PROPOSAL Assignment Example | Topics and Well Written Essays - 2000 words

PROPOSAL - Assignment Example The chief question of the peer reviewer was about the measures that can help solving the problem of gender gap in education In response to the peer reviewer concerns, questions and assessment it has been understood that there is essential need of thinking about the solution of the problem rather emphasizing much upon the problem itself. Hence, there are some major changed made in the proposal and considerable portion of material has been added that speak about the strategies and suggestions that can help in reducing the gender gap in education. After making these changes, it is requested from the instructor to have look at the proposal and inform about its contents. 2. Organizing your argument into appropriate sections This assignment follows a report format for formal proposals. You must organize the content of your proposal into four major sections. Each section has a specific task or purpose. (See the assignment outline under the "Drafting your Proposal" heading above.) Using sect ions creates a reader-friendly report that allows readers to access the points of your argument quickly and easily. As you revise, you may need to rearrange some of the content of your proposal. Highlight your rearrangements and revisions so your instructor will see what you've done. Finally, if you are still unsure of what content belongs in which section, ask your instructor questions about the required organization. The proposal has been organized in these sections. Introductions, Problem definition, proposed solution, reasoning, conclusion 3. Completing your research and filling in the gaps By the end of this week, you must have completed all of your research. As you revise your draft, incorporate ALL the primary fieldwork and any secondary research that you plan to use to support your arguments in this proposal. Highlight your additions/revisions so your instructor will see what you've done. There are some adjustments made in the proposal as per the comments of the instructor. The new changes have been highlighted 4. Evaluating your evidence, supporting quotes/paraphrases. Supporting evidence can't speak for itself. Ask yourself: How well-connected is each piece of evidence in your draft—each example, observation, fact, or quote from an interviewee or survey—to your overall claim? You need to add explanation or commentary with each piece of evidence so that readers can see how and why your supporting evidence is significant. Don't leave readers guessing or assume those points of connection are obvious. In each body paragraph of your draft make specific revisions/additions to add explanation for how each piece of evidence you offer is significant to your overall proposal argument. Highlight your additions/revisions so your instructor will see what you've done. The evidenced are supported by the proper references and in-text citations 5. Acknowledging available alternatives and counterarguments In your first draft, you might not have worked ou t how you would address these issues. How much or how little you will need to address alternatives or counterarguments depends on the nature of your proposal topic and on how well received (or not) your solution will be by your intended audience. If you believe that you need to respond to alternatives or counterarguments, the place to do so is in Section 3 of your proposal. Now is the time to consider adding this discussion to your draft of Section 3. Highlight your

Property and its Economic Explanation Essay Example | Topics and Well Written Essays - 1250 words

Property and its Economic Explanation - Essay Example In the exercise of property rights, potential conflicts can be prevented as in striking a bargain (Muthoo 2000). Indeed, the common law is efficient, but the law generated by the institutions of private property can also be efficient, however with limitations (Friedman 1996). Creating a system of clear, workable property rights facilitates voluntary exchange and ensures that property rights will end up in the hands of those who value them most (Ayres and Talley 1995) Property is a "bundle of rights." The owner is free to exercise the rights over his or her property. Others, meaning private persons and the government, are forbidden to interfere with the owner's exercise of his or her rights. Traditionally, that bundle of rights includes: 1) control use of the property, 2) benefit from the property, for example rights and rent, 3) transfer or sell the property, and 4) exclude others from the property (Krauss 1999). The two major justifications of original property, or homesteading, are said to be effort and scarcity. John Locke emphasized effort, or "mixing your labour" with an object, while Benjamin Tucker preferred to look at the purpose of property in answer to solving the scarcity problem. Only when something is relatively scarce do they become property, he said. Economically scarce means necessarily having exclusivity property or that use by one person excludes others from using it (Ibid). III. Bargaining Theory Bargaining theory in property has to do with bargaining principles and their application to a significantly large variety of real-life situations, leading to efficiency and equitable distribution of gains (Muthoo 1999). In the former, the players may fail to reach an agreement, or they may do so but only after some costly delay. In the latter, gains from cooperation are divided between the players. A player's cost from bargaining is said to be derived from the time-consuming nature of bargaining and the importance of time to the player (Ibid). Some of the fundamental principles expounded in bargaining