completely different types of critiques. However, both let the reader look at the poem in completely different ways and see the many different aspects of the writing. Thomas Gray's "Elegy in a Country Churchyard", is a fine example of showing the dialogical and formalistic approach in a poem. Dialogical and Formalistic Approach to Thomas Gray's Elegy (Eulogy) Wri Dialogical and Formalistic Approach to Elegy (Eulogy) Written in a Country Churchyard Elegy in a Country Courtyard, by Thomas Gray, can be looked at through two different methods. First the Dialogical Approach, which covers the ability of the language of the text to address someone without the consciousness that the exchange of language between the speaker and addressee occurs. (HCAL, 349) The second method is the Formalistic Approach, which allows the reader to look at a literary piece, and critique it according to its form, point of view, style, imagery, atmosphere, theme, and word choice. The formalistic views on form, allow us to look at the essential structure of the poem. "Elegy Written in a Country Churchyard" by Thomas Gray shows aspects of both Dialogical and Formalistic Approaches. Gray's uses dialogic opposition, the way the author chooses to form his work so that the reader can interpret the characters' actions and words without the direct intervention of the author. (HCAL, 354) Gray lists the lifestyles of many different people in lines 32- 60. These stanzas cover all the different types of people that are buried in the churchyard. We can interpret the lifestyle and actions of the other characters because we have the ability to associate and connect what the narrator is telling us. By using the dialogic opposition, this allows the reader to identify the multiple types of characters in the poem, even if they don't all have dialogue. Bakhtin's definition points toward a parallel between issues of knowledge and power among the characters and those between the author and the reader. In both cases, knowledge is best thought of as dialogic rather than monologic, as open to the other rather than closed, as addres... ...defining words. The symbolism is to show the reader and the audience that life is only for so long. Once that old age is reached your youth is over. Try and accomplish all that you can when you have the time and the energy, because we are all going to be in the same place as all the characters in the churchyard before we know it. Gray uses imagery and symbols very well, and smoothly pulls the attention of his readers in to the poem. Gray's use of language and other literary devices allows readers to look at the poem from two different aspects. Dialogical and Formalistic, two completely different types of critiques. However, both let the reader look at the poem in completely different ways and see the many different aspects of the writing. Thomas Gray's "Elegy in a Country Churchyard", is a fine example of showing the dialogical and formalistic approach in a poem.

Management Plan

1.1.  Ã‚   Problem Definition: The company has been successful in securing considerable sales of around $5 million per annum. However, the company for some reason has been loosing sales. This problem has been there continuously for the last five years. The issue which our department is facing specifically is that we are making decreasing contributions towards the overall net profitability of the company. For the company, after a certain time, our department will become a parasite if these types of conditions persist. Therefore the company’s top management, such as Carol and others might decide and be adamant to close and/or sell off our department. Though this might yield the company a net loss but closing down our department may offer cutting further losses in future to the company. On the other hand all employees working for and either directly or indirectly associated with this department have their jobs at stake unless the department starts earning! 1.2.  Ã‚   Vision: My department should be designed in a flat hierarchical structure. I would design the job specification of my subordinates in such a way so as to enable them to have the least number of levels to jump to reach me for discussion(s) on any relevant issues. I would encourage the employees through out the department to have themselves integrated not as individuals but as one. This would help in asserting a clear and transparent management of every one on the efforts they contribute to achieve the collective goals of the organization. This will also reveal the issues related to employees regarding the decreasing sales of our department. 1.3.  Ã‚   Mission Statement: â€Å"To provide the best quality cleaning solution to healthcare customers, bundled with the customer service beyond their expectations. To give Value for Money.† 1.4.  Ã‚   Establish goals & objectives: The department needs to and will start generating profits in the near future. For this purpose the first and foremost objective is to develop different models and use of the different available techniques to analyze the existing, past, and potential customers, their demographics, their demand type/frequency and there patterns of purchasing & using our products. The most likely reasons that they shifted from us or reduced there purchases from us. We would also analyze and try to find out what our nearest competitors are offering in comparison to what we offer and what can we potentially offer. 2.  Ã‚  Ã‚  Ã‚  Ã‚   Communicate: 2.1.  Ã‚   Identify stakeholders: The stakeholders in our case include; The employees who are directly or indirectly linked to our department. The top management personnel such as Carol. The customers, the hospitals which account for 85% of our sales. Myself, the newly appointed departmental head. 2.2.  Ã‚   Frame Communication: I as the departmental head would rather suggest an open meeting at the end of each day, similar to that what Japanese do, and I will try to analyze and grasp the grass root of any problem so that it can be cached and cured there n’ then. 2.3.  Ã‚   Plan Communication: I would set the necessary procedures such as enclosed messages or e-mails to inform only my team members for specific department related meeting. This would ensure direct communication with privacy. 2.4.  Ã‚   Communication with stakeholders: All the stakeholders would be informed via a formal channel such as a personalized mail, e-mail and/or a news letter. Since all stakeholders are to be informed there fore we are using such methods so as to actually make a sort of announcement for the meeting. 2.5.  Ã‚   Channels of communications: Where n= the no. people communicating with each other (i.e. 6 in our case) = n (n-1)/2 =6(6-1)/2 = 15 channels of communication 3. Cooperate: 3.1.  Ã‚   Methods of cooperation: The Individual’s Team Contribution The Team’s Performance Behaviors/Process Results (Individual) Behaviors/Process Results (Team) 3.2.  Ã‚   Competition between team members: The competition between the team members is a good approach specially in the case of sales staff. Even other than sales staff, members of the department performing other activities can also compete in terms of their productivity and how much they contribute towards their job i.e. apart from their normal schedule of duties how much do they put in genuine efforts in going beyond what is required for the sake of the company’s overall ‘Good’. 4.Follow Though: 4.1.  Ã‚   WBS: Total proposals required per year= 2000 As per 2-5 there are 6 employees including me, therefore assuming the 5 employees be there; 2000/12= proposals per month = 167 167/5= 33.2 25000/12/5= 417. 4.2.  Ã‚   Accountability: The figures given above are the minimum target that need to be achieved. They form the basic standards and actually serve as the benchmarks for anyone’s’ accountability regarding his/her job.. 5.  Ã‚  Ã‚  Ã‚  Ã‚   Evaluate: 5.1.  Ã‚   Outline of performance: The performance measurement would purely be based on it’s the type of activities being conducted and the results that are being yield as a result of these activities. This includes, for example, comparing revenues, productivity, etc. 5.2.  Ã‚   Performance:Adequate performance was given. However if the performance would have been inadequate than I would scrutinize the Work Breakdown Structure and try sorting out where the problem persists and what caused the performance to be inadequate. 5.3.  Ã‚   Optimistic: If I would have been optimistic with whatever I predicted than I would surely had placed relatively much higher targets than normal ones. This might have led to unachievable targets and hence frustration by the employees causing them to get disturbed and the productivity would have decreased. References Gareth R. Jones, Jennifer M. George & Charles W. L. Hill (2005) Principles of Management.: McGraw-Hill

Living in a dynamic earth Essay

Evolving from ape-man society to the advanced civilization nowadays, people start to inhabit in artificial concrete jungle and live far away from the given natural environment. With social progression and economic benefits, peoples’ crave for natural resources keeps escalating from time to time. People have a great tendency to consume resources yet ignore the long-term  behavioral consequences that are destined to cycle back eventually. The significance of sustainability is mostly overlooked. The book ‘Human Science and Human History 101’ considers the planet and human as a whole system and tells the story in an informational scientific way. The book contains four main topics. Firstly introduce the formation history of the Earth and facts about different parts and components of the Earth to provide readers a solid concept and basis of the planet. Afterwards, it gradually explores the fact that human generation development and evolution are greatly determined by the changes on the Earth, for instance, the uncontrollable natural catastrophe-volcano eruption. Hence it evaluates the resulting impacts and relationships between human development and the Earth as a circulating ecosystem. The first chapter starts with the exploration of the history and facts of atmosphere, oceans and rivers. An introduction of the atmosphere composition and certain scenarios of greenhouse effect and ozone depletion spark off the chapter. The sun gives life to the Earth. It provides a primary energy source to the Earth. Solar energy of the sun breeds and sustains the living things. Temperature on the Earth simply controls climates and determines changes on the living environment and consequently triggers alterations in human behaviors, which creates human history through centuries. This chapter specifically links the variation of solar radiation to the changes on surface of the Earth and history of mankind. The aforementioned changes in solar radiation are explained by long-term cycles. (Chapter 1, P.5) With obtaining the trapped gas of carbon dioxide in ice to determine the information about the changes in atmospheric temperature, in which a 100,000 years of slow cooling in glacial pe riods and 20,000 years of rapid warming in interglacial periods can be investigated. Climate changes create different periods and with the start and end of different periods generate distant consequences hence affect and shift living of human. From the long history of 1,5000 years ago, increasing temperature leaded to the melting of water and terminated the last Ice Age. With the end of last Ice Age, three main consequences – topographic effects of deglaciation, peopling effect of the Americas and the possibility of the occurrence of biblical flood in the Black Sea occur. (Chapter 1, P.15) These three effects further mold the  surface of the Earth with the junctions of rivers, separation of the Earth continents and expansion of sea area. Firstly, ‘topographic effects of deglaciation’ discusses the physical evidence of glaciation on land and rapid sea level rise. The melting of ice uncovered the land and exposed much of the topography of North America and northern Europe. Secondly, ‘peopling of the Americas’ confers the idea of very different evolution patterns between South and North Americas using examples of primates, hominins and Homo sapiens. The circumstance was leaded by the isolation of North America by the opening of the Atlantic and Arctic Oceans. Thirdly, ‘Flooding of the Black Sea’ tells that the Black sea was once isolated, and by connecting the Black Sea with other world’s ocean by melting ice, the busiest waterway in the world that affects people’s transportation routes and preferences is created. Then from the shorter history of past 2000 years, the time is divided into five periods with obvious evidence of the influence of climates to human behavior and history. (Chapter 1, P.17) For example, in the Little Ice Age, a decrease in food production and rise in food prices due to a cold climate spurred the emigration of people and eventually the high food process leaded the French Revolution. It is evident that although it seems irrelevant, when viewing the human history and climates together, we can find huge and direct relationship that can by no means be overlooked. Climate changes human behaviors and builds history. After explaining the linkage between climate and human activities, global warming is discussed as a non-stop phenomenon that keeps influencing us. After showing evidence of global warming, it is, however, stated that the rapid increases of the amount of greenhouse gases is mainly caused by human activity and social progression. For instance, in the 1700s, the industrial revolution started up the human economic production fuelled by coal; after that, the development of car (an industrial production) speeded up the utilization of oil especially in developed countries. Volcanoes, oceans and rivers activities and influences are explored to end the chapter. (Chapter 1, P.25) This chapter provides history of the Earth and human, which explains the rational behind climates and human activities and further notice us the possibility of influences to us in the future. After the comprehensive explanation of the relationship of solar radiation to  the atmospheric elements, formation of the Earth surface and eventually links to human development, chapter two proceeds to description of the solid tectonic parts and its tectonic processes, then explores its influence and relationship to human kind. ‘Tectonics’ is the deformation of the earth’s surface. In the beginning chapter two provides basic information of the structure and composition of the Earth and the principle of ‘Isostasy’. (Chapter 2, P.53) From the center of the Earth, it consisted of a core, a mantle and a crust. With the heat constantly generates from the interior of the Earth, the crust is at the same time in motion. These affects the crust which is the surface of the Earth where human habitat and creates a series of tectonic processes that we human being considered as catastrophes. ‘Isostasy’ is then referred to the concept that all elevat ion son the Earth are determined and controlled by the thickness and density of the underlying crust and known as ‘Equal standing’. Following is the discussion of the Plate tectonics, which foremost explains the heat generates from the Earth by radioactive decay and this source is strong enough to prevent shrinking and to drive tectonic processes. The chapter further remarks on the structures and processes of the movement of rocks using the concepts of continental drift, hot spot, and plates. (Chapter 2, P.61) After all the fundamental information then comes to the influences of tectonic processes include Volcanism, Earthquakes, Tsunamis, Living in rifts and Living on small islands. The above five processes are discussed from its formation reasons to its impacts on humans habitat and explains with examples of the according changes in mankind behaviors and history. Firstly, in volcanoes eruption, molten rocks known as ‘magma’ is introduced and categorized into ‘intrusive rock’ and ‘extrusive rocks’. (Chapter 2, P.67) Three historically important eruptions are described. The v iolent explosion of Santorini in 1640 B.C. which has a great possibility of leading to the remarkable replacement of Minoan civilization by the Mycenaeans. The other two are explosion of glowing cloud, one is from the Mount Vesuvius and the other is the Mount Pelee. In the later eruption, a glowing cloud around 500 meters high crashed in St.Pierre which burned and covered the whole town and killed approximately 25,000 people. Secondly, earthquakes occur when faults slip in a sudden. The highest magnitude of earthquake that is ever measured is 9.5 in Chile on 22th of May in 1960. Possible influences of earthquakes are  discussed by examples at Mayan Quirigua, Israeli site of Armagedon and San Francisco. Earthquakes can be as severe as to destruct all of the existing civilization in Maya empire. However, human can also learn from time to time to protect ourselves by obtaining knowledge of building in earthquake-prone areas. (Chapter 2, P.73) Thirdly, tsunami is a gigantic system of waves in ocean basins that is resulted from sudden displacement of ocean surfaces. Mostly, tsunami is a consequence of underwater earthquakes and the examples of Indian Ocean and La Palma are then illustrated. In the significant tsunami of Indian Ocean, more than 200,000 deaths were caused directly and long-term social facilities and industries destructions, for instances, buildings, roads and tourism industry, were created. Fourthly, people living in rifts because those low valleys contain a great amount of resources in terms of water, food and fertile soils for living. Examples of East African rift system and Hawaii are mentioned to further illustrate the abundant resources in rift valleys. (Chapter 2, P.83) Last, the chapter ends with describing people living on thousands of small islands like Hawaii and Midway which are almost isolated from the rest of the world geographically but play significant role of intermediate stops of air route. With the basis of the atmospheric element and tectonic planet surface mentioned in the first two chapters, chapter three continues with the introduction of the origin of human and continents. The controversy of emergence of human kind from creationism or evolution is evaluated and the origin of existing continents is discussed with evidence. Generally, creationism represents the belief that creatures are created by Genesis 1 in the 6-day period when God made the Earth. Creationists think the concept of evolution can be compatible with creations in the biblical stories. Every living thing in the world are made by God separately and every word in the Bible is undoubtedly true. (Chapter 3, P.90) While theory of evolution tells the existing creatures are evolved from ancient living things in the process of natural selection. Evolutionist rejects supreme beings and thinks that living objects in the universe all undergoes physical processes of changing. French anatomist George Cuvier propo sed the idea that the Earth had undergone several times of huge extinction and recreation of new organisms throughout times. If the existing organisms are capable of adapting to their  environment, it survives; if it does not, it simply varies or perishes. With the continuous variation of creatures to adapt to the environment and prevent from dying produces the form of existing creatures nowadays. The controversy of creationism and evolution continued seriously through the 20th century. The trial of John Scopes in Dayton in 1925 is mentioned to show the deep-rooted conflicts. (Chapter 3, P.94) The sequence of events that influenced the Earth is also discussed with the method of ‘law of superposition’ to distinguish the age of substances. Such method can to certain extent prove the history of supercontinents. Continents preserve long history of the Earth and the discussion of continents is separated into two parts of continents formation and history of supercontinents. Two of the supercontinents are Gondwana and Pangea. Finding similar fossil in different countries or areas proved they might once be a whole complete landmass. (Chapter 3, P.111) Concerning Gondwana as an example, similar fossils are found in Australia, India, South Africa and South America. Also, glaciation evidence is found in the above areas to show its unity in the past. Finishing all the discussion of the formation and development of the Earth and human kind, the last chapter reveals the relationship between the Earth resources, human needs, behaviors and the environment influences and sustainability. ‘Sustainability’ means human’s patterns of living and working which are able to continue for the foreseeable future of humankind and, not causing series destruction or damage to any member or component in the ecosystem. (Chapter 4, P.120) This chapter breaks up the energy resources consumption and environmental consequences into five aspects of introduction to energy resources, mineral and rock resources, food resources, fresh water resources and wireless communication and the Internet. In the category of energy resources, information about world energy information is first given. It is shown that energy consumption of United States is increasing from year to year. Also, the United State that possesses 5 percent of worlds population, consumes 25 percent of world energy production. While poor countries only consume low rate of energy. An unbalance energy use is to a large extent shown. (Chapter 4, P.123) Then energy resources formation, production and consumption and history of use of different resources are described regarding fossil fuel, nuclear energy,  renewable resources and rock and mineral resources. To the aspect of food resources, nutritional requirements are discussed with a comparison and contrast of the calories consumption of industrialized countries and poor countries. Origin and characteristics of different sources of food for example Beans, wheat and fruit are mentioned afterwards. (Chapter 4, P.150) Thomas Robert Malthus produced an essay in 1798 introducing the tendency of population increasing exponentially which presented the scenario that world population kept escalating. Yet, while population increases the world is still not capable of feeding everybody although there are plenty of food. Food distribution is not even. This situation supports the doctrine of ‘survival of the fittest’, similar to the idea of natural selection in extinction and evolution. (Chapter 4, P.154) A development of silk road and distant modern communication internet and methods are then mentioned. From the further transportation of horse riding to steam engines, from land transport to ocean transport, there was a great advance in human society connection. Also with the invention and breakthrough of communication gadgets time to time, from electricity generators to telephone and to radio, information can be disseminate much easier. (Chapter 4, P.157) It is, however, worth to meditate that how those technology can be correctly used to benefit human beings. To sum up, by providing scientific information and evidence of the formation and changes of the Earth and human kind, this book tells the story between the Earth and people. While human civilization proceeds and enters the era of rapid economic activities, energy consumption keeps escalating for the productivity and need of human. It is, yet, remarkable that all of the energy sources create certain amount of problems to the Earth and environment. As a closed ecosystem, addressing sustainability is of utmost significant to human beings future life. At the end gives audience the message of its correlationship in order to highlight the importance of obtaining sustainability to human and our habitat, the Earth. Reference list: Rogers, J. W. & Tucker, T. (2008). _Earth Science and Human History 101._United States of America: Greenwood Press.