theory are the following (Muthoo 2000): Patience during the process of negotiations confers bargaining power, while risk aversion affects it adversely. Meanwhile, a player's outside option enhances her bargaining power if and only if it is attractive and therefore credible. Hence, bargaining power is higher the larger her inside option, provided that all negotiators' outside options are not attractive enough. If both negotiators' outside options are sufficiently attractive, then it is likely that gains from cooperation may not exist (Ibid). Further, when both the costs of negotiators' backing down from their initial demands are sufficiently large, then the negotiations may lead into a stalemate. A player's bargaining power is higher the larger her cost of backing down from her initial demand. In the absence of knowledge of relevant information on the ongoing negotiations which the other party does, there is risk of failure of negotiations or of costly delay until that uninformed party is communicated of the relevant information. Knowledge is veritable power in negotiations and enhances the bargaining strength of the better informed (Muthoo 1999). In bargaining, procedure and format of negotiations matter,

A Case Commentary: Chan Yoke Sim v Choong Teck Fook Ors

A Case Commentary: Chan Yoke Sim v Choong Teck Fook Ors The plaintiff a kindergarden teacher at Tadika Emmanuel (TE) seeks damages over several tort of defamation by several Emmanuel Baptist Church committee members. The plaintiff alleged the committee members have published defamatory statements which leads the other members of the church to believe she was a corrupt,untrustworthy and dishonest person and have repeatedly committing several accounts of frauds and criminal breach of trust during her service in TE. The 1st defamatory statement was that she had allegedly receive twice the payment from the TE board during the same month implying she was a dishonest person. Misusing fund from TE to buy bankdraft for her son that is studying in Australia therefore implying she has committed a criminal breach of trust. Alleged to have repeatedly committing fraud on the accounts of TE and is a corrupt,untrustworthy and a person without morale and principle. Alleged to have abused her position during her service in TE to gain profit for her own pe rsonal gains. The plaintiff have demanded TE board to take appropriate actions to clear her name and demanded an apology statement to be publish to the rest of the members but was ignored by TE board. Firstly to prove whether the statements were defamatory and is made with malice, lets look on the statement that the plaintiff cash in both checks issued to her by the TE board chairman. A replacement cheque is issued by the bank to replace the cheque the plaintiff had loss. This proves that the plaintiff had not cash in both cheques like claimed. The fact that the cheque was reimbursed by the TE board chairman was never questioned and yet allegation against the plaintiff was made ,even after the plaintiff had requested the TE board to carry out investigations to clear her name and demanded an apology no actions were taken by the board and the chairman of the TE board never came out and clarify the matters. I would quote one of the defamatory statement published by the TE board The plaintiff alleged these passages to be defamatory to her in the 2009 Minutes: iii. Purported usage of TE fees collection for the purchase of personal bank draft (Refer to item 6. 3 of the Fact Finding Report and Appendix F). Bro. BC said TE previous Treasurer, sis. Ang Hwee Loo (AHL)s allegation was a very strong and sensitive one as the teacher she referred to was bro. CYHs sister. The Fact Finding Team could not conclude that the purported bank draft was in fact related to the discrepancy being written off in Point 7 of Appendix C, or the purchase of personal bank draft actually happened. v. Salary for Sep-06 was alleged to have been paid twice to a teacher (Refer to 6. 5 of the Fact Finding Report and Appendix G H). Bro. BC in referring to item 3. 1 of the Audit Report (Appendix I) said the audit observation has given the impression of the salary cheques being issued twice to a teacher when actually the alleged replacement cheque was issued to bro. RL as a reimbursement for a different amount. Bro. BC said there were two aspects to this finding. firstly, sis. AHL admitted to the Fact Finding Team that she had omitted to cancel the first salary cheque that was reported lost. secondly, although the second reimbursement cheque to bro. RL included an amount of the teachers salary for Sep-06, there was no voucher to evidence the second salary payment purportedly to have been made in cash. Therefore, the Fact Finding Team could not confirm that the teacher in question has received the Sep-06 salary twice. Sis. LKK commented that when she joined the TE Board, she remembered being told that the TE accounts were very messy. Sis. LL also recalled that sis. AHL wanted collections to be banked in immediately and teachers were later not allowed to hold any money. Since sis. AHLs allegation of a teacher having used TE money to purchase personal bank draft was never tabled and discussed in the past TE Board meetings, the present TE Board accepted the recommendation of the Fact Finding Team and unanimously agreed that the unsubstantiated allegation be dismissed. (the alleged fourth defamatory statements) Is the statements by the TE board defamatory or not?I would quote the decision delivered by Gopal Sri Ram JCA (as he then was) in the Court of Appeal case ofChok Foo Choo @ Chok Kee Lian v The China Press Bhd[1999] 1 MLJ 371at pp 374 and 375 where it was held that: In my judgment, the test which is to be applied lies in the question: do the words published in their natural and ordinary meaning impute to the plaintiff any dishonourable or discreditable conduct or motives or a lack of integrity on his part? If the question invites an affirmative response, then the words complained of are defamatory. (SeeJB Jeyaretnam v Goh Chok Tong[1985] 1 MLJ 334. ) Richard 2 MLJ 117 at 128 Malanjum J, in an admirable judgment inTun Datuk Patinggi Haji Abdul-Rahman Yakub v Bre Sdn Bhd Ors [1996] 1 MLJ 393, collected and reviewed the relevant authorities upon this branch of the subject and I would, with respect, expressly approve the approach adopted by him. To further support the statements were defamatory i quoted the decision by Low Hop Bing J (as he then was) in the case ofAbu Samah bin Omar v Zainal bin Montel[2004] 5 MLJ 377at p 382 where it was held that: Whether the words are defamatory? In respect of this issue, it has been said that there is no precise test applied to determine whether or not any given words are defamatory or are capable of a defamatory imputation. Several general formulations have been accepted and may be stated as follows: (a) any imputation which may tend to lower the plaintiff in the estimation of right thinking members of society generally (seeSB Palmer v AS Rajah Ors[1949] MLJ 6); to cut him off from society or to expose him to hatred, contempt or ridicule (seeAbdul Rahman Talib v Seenivasagam Anor[1965] 1 MLJ 142); (b) a defamatory statement is one to a mans discredit, or which tends to lower him in the estimation of others, or to injure his reputation in his office, trade or profession, or to injure his financial credit or if the words cause him to be shunned or avoided:Yussoupoff v Metro-Goldwyn-Mayer Pictures Ltd[1934] 50 TLR 58; per Mohamed Azmi J (later FCJ) inSyed Husin Ali v Sharikat Penchetakan Utusan Melayu Bhd Anor[1973] 2 MLJ 56at p 58,Gatley on Libel and Slander(6th Ed) p 4, as followed by Ramly Ali J inKian Lup Construction, pp 41–42. It is also crucial to determine wether the statement is being defamatory or not, the words must be read in its context in which they were used, (seeLim Guan Eng v Utusan Melayu (M) Bhd[2012] 2 MLJ 394at pp 403–404 (HC)) The plaintiff therefore had no other options but to bring the case to the court to clear her name. The attitude and actions of the defendants towards the plaintiff up until the trial was indifferent with their imputations towards the plaintiff. There was no investigation carry out to clear her name and all allegation is based on assumption and therefore it is flawed. The defendants were indifferent to the truth and seems to have falsify all the allegation made towards the plaintiff,this is sufficient to prove there was malicious intention towards the plaintiff. The next course is to prove wether the alleged defamatory statements and records were being publish to third party. The documents which allegedly contain information about the plaintiff wrong doing was supose to be classify information as stated and will only be distribute during different occasions of meetings of the board or if the documents were requested by the members of the board yet unfortunately the person that have the responsibility to keep the documents confidential had made the documents known to the members of the TE board and the regular members of the church that has nothing to do with their administration. Even though the distribution of the records doesnt fall into the category of general public and even if the plaintif doesnt conduct a business for a living but the family of the plaintiff were devout members of the church and this action has severely made the other members of the church label her and probably her family as frauds and untrustworthy severely damaging her worth as a person and affecting the plaintiff family as well. This was proven that the defamatory statement were valid as the regular members of the church falls into the category as 3rd party. According to Defamation act the TE board committees had violate section 5 of slandering the plaintiff of her reputation as a teacher thus will bring problems to her employment in the future. They are also guilty of violating section 6 slandering of title since TE board has alleged published several defamatory statements that imply the plaintiff was a dishonest person and a fraud and has been proven the statements were made with malice. The TE board couldnt claim to be alleged to the defenses of unintentional defamation in section 7 since the plaintiff have requested a lot of times for investigations to be carry out to clear her name and unfortunately was ignored. This alone prove that this is far from being unintentional. The TE board couldnt claim section 8 Justification as defenses as well since there was never any official investigation being carry out to verify the allegations made towards the plaintiff therefore all allegations were without prove and was just slanderous. The TE board couldnt claim section 10 Migitation damages as well since there was no action taken even after the plaintiff have ask for clarification and apology from the TE board and their attitude has remain indifferent up until the trial. This shows that the TE board isnt sincere in their apology and has no intention of doing so until it is proven they had indeed committed defamation against the plaintiff. Based on the analysis above, It is unfair that the plaintiff receive such treatment when the defendants could care less about proving the authenticity of the alleged claim that the plaintiff have committed the alleged dishonest act. the plaintiff is egligible to receive payments for the damages that the defendants were responsible for the defamation.