Research Paper on Copyright

Research Paper on Copyright Copyright is a universal law created to protect authors’ of original creations’.It promotes the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries’.( U.S Constitution, Article 1, Section 8). It grants the authors’ exclusive ownership and legally allows them to deny others the privilege of using their works. Copyright can be placed on anything in tangible medium such as; literary, artistic, dramatic or  architectural works, however, it doesn’t cover material in the public domain. It was first introduced in 1790, although most creations before the twentieth century were not copyrighted. The basic length of copyright is determined by adding seventy years onto the lifespan of the author. It cannot be renewed. This essay will focus on three main aspects of Internet Copyright. Firstly, it will discuss existing copyright laws, secondly it will analys e copyright infringements on these laws and finally it will discuss the importance of knowing and understanding copyright. Copyright laws on the Internet differ in each country but they tend to cover the same principles. The act of Fair Dealing allows people to use a part of an original document without the permission of the author, however, the author of the original work and the source from which it originated must be cited. It must be a reasonable amount used only for research, teaching,  criticism or comment with no financial gain. In the case of copying pictures or photographs, permission from the owner must always be sought with the exception of four things; it is owned by the government, was published before 1922 and registered at a Copyright office, advertised as free or in the public domain. The failure to comply by these regulations is known as plagairism. Laws relating to software are very simple. One copy of the program is allowed to be stored on a computer and one back up disc can be made, any more copies made or distributed are illegal and referred to as software piracy. Profit made by re gistering other peoples’ trademarks as one’s own is called Cyber squatting and although not as easy or as common anymore, it is still illegal. These laws protect original work and present businesses with the opportunity of advancement. They allow the public to use or view works within limits and are a small requirement for the vast amount of information available on the internet. Infringements on Copyright, although being a federal offence, are common practices on the internet Software piracy is a worldwide problem. â€Å"Software companies are launching more and more lawsuits against major infractors†.( Webopedia, 2003, p. 1) Software is easy to duplicate therefore making it  vulnerable to infringement. Share ware attempts to lower piracy by encouraging users to supply others’ with copies in the hope that they will enjoy it enough to buy the full version or pay a small monthly fee directly to the author. Illegally copying software doesn’t just affect the company but the user  as well as they  receive no documentation, customer support or update information on products. Piracy diminishes the worth of a program and proves difficult for small companies to stay in business. Cyber squatting is in illegal practice, common around the time of the birth of the Internet. Businesses were unaware of the Internets’ potential so people th ought registering a well known trademark and waiting until the rightful owner realized the internets power would be profitable as they could sell the domain name back to the rightful owner . Panasonic, Avon and Hertz were all victims of cyber squatting. Today, the importance of having a domain name is common knowledge thus diminishing the number of cyber squatters rapidly. Plagairism is the most common illegal practice on the internet. Plagairism is very easy to do but doesn’t come without its’ consequences. Plagairisers are easily found on the internet with search engines, enabling authors to locate improper copies of their work and rightly prosecuting the offender/s. Plagairism also includes forwarding an email in which the intnded use has been altered.Students found to commit any of these face lowered marks, failure and even expulsion from schools. Infringement on Copyright is a violation of the law and property rights of the authors and deprives them of due credit of their hard work and efforts and can evolve into a costly court case. It is of paramount importance to know and understand the laws of copyright. Abiding by the rules can literally save people millions of dollars. Copyright is a protection act and to defy it is to defy others the right to display their work and to receive credit on their achievements. As mentioned earlier, knowing these laws can be the difference beween passing a course or being diqualified. It is an incentive for students and the general population to create something original and share it with the rest of the world. Most importantly knowing and understanding these laws enables the system to run smoother and creates space for people to better their work. Internet Copyright is a valued law which is not taken seriously enough. Infringing Copyright is unfair on everybody. It inhibits innovation, diminishes the value of an artists’work, makes it harder on businesses and dissolves the credit to artists for their hard work, time and effort to produce work which is there for everyone to enjoy. Stronger laws and penalties will have to be introduced if Copyright infringement is going to lower or stop. Cd and DVD burners on the market and in computers contradict the regulations of copyright, almost making it legal to defy it. Why buy a product when it can be produced for a tenth of the cost? Why not copy information from the internet- who is going to find out? The internet is the biggest threat to copyright and with these unresolved issues its’ future appears unsuccessful.