Discuss About Failure Essay

Q: ‘The word failure should never be used in education.’ Discuss. â€Å"Failure is not the end of the journey.† was an impactful phrase that Steve Jobs once said in his most eulogised moment of wit. I would dare to say that ‘failure’ is not a foreign word to anyone in the world and to the large majority, it is never viewed as a pleasant word to hear. In dictionaries, the word failure is often defined as the lack of skill or knowledge to succeed in accomplishing a task, yet ironically, the word failure is very often used in schools, where students attend to acquire skills and knowledge. Therefore, I strongly feel that the word ‘failure’ should not be used in today’s education system most of the time. Firstly, one reason why I feel that the word ‘failure’ should not be largely used in education is simply because of its demoralising effect. With the advancements in science and technology, education systems around the world have increased its difficulty by leaps and bounds. Hence, examination papers have changed and the syllabus only gets tougher. Students therefore are constantly bombarded with difficult and mind-boggling questions and tests, thus it is only natural that there are bound to be failures within a class. However, for the students that had studied very hard for the test, failing would only crush their confidence and pride. A research carried out by a group of students in Tokyo University had found out that 2 out of 7 students in Japanese High Schools are demoralised after failing their first few semestral assessments and their grades continue to suffer all year round as they had already lost the will to persevere and strive for excellence. This study supports my view that ‘failure’ demoralises people as it extinguishes the fiery will within students and their drive to excel. More often than not, being called a failure in schools may develop in students a form of self-fulfilling prophecy as their constant failures may have convinced them that they may indeed be useless and will never succeed in the future. Hence, I strongly feel that the word failure is too harsh a term to judge students based on their academic and holistic achievements alone as this will in fact demoralise them. Another reason why I feel that the word ‘failure’ should only be used to a bare minimum is because it creates more demanding parents. All parents have high hopes for their child, and I would dare to say that every parent wishes for their child to be able to successfully climb the rungs of the social ladder and stand at its peak. However to do that, excellent academic and holistic grades must be attained. A survey conducted by a group of students studying psychology in the National University of Singapore (NUS) in 2011 observed that 75% of Singaporean families display prejudice against failure and envisage their own child enrolling into the top medical courses of the local universities in Singapore. This study displays the stress that students in Singapore face as now not only do they have to excel in their studies to achieve a decent grade, but they are also expected to live up to their parent’s extremely high expectations. Such a scenario is ubiquitous in almost every Asian country and community, take the Asian families in Japan and the Asian communities in the United States for example, many Asian children fear showing their report cards to their parents if they had failed any subject as they fear the tongue-lashing that they receive upon showing their grades. Moreover, Asian families have been stereotyped to be very demanding as they demand that their child score straight ‘A’s for his or her examinations. This scenario is evident from the book ‘Battle Hymn of the Tiger Mother’ by Amy Chua which describes the typical strict Chinese upbringing where even an A- grade is not acceptable much less a ‘failure’ grade. To fail is to bring shame and dishonour to the family. Thus, I believe that the root of all these expectations branch from the very use of the word ‘failure’ as it somehow segregates the students based on their abilities into two groups – the successful and the failures, and parents would therefore want to push their child even harder to be able to enter the ranks of the successful and falling into the pits of failure is not favoured by most parents. Hence, I feel that the word ‘failure’ should not be used most of the time so that children would not need to fear failing and the ridiculously high expectations of parents can be somewhat mellowed. Lastly, as clichà © as it may sounds, the word ‘failure’ promotes a segregated community in schools. Very often, it is a common sight to see the students that excel in their studies form their own small cluster while the ostracised students that have consistently failed their examinations would form their own cliques. Such scenarios are especially evident in schools in the Western countries, such as the United States and the United Kingdom. Very often, students that fail their tests continuously would rather invest their time in beautifying their aesthetic appearances or in honing their skills in  their extra-curricular activities. While the students that score terrific grades, on the other hand, are labelled ‘muggers’ and ‘nerds’, hence this gave rise to the much stereotyped ‘popular’ and ‘unpopular’ kids in many American schools. This, thus, unconsciously created a segregated community in schools and as a result of this segregation bullying is rampant in schools as the more popular but academically weaker students would threaten the smarter ‘nerds’ to accomplish their work for them. This is supported by a documentary carried out by Discovery Channel, titled Bully, on the reasons behind bullying, which found out that one of the main reason why children resort to bullying is to achieve the much desired grades they wanted. Thus, ‘failure’ had unknowingly created a hierarchy within many schools and therefore, I strongly feel that the word ‘failure’ should not be used to a large extent. However, critics of my argument may argue that the word ‘failure’ may instil in students the need to improve and work harder, and motivates them to stretch themselves to their fullest potential. However, I believe that this is an extremely idealistic view as, not every student can remain optimistic upon receiving such dreadful grades. Moreover, such a argument also fails to take into consideration the students that had failed multiple times. Failing a couple of times may motivate one to try and work harder but the constant failure that some students experience would crush their determination and willingness to work hard. Hence I believe that if nothing is done to at the point of receiving the failure grade, and teachers allow things to go by its on course, the student may be badly sh aken and demoralised and as a result instead of improving his grades, he may actually worsen and score far worse grades. Thus, this brings me back to my point that ‘failure’ should not be used in our education systems most of our time as every student have differing levels of motivation and not everyone can take ‘failure’ so easily, and instead of improving themselves they end up despondent and unwilling to work hard. Critics of my argument may also claim that the competition that arises due the usage of ‘failure’ is beneficial to the students. However, this argument is flawed and the argument is too naive. This is because they fail to realise that is because of such intense competition that students may resort to cheating and other underhanded measures to attain a passable grade or their desired grades. In a study published in the Los Angeles Times, it was found that students cheat to  attain higher grades to meet with their parents expectations or to enter into a high paying job from the top Ivy League Universities. Moreover, with globalisation, the presence of scholars in schools contribute to the competition that local students face, and this has actually created such a stressful environment as the scholars contribute to the top scores of many major examinations and as a result the bell curve system that determine ones grade would shift to the right and students would require to score higher grades to attain their desired grades. This additional stress from the increase in competition if not managed properly would prove to be detrimental to ones mental fitness, and students that are unable to take such intense competition now, may just crumble under the immense stress that all students have to shoulder. Therefore, I strongly believe that the competition that ‘failure’ brings about brings more disadvantages than benefits and hence, I feel that ‘failure’ should not be used in our education most of the time. Therefore, in conclusion, does ‘failure’ necessarily bring more harm than good? While ‘failure’ does indeed have its good points, like bringing about differential learning, beneficial competition to those that require it, it brings about much more adverse effects to our community. The word ‘failure’ can badly demoralise students, create more ‘Tiger Mothers’ – a term used to describe more demanding parents, and a segregated community in many schools. Thus, I strongly feel that schools being the place that students attend to further improve themselves and acquire new knowledge, should not use the word ‘failure’ most of the time as it simply does not bring about much benefits. Therefore, I would like to reiterate that I strongly feel that the word ‘failure’ should not be used in today’s education system most of the time.

Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings

1. Describe the duties and responsibilities of own work role: As a childminder I will be registered and inspected with Ofsted to ensure that I am able to demonstrate the quality and standards of care required by Ofsted and the Early Years Foundation Stage. My duty is to ensure that I provide high quality childcare, within a positive, safe, warm and happy environment where children feel welcome and comfortable. I am also to plan program’s and prepare play based activities for the children, to enable them to learn and develop at their own pace with supervision as appropriate. . My duties also entail completion of relevant paperwork.All of the above is to enable and ensure that parents are able to have peace of mind and to leave their children knowing that their well-being is paramount. Below is a list of my duties continued: †¢ Prepare and provide healthy balanced meals for children and be aware of their individual dietary requirements. †¢ Take the children that are in my full time care to childminding and playgroups. †¢ Provide breakfast and dinner for, take to school and collect from school all children that are in full-time education †¢ To maintain discipline of all children (whether in my care part-time or full-time), and encourage positive behavior Promote and maintain a high level of professionalism when carrying out my work †¢ To implement and update policies and procedures in line with ofsted guidance†¢ To ensure a safe environment for the children †¢ Carry out risk assessments on my home, and also of any places that we regularly visit. Review on a regular basis †¢ Be aware of the signs and symptoms of potential abuse and be aware of the current procedure in reporting it. †¢ Build and maintain good relations with people involved with the children’s learning/lives. School/nursery teachers, parents †¢ make sure all equipment is safe and fit for purpose, as well as age appropriate keep relevant records/paperwork in a confidential and safe place †¢ when communicating with parents and children, respect other’s confidentiality †¢ all accident’s are recorded and reported where necessary †¢ Ensure good hygiene standards are met †¢ Regularly replenish first aid box†¢ Regularly attend training and update qualifications, certificates at appropriate i. e First Aid †¢ Ensure all paperwork in completed in a timely manner as directed by Ofsted †¢ Provide regular feedback to parents and children and also allow them to do the same in the form of questionnaire’s, daily discussions, daily reports etc . Explain expectations about my own work role as expressed in relevant standards Expectations of me within my work role are to provide a warm, caring, fun and friendly environment for the children to come to, to provide them with the ability to learn and develop at their own pace and to guide them were appropriate. To be reliable