The Wind That Shakes the Barley Essays

The Wind That Shakes the Barley Essays The Wind That Shakes the Barley Essay The Wind That Shakes the Barley Essay Patrick Jannings Yr 12 KEYS HOUSE English assignment 3A Q. 4 Visual texts are always intertextual. Discuss this notion referring to your viewing experiences this year. Texts are never viewed in isolation as we always view it through the prism of our previous encounters. Producers of visual texts rely on the viewers experiences to consume themselves in the text. The famous writer Michel Foucault once said that â€Å"a text is caught up in a system of references to other books, other texts, other sentences: it is a node within a network† The concept of intertextuality has definitely been taken into account in the production of the films â€Å"the Wind that Shakes the Barley†. In order to understand how the producer conveys his meaning and themes you must first fully understand the methods of construction and how these convey attitudes and values. In film a producer may use technical, symbolic, audio or written codes to convey his meaning of the text. Lighting plays a major part in the film â€Å"The Wind † The Irish weather has a slight affect as it is very soft, humid and cloudy. In various scenes in the film very foggy and rainy weather was evident. A very natural and soft light was seen throughout the movie as much of it was filmed outside where high tech lightening is not nessecerly a true representation of the films setting. The natural lighting was used to great effect using the particular instance of the scene where five or six members of the IRA are pictured walking slowly toward the camera out of the mist. The midst creates an eerie feeling in the air and this technique is used to great effect. Shot types play an essential role in constructing the text. The techniques used stayed pretty much the same even on a large and more action driven story. It seems that there is a simple positioning of the camera that just seems to flow from scene to scene. Most of the shots are long shots. What I found particularly affective in the film was the odd shot on the spectacular landscape. These shots are very intertextual as the beauty of the landscape tells a story in itself. Costume can be used as a powerful symbolic tool. Clothing can represent the time in which the film was set and therefore the characters can be shaped by the clothes they wear. The costumes in the film featured natural colors such as greens, browns and blues. These colors are dull and seemed to match the surrounding environment and represent the native Irish community in a time of struggle and low prosperity. One clever technique used in the film was the placement of distinguishable features on the main characters and let the lesser characters blend in with each other with similar clothes. For example Damien was distinguishble by his waistcoat and his hat and it was quite easy to make an association between the two. The setting in the film is one that is remembered by everyone who views it. The Irish landscape is well known around the world for its rugged and mysterious beauty. There is a particular scene in the film which outlines this point very well. It is the scene where Damien and another five or six other local IRA members leading the traitors Chris and Sir John Hamilton to there execution. The magnificent backdrop of the rugged mountain landscape with the glassy flowing rivers in the valley really typifies the beauty of the Irish country. This conflict between the splendor of the backdrop and the cruel execution of the young boy creates almost an atmosphere in itself and results in the scene being one of the most defining in the film. It must be understood that all filming was done in a small town by the name of West Cork in Ireland. Producers chose this town because it contained many historic architectural features of the 1920’s. Most of the houses are stone and are of muted and soft color. This seemed to compliment the environment of the setting but in no way stand out or create a distraction. Almost all of the music in the film is of Irish heritage and this illustrates Ken Loach ambition to promote the Irish culture. Irish Songs such as Oro Se do Bheatha Bhaile typify the Irish spirit within the film as it was written by nationalist leader Padraig Pearse and focuses upon republican themes. The majority of the characters in the film were of Irish background. This meant they spoke with the profound Irish accent and added to the sense of realism in the film. Many of the extras were also Irish and displayed the dominant features of the culture. One of the most important aspects in a feature film is the role of the characters. Characters in any text convey their personal qualities through dialogue and action by which the reader or audience understands their thoughts, feelings, intentions and motives. Characters either remain stable in their attitudes throughout the film or undergo personal development and change, whether through a gradual process or a crisis but in any case they usually remain consistent in their basic nature. The main characters of the film are Damien and Teddy. Damien is a medical student at University College Cork who has just qualified. He has won a place in London to train as a doctor and the idea of going to London, to be away from all of the fighting, is hugely attractive to him. After the influence of this brother Teddy and other dramatic events he decides to join the IRA in a dangerous and violent fight for freedom. Teddy is the experienced fighter who is headstrong and a leader of the group. Damien looks up to Teddy and gives him the upmost respect. These two characters share a unique brotherly bond and it is when the Free State Agreement is put forward that changes things forever. Members of the IRA suddenly looked to Teddy for political leadership and he struggled to cope with this. Teddy was a man of action and looks at things in a simple and pragmatic way. Damien is more of a thinker and one more suited for philosophical debate. The roles of these two characters seem to be reversed by the end of the film. Damien is the one who becomes firm and headstrong and teddy becomes muddled up tin the politics of it all and in the end becomes a strong believer in nothing. The way in which these two characters have been transformed over the duration of the film catches the attention of the viewer. The brotherly relationship and the split in opinions is something in which many brothers can relate to. In conclusion, â€Å"The wind that shakes the barley† directed by Ken Loach is a highly intertextual film. It contains technical, symbolic, audio and written codes which all work together to convey the message the producer is trying to get through to the viewer. The message of the infact is simple. It is a story driven by as deep sense of duty and love for ones country. It is a story of a fight against the odds with the message that there is always compromise in victory or defeat. news. bbc. co. uk/1/hi/entertainment/5026620. stm www. opendemocracy. net/arts-Film/loach

History of the Former Country of Yugoslavia

History of the Former Country of Yugoslavia With the fall of the Austria-Hungary empire at the end of World War I, the victors threw together a new country which was composed of more than twenty ethnic groups Yugoslavia. Just over seventy years later that piecemeal nation disintegrated and war broke out between seven new states. This overview should help clear up some confusion about whats in place of the former Yugoslavia now. Marshal Tito was able to keep Yugoslavia unified from the formation of the country from 1945 until his death in 1980. At the end of World War II, Tito ousted the Soviet Union and was then excommunicated by Josef Stalin. Due to Soviet blockades and sanctions, Yugoslavia began developing trade and diplomatic relationships with western European governments, even though it was a communist country. After the death of Stalin, relations between the USSR and Yugoslavia improved. Following Titos death in 1980, factions in Yugoslavia became agitated and demanded more autonomy. It was the fall of the USSR in 1991 that finally broke up the jigsaw puzzle of a state. About 250,000 were killed by wars and ethnic cleansing in the new countries of the former Yugoslavia.​ Serbia Austria blamed Serbia for the assassination of Archduke Francis Ferdinand in 1914 which led to the Austrian invasion of Serbia and World War I. Although a rogue state called the Federal Republic of Yugoslavia that was exiled from the United Nations in 1992, Serbia and Montenegro regained recognition on the world stage in 2001 after the arrest of Slobodan Milosevic. In 2003 the country was restructured into a loose federation of two republics called Serbia and Montenegro. Montenegro Following a referendum, in June 2006, Montenegro and Serbia split into two separate independent countries. The creation of Montenegro as an independent country resulted in Serbia losing their access to the Adriatic Sea. Kosovo The former Serbian province of Kosovo lies just south of Serbia. Past confrontations between ethnic Albanians in Kosovo and ethnic Serbs from Serbia drew world attention to the province, which is 80% Albanian. After many years of struggle, Kosovo unilaterally declared independence in February 2008. Unlike Montenegro, not all the countries of the world have accepted the independence of Kosovo, most notably Serbia and Russia. Slovenia Slovenia, the most homogenous and prosperous region of the Former Yugoslavia, was the first to secede. They have their own language, are mostly Roman Catholic, have compulsory education, and a capital city (Ljubljana) which is a primate city. With a current population of approximately two million, Slovenia avoided violence due to their homogeneity. Slovenia joined both NATO and the EU in the spring of 2004. Macedonia Macedonias claim to fame is their rocky relationship with Greece due to the use of the name Macedonia. While Macedonia was admitted to the United Nations, it was admitted under the name of The former Yugoslav Republic of Macedonia because Greece is strongly against the use of the ancient Greek region for any external territory. Of the two million people, about two-thirds are Macedonian and about 27% is Albanian. The capital is Skopje and key products include wheat, corn, tobacco, steel, and iron. Croatia In January 1998, Croatia finally assumed control of their entire territory, some of which had been under the control of Serbs. This also marked the end of a two-year United Nations peacekeeping mission there. Croatias declaration of independence in 1991 caused Serbia to declare war. Croatia is a boomerang-shaped country of four and a half million which has an extensive coastline on the Adriatic Sea, and it almost keeps Bosnia from having any coast at all. The capital of this Roman Catholic state is Zagreb. In 1995, Croatia, Bosnia, and Serbia signed a peace agreement. Bosnia and Herzegovina The virtually landlocked cauldron of conflict of four million inhabitants is composed of about one-half Muslims, one-third Serbs, and just under one-fifth Croats. While the Winter Olympics of 1984 were held in Bosnia-Herzegovinas capital city of Sarajevo, the city and the rest of the country were devastated by war. The mountainous country is trying to rebuild infrastructure since their 1995 peace agreement; they rely on imports for food and materials. Before the war, Bosnia was home to five of Yugoslavias largest corporations. The former Yugoslavia is a dynamic and interesting region of the world which is likely to continue to be the focus of geopolitical struggle and change as the countries work to gain recognition (and membership) in the European Union.

Letters of Van Gogh Essay Example | Topics and Well Written Essays - 750 words

Letters of Van Gogh - Essay Example Vincent van Gogh wrote and preserved many letters during his life, which were made into a collection. Most of the letters were addressed to his brother. His total tally of letters amounts to 819, whereby 600 of this letters were to his brother Theo. Some of van Gogh’s letters were addressed to his sister Wil. One letter went to Kruysse, a friend, while other letters went to Emile and Rappard. After Vincent van Gogh had died in 1891, his wife collected these letters and addressed them to respective addressees. The letters were later organized and published in 1914. Most of the authors describe Vincent van Gogh as a man who protected even the least scrap of paper. Vincent van Gogh was both an art historian and art therapist as well. His works leads mostly to interdisciplinary articles. This article also presents a mindset and a word view which is primarily Jungian, though it has been informed by the works of Julia Kristeva. His letters also presents the unions of the opposites, the complementarities, and bipolarities, which are consistently pointed out on all the levels, which includes the lifestyles, the words, the images, and the analysis of the formal elements of art. In addition, the works of Vincent van Gogh asserts the diagnoses of bipolar disorder, which are exacerbated by the borderline personality disorder. The letters of Vincent Van Gogh depicts the literature skills as well as a unique authentic literary skills and style. His style mirrors the Balzac literature, which he had previously read and valued. His literary style also reflects the historian work of icons such as Michelet, Zola, who was a naturalist, Voltaire, as well as Flaubert.

Public Safety and Privacy Analysis Research Paper

Public Safety and Privacy Analysis - Research Paper Example cumstances, which justify the actions of law enforcement officers to enter a house without a warrant as demonstrated in the case discussed in this paper. Law enforcement officers answered a disturbance call near Allen Road in Brownstown, Michigan. Officer Christopher Goolsby later bore witness that, as he and his colleague drew near the area, a couple directed them to a house, in which they narrated that a man â€Å"was going crazy.†The officers proceeded to the residence and discovered the household in complete chaos; this could be manifested by damaged property and traces of blood on the hood of a pick-up truck with a smashed front. Through the window, the police officers could catch a glimpse of Jeremy Fisher inside the house, shouting and tossing objects around. When the law enforcement officers knocked at the door, Jeremy Fisher declined to answer. The officers noticed that Fisher had a cut on his hand; however, the defendant disregarded inquiries concerning whether he needed medical attention. Instead, Fisher demanded that the police officers go and obtain a search warrant (Acker & Brody, 2012). Through the window of the opened door, Officer Goolsby could see Fisher aiming a gun in his direction, which compelled him to retract. Eventually, the officers managed to overpower fisher and secure the premises. Jeremy Fisher was arraigned in court under Michigan law and charged with assault with a lethal weapon, and being in possession of a firearm amid the commission of an offence. The trial court awarded Fisher’s motion to suppress the evidence, concurring with him that the confiscation of the gun contravened of his Fourth Amendment rights (Acker & Malatesta, 2012). The Michigan Court of Appeals sustained the argument (over a dissent by Judge Talbot) that the warrantless intrusion into defendant’s house breached Fisher’s Fourth Amendment rights as the circumstance â€Å"did not match to the point of an emergency validating the warrantless invasion.† The