and mak e sure that their safety is paramount not just within my setting but at all times when they are in my care, also in their everyday life’s, for example if I suspect any form of abuse to act upon my suspicions in the appropriate way by following my policies and procedures.As well as this I must be registered with Ofsted and meet the requirements set out by them which include having an enhanced CRB check, having a valid Pediatric First Aid certificate, to have attended and completed the Barnet Council Childminding Course. I am also expected to meet the standards of the EYFS (early years foundation stage) as part of this I am required to keep detailed records of the children and parents personal details including emergency contacts, any special needs or requirements, accidents, attendance, risk assessments, observation of the children to track their development and follow the framework set out by EYFS.Another expectation of me is to follow the Every Child Matters initiative and i ts 5 outcomes: †¢ Be healthy †¢ Be safe †¢ Enjoy and achieve †¢ Make a positive contribution †¢ Achieve economic wellbeing SC33: Promote equality and inclusion in health, social care or children and young people’s settings. 1. 1Explain what is meant by – diversity, equality and inclusion Diversity – Diversity means differences. Such as, â€Å"People from different cultures live in my community, making it a diverse place to live. † Diversity is the degree to which a GROUP (not a place) is non-uniform on a specified factor.An all-Black group has zero race diversity, but may have age diversity, or educational diversity. From wikiask Equality – The importance of recognising different individual needs and of ensuring equality in terms of access, participation and benefits for all children and their families. It is therefore not about treating people the ‘same’ Inclusion – Inclusion means that all children can attend the setting and benefit from the same experiences. For example children with disabilities are active participants, not just observers on the sidelines.Describe the potential effects of discrimination Discrimination may occur in a setting if people have stereotypical attitudes towards children who they believe may be capable of doing something or making assumptions about children because of who they are or the way they act. Discrimination against a child who may be disabled, may be seen as incapable of doing particular activities or participating within activities because of their disability. If a child has a disability be it physical or intellectual, it does not mean they are unable to achieve the same as another child.According to Tina Bruce 2001’ As early years workers, we are responsible for ensuring equal opportunities within the setting. There are many ways in which we can promote anti-discrimination practice. We can do this by: valuing diversity and respecting d ifference, including children with disabilities and avoiding stereotypes. This may effect children who are discriminated on as it could delay their development, the child may become less confident and show a lack of confidence within particular activities and they may be seen as labeled.Another cause of discrimination could be discrimination against gender. This type of discrimination may stereotype against children who play with particular activities that are commonly associated with their gender. For example, a boy maybe seen more prone to play a physical activity like football or basketball and girls maybe seen more prone to dressing up as princesses and role play. According to Tassoni 2007 ‘During their early years, children are developing sense of identity, self worth and self-asteem. They are learning how other’s see them and treat them.A boy that plays with dolls may be discriminated on because of his choice of interest, there may be assumptions as to why he is p laying with them and not the footballs. This may affect the child as it may interrupt his learning, ‘he may grow up with a view of himself as inferior’ (Tassoni 2007 pg154) and he may develop serious emotional and social problems later on in life e. g finding it hard to form relationships’ (Tassoni 2007pg154). The effects of discrimination against parents/carers and families could be discrimination against their religion, sexuality, race and appearance.This type of discrimination could affect the children if they see that their parent/carers are being discriminated on, even if it is not through verbal communication it can still be seen through facial expressions and body language, this may result in the child of the parents having behavioral problems within the setting, becoming distressed or even physical behavior. This sort of discrimination can affect practice within the setting . Other effects of discrimination are: isolation, possible exclusion, demoralizati on,Explain how inclusive practice promotes equality and supports diversity Inclusive practice is about the attitudes, approaches and strategies taken to ensure that people are not excluded or isolated. It means supporting diversity by accepting and welcoming people’s differences, and promoting equality by ensuring equal opportunities for all. In my role it is important to allow the children to have the same opportunities as any other child regardless of disabilities, race, religion etc. We do this buy having doll’s f different colour/race, disabled doll’s, aswell as fancy dress and books that are for both boys and girls that they are freely able to choice from and play with as and when they please. 2. 1Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to your own role. Equality Act 2010 brings together all previous acts relating to equality and discrimination. ‘this act enforces equality legislation on a ge, disability and health, gender, race, religion or belief, sexual orientation or transgender status, and encourage compliance with the Human Rights Act 1998.It applies to all organizations that provide a service to the public. This Act along with the EYFS requires my setting to put in practice policies and procedures to ensure children are treated fairly and equally but according to their needs regardless of learning difficulties and disabilities, to have a positive attitude towards diversity and difference. I have an equal opportunities policy that I follow. The Disability Discrimination Act 1995 and 2005 ensures that all children as well as those with disabilities are provided with the same first hand experiences and or opportunities as those that are non-disabled.According to this Act, the arrangements for the admission of disabled children are: to prevent disabled children from being treated less favorably than other children in the setting, this means it would be illegal for a setting not to make reasonable adjustments to accommodate those with disability. Within my setting all children are provided with the same opportunities despite learning ability, disability etc but it may alter slightly to adapt to the child’s learning needs in an effective way so they are still included within the same activity.E. g at a counting activity some children may be asked to count to 20 and another child who is not as keen with numbers may still do the same activity but be asked to only count to 10, this depends on the child’s learning ability. Implementation of statutory duties can be put in place here also to ensure equal opportunities within working practice. These duties comply with the Race Relations Amended Act 2000, which requires workplaces to promote equality of opportunity, good relations between people f different racial groups and to eliminate unlawful racial discrimination both unto children and adults. Human Rights Act 2000:‘The act was not designed specially to protect children but they are accorded the same rights as adults. This means they have the right to dignity, respect and fairness in the way they are treated’ Tassoni et al (2007), This act ensures that settings influence working practices by following the legislation to promote fair and just practice towards children, respecting wishes and promoting practices in accordance to the child’s rights. E. ‘a setting is not able to use corporal punishment even if a parent consents to it, because it is seen as degrading and a violation of a child’s rights’, it also makes sure that I as a childminder provide the children with food, clean water as well as a comfortable and clean setting, that I spot the signs of abuse and report them as well as involving the parents and children in decision making where possible. United Nations Convention on the rights of a child (UNCORO – 1989 recognised in the UK in 1991) These are the righ ts of a child under the age of 18 years.The children’s rights apply to boy or girls, their religion, if they are disabled or the family’s diversities. There are children living in exceptionally difficult situations and that such children need special consideration. Governments have a responsibility to take all available measures to make sure that all children’s rights are respected, protected and fulfilled. They also agree to review their laws relating to children. This involves assessing Social Services, legal health and Educational systems, as well as levels of funding for these services.Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential. There are over 40 specific rights below are some of them: †¢ The right to play. †¢ The right to survival and development. †¢ What is best for the child? †¢ The right to be safe. The right to live in a loving and caring family environment or alternative care and to heev contact with both parents wherever possible. †¢ The right to speak up and have your opinions listened to and their views respected. †¢ Every child needs to be registered after birth. The right to a name, nationality, freedom of expression and access to information concerning them.†¢ The right to education, leisure, culture. †¢ Children have the right to know and live their own culture. †¢ Respect the rights and respect others. The right to privacy. †¢ If you have a disability you have rights for special help for you to participate, the right to health and health care and social security. †¢ To be healthy. †¢ Children have the right to access special education. †¢ The right to be educated. †¢ Children have the right to live life free from discriminati on. EYFS 2008 has brought together all early years providers under one set of statutory guidelines, the aim was to improve the quality of care and education for children birth to end.It is statutory and that means that ALL registered early years providers MUST follow it, the purpose of making it statutory was to ensure all children were given the same opportunities for high quality care and education. If ever a parent wasn’t happy with the way in which I worked or felt that I wasn’t successfully providing a equal opportunity, diverse setting or there was discrimination taking place they could report it to OFSTED who are the regulatory body for childminders, they also make sure that a good level of work is always maintained, the enforce and inspect.

Dante’s Inferno in Milton´s Paradise Lost - 1326 Words

Many arguments have been made that Dante’s Inferno glimmers through here and there in Milton’s Paradise Lost. While at first glance the two poems seem quite drastically different in their portrayal of Hell, but scholars have made arguments that influence from Dante shines through Milton’s work as well as arguments refuting these claims. All of these arguments have their own merit and while there are instances where a Dantean influence can be seen throughout Paradise Lost, Milton’s progression of evil and Satan are quite different from Dante. Dante’s influence on Milton is noted by many scholars and is very apparent in several instances throughout Paradise Lost, however, Milton shows a progression of evil through his own vision of Satan and†¦show more content†¦In his article, he discusses many of the authors previously mentioned such as Samuel, Hollander, and Gurteen, and develops his own ideas about Milton’s use of Dante’s fo rm of punishments. He makes note of the fact that â€Å"when Satan returns to Hell after successfully tempting Eve†¦he hears a â€Å"universal hiss† as he and his crew transform into serpents† which â€Å"is clearly an allusion to that which the thieves undergo in Cantos 24 and 25 of Dante’s Inferno.