Globalisation Essay Example | Topics and Well Written Essays - 2000 words - 3

Globalisation - Essay Example 04th%20International%20Survey%20of%20Corporate%20Sustainability%20Reporting&r_issn=&r_year=2002&r_volume=&r_issue=&r_startpage=&r_endpage=&r_publisher=KPMG/WIMM&r_authors=KPMG] TWN 2006: 14 is the publication you have already located, namely Third World Network (TWN) 2006, Globalization, Liberalization and Protectionism: Impacts on poor rural producers in developing countries, International Fund for Agricultural Development. Globalisation is often addressed as the distinct feature of modernity, but this phenomenon is not new though the speed, reflexivity, complexity and consequences of modern global processes are genuinely outstanding. Modern globalisation processes can be traced back to the period after World War II while the earlier versions remain subject to intensive scholarly debate. Thus some authors study events since 1492 in considering the history of globalisation, and some focus on the more remote past (Frank and Gills 1994). However, these views are not commonly accepted with the majority of scholars concentrating on the recent past in their studies of modern globalisation processes. One popular perspective on globalisation (particularly economic globalisation) seeks for its origins in the period between approximately 1850 and 1914. These earlier forms of globalisation manifested in British imperialism and increased trade and capital flows between politically independent European states, their colonial territories, and the United States (Raskin et al. 2002). The first era of globalization was characterized by growth of export and profits, capital flow, massive migration of workforce from Europe to Northern America and other states (almost 60 million people). At the same time, the world saw increasing disparity between the countries actively involved in globalization processes and the rest of the world with industrialization being the key reason for this tendency (Crafts 2000). Evidently, this perspective also implies that World War I was the outcome

Uncertainty Reduction Theory Critique Assignment

Uncertainty Reduction Theory Critique - Assignment Example However, I have come to realize that this is only the short term goal. The long-term goal of the entire process is to gain some related benefits. Having said that, I think maximizing relational outcomes is the ideal motivator when people encounter new people. The majority of human beings are motivated into gaining more information about other people simply because of maximizing on the relational outcomes. It is because almost all people tend to be less interested in others that have little significance to their lives. For example, an average or poor performing academic student will tend to gain information about another top performing student not for reducing uncertainty, but for gaining academic related benefits. In another example, a political candidate will choose a running mate, not because good friendship, but because of amassing more votes that would eventually help the pair at winning the elections. Due to our current life situation, we approach new people to fulfill an emotional, psychological or physiological need. Basing on the same concept, our group picked on the primary motivator in class because we want to maximize on the relational outcome. We made that choice because we want someone that is more like a role model and one that will help us through our emotional, psychological and physiological needs. Making such choice makes more sense than uncertainty reduction theory in that learning and understanding a person does not entirely add value to another person’s life. Therefore, it is justified to conclude that people are motivated by rewards or associated benefits they would gain from a new person they

Existentialism and Art Essay Example | Topics and Well Written Essays - 1250 words

Existentialism and Art - Essay Example A look into these various concepts proves that Leo Tolstoy comes up with the best explanation regarding art. According to him, art is a form of communication that can take various forms. If it succeeds in developing an emotion, it is an art. Aristotle and Art According to the Aristotelian view, art is an imitation of life. He starts his theory of art with the claim that humans have the urge to imitate, and this tendency to imitate is the very basis of human learning. It is this tendency that makes humans delight in works of imitation. Thus, according to the scholar’s opinion, various people imitate using various medium ranging from color and voice. As Butcher (1951, p. 116) says, this concept contains three elements of imitation. They are rhythm, language, and harmony. Here, Aristotle brings in the concept of virtue in art. To illustrate, the factor that decides whether a particular artwork is a comedy or a tragedy is the object that is imitated in the work. Though the art for m used is the same, the emotions it creates will be quite opposite in both the cases. Thus, when one follows the Aristotle's point of view, one gets a chance to evaluate the quality of art and the element of virtue in it. This becomes possible because the artist is supposed only to imitate, not to create. Evidently, there are a number of pitfalls in the Aristotelian view. ... For example, if the quality is assessed from the perfection in imitation, people from other geographical areas will not be able to assess the quality of any art. In other words, an art form will be highly limited to people in that geographical area or who are familiar with the item being imitated. Another issue arises that the concept does not take into account the authenticity of abstract works. To illustrate, it forgets the quality of Cubism and Pop as art forms, though they are not realistic reflections of nature. Thus, it becomes evident that though Aristotle managed to present the human characteristic of imitation, he failed to develop a flawless theory of art out of it. Plato and Art One can see that Plato too shows a tendency to consider art as an imitation though he develops a bit on the concept; but to the wrong side. In The Republic, Plato claims that art is an imitation of the things and events that one encounters in everyday life (p. 69). However, admittedly, Platoâ€℠¢s theory goes astray when things like music are considered. For example, even though Plato claims that music represents natural sounds and emotions, one can easily find that there is no imitation of anything natural other than emotion. However, Plato’s effort to show how complicated art can be in imitating things deserves appreciation. To illustrate, in The Allegory of the Cave, Plato describes the example of some prisoners chained to a bench, facing the wall of a deep cave. Behind them, artists are performing puppet play, and the prisoners could only see the shadows what they perceive as reality. However, as one prisoner gets released, he sees the puppets that produced the shadows (The allegory of the cave, 2011). Thus, one sees that, though Plato considers art

Assignment 1 Essay Example | Topics and Well Written Essays - 250 words - 11

Assignment 1 - Essay Example He made various publications on nature such as the Catalogue of Cambridge Plants in the year 1660 and 1713’s Synopsis Methodica Avium et Piscium. Most of his publications were based on natural aspects such as fish, insects, mammals, plants, and birds. In his publications, he brought order to the mass of names that were in use by other naturalists. His greatest contribution and one that he is known for incorporates development of a classification system for different organisms. His classification system was the most original to classify flowering plants as either docots or monocots. Other naturalists such as Linnaeus classified the same under a single system; floral classification system. Ray’s classification was better and more precise because it expressed similarities as well as differences in a more fully manner. This system greatly influenced works by other botanists and replaced the systems based on one feature. This classification system is still relevant in the co ntemporary world indicating how important John Ray had been through his

Existentialism and Art Essay Example | Topics and Well Written Essays - 1250 words