† Other scholars agree that there is some flicker of Dante through Paradise Lost but argue that, although there are instances where it seems clear of the influence, Milton and Dante’s versions of Hell and Satan are quite different. In S. Humphreys Gurteen The Epic of The Fall of Man: A Comparative Study of Caedmon, Dante and Milton he says, â€Å"the influence of Dante’s strong imagination, however, is evident throughout Paradise Lost. It is not plagiarism, it is not imitation, it is the effect that must necessarily follow from the contact of one powerful imagination, strong intellect, and deeply erudite mind, on that of another, in many respects, his equal.† (Gurteen, 383) While he exploresShow MoreRelatedDantes Inferno vs. Miltons Paradise Lost901 Words   |  4 PagesDante s Inferno Vs. Milton s Paradise Lost The two stories, Inferno by Dante and Paradise Lost by Milton, were written about the biblical hell and its keeper: Satan. Both of these authors had different views about the hell and Satan. In Paradis Lost, Milton wrote that Satan used to be an angel of God. The devil believed that he was equal to the Lord and he wanted to be greater than him. For this, God banished him to hell. Milton s physical description of Satan is interesting. Since heRead MoreAnalysis Of John Milton s Paradise Lost 1071 Words   |  5 Pages Writing AP Exam Essays Advanced Placement English Literature Composition Name Juan Linares Major Work Data Page Paradise Lost Writer/Nationality John Milton/ UK 1608-1674 Theme/Meanings of the work as a whole Disobedience plays a key role in the unfolding of Milton’s poem. Satan disobeys God because God gave him free will, and causes Eve to disobey Adam, to disobey God. Justification of God. Death must happen to the world but because of the Son, DeathRead MoreEssay on The True Appearance and Purpose of Angels1367 Words   |  6 PagesManikas-Foster). In Paradise Lost, a notorious angel, Lucifer, is said to transform into a toad and whisper into Eve`s ear (Jance). The world and the Bible have contrasting perspectives on what angels look like or what is an angel`s purpose. Angels are seen as mystical creatures with halos and beautiful wings, yet, also seen as beings that glorify God endlessly. So, what does an angel really look like? Do angels even exist? Are they made up creatures in movies? The world`s perspective and the Bible`s perspectiveRead MoreAnalysis Of John Milton s Paradise Lost 1852 Words   |  8 Pagesnot merely summarize the plot. (2010 AP Literature and Composition) Disobedience and Exile an Analysis of Satan from Milton’s Paradise Lost John Milton’s epic poem, Paradise Lost, has been the subject of criticism and interpretation through many years; these interpretations concur in that Adam and Eve are the sufferers of the poem, and it is their blight to lose Paradise because of their disobedience; however, their exile is merely a plight brought by Satan, and it is he who suffers exile beforeRead MoreFall from Grace: Satan as a Spiritually Corrupt Hero in Miltons Paradise Lost2859 Words   |  12 PagesFall From Grace: Satan as a Spiritually Corrupt Hero in Miltons Paradise Lost Can Satan -- a being, so evil that even as an Ethereal being of Heaven, who was cast out of Gods grace - be a hero? John Miltons Satan in Paradise Lost is very much a romanticized character within the epic poem, and there has been much debate since the poems publishing in 1667 over Miltons sentiments and whether Satan is the protagonist or a hero. As an angel in God the Fathers Heaven, Satan rose up with a group

Essay on Personal Narrative- A Preventable Death - 1025 Words

Personal Narrative- A Preventable Death He looks at his watch and realizes that he has to leave now before he gets yelled at due to missing the 12:00 curfew. Upon my cousin Seans arrival home, he begged his mom for an extended curfew, after all he was the star of the 19991 homecoming football game at Royalton high school, he should have been able to stay out later. After losing this fight with rather stubborn mom, and her giving him a stern Sean I am not going over this again, it is late and I would like you to live until morning, so you need to go downstairs and get some sleep. he hung his head and went downstairs. Sean decided to be rebellious and ignore the part where his mother said to go to bed. After deciding that his mom and†¦show more content†¦When my cousin Jaime and I got in the car, and saw the tears in my moms eyes, I asked her, mom, whats wrong? Your cousin Sean was killed in a car accident at about 4:30 this morning, she replied. Jaime and I both searched for words and all we could do is look at my mom with our eyes filled with both tears and disbelief, as we both said, No, Sean cant be dead, he is too cool to die. Sean was my favorite cousin, he was always the life of the party, and after finding out this news and getting over the initial shock, I asked my mom whether or not he had been drinking, she wasnt sure but Anne and Allen, Seans parents, never told her if he was or not. I never wanted to accept the fact that my favorite cousin could have made such a grave mistake. It was a cruel reality the day that they told me the truth, but that day, the news did not come from family. That is, I guess, what made it even worse. I was sitting in my freshmen english class, when my teacher had told us that we had a new student teacher, he then turned the class over to her, and let her do her own introduction. As she was speaking, I didnt hear a word that she had said, because I was trying to figure out how I had known her. It wasnt until she had told the class that I graduated from Royalton highschool in ‘91,. That is when it hit me. I had seen her atShow MoreRelatedVaccination Of Smallpox And The Elimination Of Various Infectious Diseases1464 Words   |  6 Pagesthis issue. Historical Aspects During the 19th century, despite clear evidence of protection against smallpox by immunization with cowpox, there was a strong anti-vaccination movement that resulted in ongoing smallpox outbreaks and unnecessary deaths (Poland Jacobson, 2011). Between the 1940s and the early 1980s, anti-vaccine thinking was less prevalent. The reason for this was because of a number of trends. There was an increase in vaccine science, discovery, and production. 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