Existentialism and Art - Essay Example A look into these various concepts proves that Leo Tolstoy comes up with the best explanation regarding art. According to him, art is a form of communication that can take various forms. If it succeeds in developing an emotion, it is an art. Aristotle and Art According to the Aristotelian view, art is an imitation of life. He starts his theory of art with the claim that humans have the urge to imitate, and this tendency to imitate is the very basis of human learning. It is this tendency that makes humans delight in works of imitation. Thus, according to the scholar’s opinion, various people imitate using various medium ranging from color and voice. As Butcher (1951, p. 116) says, this concept contains three elements of imitation. They are rhythm, language, and harmony. Here, Aristotle brings in the concept of virtue in art. To illustrate, the factor that decides whether a particular artwork is a comedy or a tragedy is the object that is imitated in the work. Though the art for m used is the same, the emotions it creates will be quite opposite in both the cases. Thus, when one follows the Aristotle's point of view, one gets a chance to evaluate the quality of art and the element of virtue in it. This becomes possible because the artist is supposed only to imitate, not to create. Evidently, there are a number of pitfalls in the Aristotelian view. ... For example, if the quality is assessed from the perfection in imitation, people from other geographical areas will not be able to assess the quality of any art. In other words, an art form will be highly limited to people in that geographical area or who are familiar with the item being imitated. Another issue arises that the concept does not take into account the authenticity of abstract works. To illustrate, it forgets the quality of Cubism and Pop as art forms, though they are not realistic reflections of nature. Thus, it becomes evident that though Aristotle managed to present the human characteristic of imitation, he failed to develop a flawless theory of art out of it. Plato and Art One can see that Plato too shows a tendency to consider art as an imitation though he develops a bit on the concept; but to the wrong side. In The Republic, Plato claims that art is an imitation of the things and events that one encounters in everyday life (p. 69). However, admittedly, Platoâ€℠¢s theory goes astray when things like music are considered. For example, even though Plato claims that music represents natural sounds and emotions, one can easily find that there is no imitation of anything natural other than emotion. However, Plato’s effort to show how complicated art can be in imitating things deserves appreciation. To illustrate, in The Allegory of the Cave, Plato describes the example of some prisoners chained to a bench, facing the wall of a deep cave. Behind them, artists are performing puppet play, and the prisoners could only see the shadows what they perceive as reality. However, as one prisoner gets released, he sees the puppets that produced the shadows (The allegory of the cave, 2011). Thus, one sees that, though Plato considers art

A rite of passage Essay Example | Topics and Well Written Essays - 1000 words

A rite of passage - Essay Example The Tibetans have Lamaism as their religion, which is an integration of the native Tibetan religion (Bon) and Mahayana Buddhism (Kapstein, p38). In a general perspective, the basic rite of passage for the Tibetans is the sticking of a tiny piece of Tibetan’s staple food (zamba) on the newborn’s forehead. This is perceived as the process of purification of the newborn. Additionally, when the baby is a month old, the parents are bound to paint the tip of its (baby’s) nose with soot as a sign of prevention from ghosts, whereas the relatives and parents of the baby going to the monastery to pray for protection from the Buddha. This is the general rite of passage of newborn babies, regardless of the gender. At a later age, that is, at the age of twelve, a Tibetan girl’s hair is combed into two braids. The braids are later advanced in to three, at the age of thirteen and/or fourteen, and five braids at the age of fifteen and/or sixteen (Kapstein, p67). However, the girl’s hair is combed into dozens of braids at the age of seventeen to signify the initiation into adulthood. In the Tibetan culture, changes in hair are used to mark the several rites of passage for the girl child (Kapstein, p67). According to research, hair changing ceremonies conducted for the Tibetan girls deliberate on the social status of the girls (Kapstein, p85). The hair changing ceremony for the Tibetan girls signifies that the girls are old enough to raise and cater for families, and hence they are ready to accept marriage proposals, and are ready to get married (Kapstein, p85). As a matter of fact, the Tibetan boys tend to court the girls after the hair changing ceremony, with intentions of sleeping with them and propose marriage. Research also indicates that hair dressers were strictly married women, who were carefully selected as per their beauty, perfect eyesight, and/or intact teeth

Strategies for Elderly Care and Dementia

Strategies for Elderly Care and Dementia INTRODUCTION There is often a stigma for people who have dementia because of the poor understanding of dementia and how to provide care for them. Although there is a strong association between dementia and old age this is not always the case as there are many reports of dementia in younger people. There is currently approximately 4000 people under the age of 65 with dementia in Ireland(The Irish National Dementia Strategy, 2015) In my report I will explore this in more detail after using various methodologies including internet, books, articles, journals, published reports, class notes, family members who have cared for a dementia sufferer and my own life experience. Main Body What is Dementia? What are the physiological and psychological changes that occur for the older person with Dementia? Dementia is the term used for a wide range of symptoms which sees a decline in intellectual functioning which is caused by a degeneration of the brain. (Hse.ie, 2015) There are many different forms of dementia I will cover the four main ones. Alzheimers Disease Is the most common type of Dementia. It starts off gradual and progress’s slowly. There are three main stages mild, moderate and severe. Each person progress’s differently. Symptoms can get worse during times of stress, ill health(infection) or fatigue. (Dementia.ie, 2015) Lewy body Disease Progress’s quickly and usually effects the part of the brain that control thinking and movement. Therefore the symptoms often are similar to parkinson’s disease ie tremor, shuffling gait. (Dementia.ie, 2015) Fronto temporal lobe Dementia Is caused by damage to the frontal/temporal lobes of the brain. Aspects effected are control, reasoning, personality and movement. Usually effects people at a younger age compared with Alzheimer’s (Dementia.ie, 2015) Vascular Dementia Deterioration of cognitive function caused by mini strokes that are not detected. (Dementia.ie, 2015) Explore the persons needs in relation to the condition. As all types of dementias develop in different stages and each person goes through these stages at different rates of time it is important to have different care plans that are updated regularly for each person if any changes occur even small changes in behaviour or health. Developing a person centred dementia care approach will give the highest quality of care to the individual. According to Tom Kitwood this is ‘Care that is centred on the whole person not just on the diseased brain’ (Vladut, 2014) This can be done if we as carers take the time to find out about the persons life, their interests, likes and dislikes so that we have a foundation to work on in building up a good relationship with the person. Maintaining a healthy diet M.U.S.T analysis is performed – diet adjustments made and food intake monitored Intake and outtake of fluids documented Daily activities done to a routine is very important for a person with dementia but keeping flexibility in mind depending on the individual Reminiscence therapy activities example photo book of ones life, smell of turf fire etc Assistance with personal hygiene, dressing and mobility and letting the individual do as much as they are able to maintain independence Maintaining a safe environment at all times Keeping their dignity, respect and independence in mind at all times Assisting them keep a good self image by letting them choose their clothes and what hairstyle they would like Active listening with the individual at all times What is the role of the carer and Multidisciplinary team in assisting the person with Dementia, what practises need to be implemented, what care settings are available? The role of the carer and Multidiciplinary Team (MDT) is to provide the best quality of care to the person with dementia. To include: Safe Environmentadhering to good housekeeping Risk assessment on environment Living Environmentgood manual handling practices Familiar surroundings Allowed have their own belongings and personal items ie, photos, home like settings if in a care home. Daily ActivitiesSonas Therapy, ie light exerises, music, smelling oils, tasting and textures and lights. Reality Orientation Therapy, using dolls, household items and day to day activities. Household duties – such as folding napkins or doing light gardening Personal AppearanceGood personal hygiene Correct clothing and footwear Assistance with hair if not manageable Maintaining clients dignity, respect and privacy at all times Good RelationshipsBuilding up a good stable relationship is vital Understanding their needs and taking the time to listen Social interaction with other clients, family, friends and workers It is vital in order to keep the client’s independence for the MDT to take our time with the person with dementia and allow them to do as much as they are able According to dementia.ie who conducted a countrywide survey there are 55 care settings in Ireland who are specific to dementia, which is very low considering the high numbers of people with Dementia according to the census in 2011. In the Laois area there is only 1 facility who specialise in dementia care available to people. St Brigids Hospital, Shaen, Portlaoise. 32 patients occupy this facility. According to the census in 2011 711 people in Laois have dementia(Anon, 2015) State the current approaches towards developing quality services for people with Dementia. The National Dementia Strategy Ireland was set up to make an improvement for the people with dementia and their families and carers. It provides information for the clients, their family and carers about the different support networks available to make their quality of life to a high standard. This is ongoing since 2011; they are hoping to have all the strategies in place by 2016. This will be a major breakthrough for Dementia Care in Ireland. (Dementia Services Information and Development Centre, 2015). Anon, (2015) Dementia Services Information and Development Centre – St James Hospital currently offer various courses on Dementia Care for Care workers and management. The Carers Association, Portlaoise offers information and support for carers on Dementia. (Carersireland.com, 2015) Alzheimer’s Association, Portlaoise offer a face to face support network for Alzheimers clients and their family and carers, and hope to open an Alzheimers Cafà © in Portlaoise where people with dementia, their family and carers can go to have a cup of tea to share their stories with other sufferers of dementia.(Alzheimer Society of Ireland, 2015) There has been a major breakthrough regarding medication for dementia, Aricept (Doneperil HCI) – made by Pfizer is a prescription medicine used to treat all types of dementia and can prolong the illness by up to 15 years if used after an early diagnosis. This medication works by stopping the breakdown of chemical called acetylcholine in the brain which when levels of this chemical decrease in the brain signs of dementia appear. (RxList, 2015) Conclusion During my research for this project I have learned that there is an ongoing research and development in ireland for Dementia care. This is much needed in order to combat this disease. I have learned that early diagnosis is key when dealing with dementia and with more widespread education a lot more people could deal with this this disease better. With our aging population I feel this is vital for this country as statistics say this disease will only get worse so with the help of many organisations and researchers we can deal with dementia head on. This will immensely improve the quality of life and quality of care for people with dementia. 2011 Census figures (Estimated number and projected growth in the number of people with dementia in Ireland by age group, 2011-2046(The Irish national Dementia Strategy) References Hse.ie, (2015). HSE.ie Coping with Dementia. [online] Available at: http://www.hse.ie/eng/services/list/4/olderpeople/tipsforhealthyliving/dementia.html [Accessed 14 Jan. 2015]. Leonard, S. (2015). Column: 4,000 people under the age of 65 are living with dementia in this country. [online] TheJournal.ie. Available at: http://www.thejournal.ie/readme/national-dementia-strategy-ireland-1840029-Dec2014/ [Accessed 14 Jan. 2015]. LIVESTRONG.COM, (2011). The Physical Effects of Alzheimers | LIVESTRONG.COM. [online] Available at: http://www.livestrong.com/article/104354-physical-effects-alzheimers/ [Accessed 19 Jan. 2015]. Nutricia.ie, (2015). What is dementia? www.nutricia.ie. [online] Available at: http://www.nutricia.ie/articles/what_is_dementia [Accessed 12 Jan. 2015]. Aricept.com, (2015). Aricept Home. [online] Available at: http://www.aricept.com/ [Accessed 12 Jan. 2015]. Alzheimers Society, (2015). Behavioural and psychological symptoms in Alzheimers disease The Journal of Quality Research in Dementia, Issue 1 (lay summary) Alzheimers Society. [online] Available at: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=311pageNumber=3 [Accessed 19 Jan. 2015]. Alz.org, (2015). Vascular Dementia | Signs, Symptoms, Diagnosis. [online] Available at: http://www.alz.org/dementia/vascular-dementia-symptoms.asp [Accessed 19 Jan. 2015]. Dementia.ie, (2015). Dementia. [online] Available at: http://www.dementia.ie/ [Accessed 19 Jan. 2015]. http://www.atlanticphilanthropies.org/sites/default/files/uploads/Irish-National-Dementia-Strategy-Eng.pdf [Accessed 19 Jan. 2015]. Alzheimer Society of Ireland, (2015). Laois Alzheimer Society of Ireland. [online] Available at: http://www.alzheimer.ie/Services-Support/Services-in-your-county/Laois.aspx [Accessed 19 Jan. 2015]. Carersireland.com, (2015). [online] Available at: http://carersireland.com/services.php [Accessed 19 Jan. 2015]. Vladut, C. (2014). What is person centred care in caring for people with dementia? NurseBuddy Next Generation Home Care. [online] NurseBuddy Next Generation Home Care. Available at: http://nursebuddy.co/what-is-person-centred-care-in-caring-for-people-with-dementia/ [Accessed 19 Jan. 2015]. Anon, (2015). [online] Available at: http://www.genio.ie/files/Dementia_Prevalence_2011_2046.pdf [Accessed 19 Jan. 2015]. RxList, (2015). Aricept (Donepezil Hydrochloride) Patient Information: Side Effects and Drug Images at RxList. [online] Available at: http://www.rxlist.com/aricept-drug/patient-images-side-effects.htm [Accessed 19 Jan. 2015]. Alzheimers Society, (2015). Brain imaging in dementia The Journal of Quality Research in Dementia, Issue 1 (lay summary) Alzheimers Society. [online] Available at: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=311pageNumber=4 [Accessed 19 Jan. 2015]. Leonard, S. (2015). Column: 4,000 people under the age of 65 are living with dementia in this country. [online] TheJournal.ie. Available at: http://www.thejournal.ie/readme/national-dementia-strategy-ireland-1840029-Dec2014/ [Accessed 19 Jan. 2015]. Alzheimers Society, (2015). Stem cells in dementia The Journal of Quality Research in Dementia, Issue 1 Alzheimers Society. [online] Available at: http://www.alzheimers.org.uk/site/scripts/documents_info.php?documentID=77pageNumber=7 [Accessed 19 Jan. 2015]. FETAC LEVEL 5 HEALTHCARE SUPPORT1EDEL BREW