Major changes in family forms and structures that have taken place in Essay

Significant changes in family structures and structures that have occurred in Australia since Federation - Essay Example Plating (1995, p.8) fights that the family structure is a ‘social requesting of connection and co-residence’ that is politically affirmed with the point of joining relations dependent on dependence and duty yet that the relatives change and alter that structure to address their own issues and requests. The verifiable definition proposed by sociologists and anthropologists was the ‘nuclear family’, which was in this way considered as the standard to the degree by some that the build was a widespread ‘basic living unit’ (Baker, 2001, p.7). Today the term ‘nuclear family’ is still under dispute, with some accepting the perfect is a fantasy (Eichler, 1997, refered to in Baker 2001) to which not very many families have and do really follow; for other people, it is the standard however declining (Briggs, 1994; Gilding, 1995). Bittman and Pixley (1997) accept the way that the family unit is declining at the quick pace as proposed by govern ment measurements and analysts, is itself a fantasy. While they concur there is a decent variety of nuclear families, they declare that the estimations are invalid since they are taken at a specific point in time and that individuals move by means of a progression of changes wherein they move all through a family unit structure. What is obvious in any case, regardless of the fantasy or truth of a family unit being the standard inside Australian culture, is that the family structure and structure has changed and turn out to be increasingly different, especially in the course of the most recent four decades, for various reasons. Since the post war period more Australians have been wedding later and separating from prior; wedding accomplices from various ethnicities; settling on decisions on whether to have youngsters, what number of and when; living in accepted connections (cohabitating) with and without kids, living inside gay or lesbian organizations, with or without kids, and blend ing their family jobs (Briggs, 1994). It is very basic to discover Australian kids living in sole parent families, step parent families, more distant families, same-sex families and temporary families (Saggers and Sims, 2004). This assorted variety has been a dynamic procedure in the course of the only remaining century because of the adjustments in richness designs, with ladies bringing forth 6 youngsters on normal pre-Federation to the current day normal of 2 kids for each lady; expanding life expectancy bringing about a maturing populace and an expansion in the quantity of separations and individuals deciding not to wed (Bittman and Pixley, 1997). Family assorted variety in Australia can likewise be ascribed somewhat to migration bringing about social and ethnic decent variety. Workers bring a plenty of various convictions, standards, practices and dialects, along with their family structures and connections, and the jobs every part plays inside those family shapes. Social decent variety likewise joins Australia’s indigenous individuals, who again bring their own family structures and qualities to the stage. In this way the Australian family currently joins those that are not just differing as far as size (single parent, atomic or more distant families); they are additionally various regarding association (Saggers and Sims, 2004) and the manner by which youngsters are raised, how old guardians are thought about, and they are assorted in desires for sex. Social changes and

The Yellow Wallpaper, by Charlotte Perkins Gilman :: essays research papers

In Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper,† the backdrop is an image which speaks to the narrator’s character. Since the underlying depiction of the leased chateau, ghostliness is available all through the story. â€Å"Still I will gladly pronounce that there is something eccentric about it. Else, for what reason would it be a good idea for it to be let so economically? Also, why have stood for such a long time untenanted?† (section 3). These inquiries, presented by the intellectually sick storyteller, infer an oddness with respect to the chateau. The narrator’s starting depiction of the backdrop claims, â€Å"The paint and paper look as though a boys’ school had utilized it. It is stripped offâ€the paperâ€in extraordinary fixes all around the leader of my bed, about to the extent I can reach, and in an incredible spot on the opposite side of the room down and out. I never observed a more terrible paper in my life. One o f those rambling, ostentatious examples submitting each creative sin.† (section 32). This is an uncommon depiction for backdrop in a chateau. The way that it is peeled off in incredible patches recommends a lopsided and uneven appearance or character. The storyteller proceeds, â€Å"It is sufficiently dull to confound the eye in following, articulated enough continually to aggravate and incite study, and when you follow the weak dubious bends for a little separation they out of nowhere submit suicideâ€plunge off at silly points, crush themselves in unbelievable contradictions.† (passage 33). Here, she depicts herself through the eyes of John and her sibling, both commonsense, coherent doctors.      The storyteller accepts that individuals consider her to be she sees the backdrop, which, thus, is the means by which she sees herself. In passage 78 she states, â€Å"I can see a weird, inciting shapeless kind of figure that appears to lurk about behind that senseless and obvious front design.† This is introductory proof of the storyteller starting to utilize the backdrop as an approach to see herself.      The backdrop additionally fills in as an interruption to the storyteller, who frequently goes through hours dissecting its particular highlights. â€Å"It is comparable to vaulting, I guarantee you. I start, we’ll state, at the base, down in the corner over yonder where it has not been contacted, and I decide for the thousandth time that I will follow that trivial example to an a conclusion.† (passage 93). Notwithstanding a visual depiction of the backdrop, this data is the narrator’s methods for investigating her character.

Persuasive Essay Speech Samples

Persuasive Essay Speech SamplesPeople need to be aware of persuasive essay speech samples in order to create excellent speeches. Sometimes a person has a hard time trying to talk about something and not knowing what to say or how to start the process. This can lead to the person giving the speech having difficulty delivering the speech as a result.So, it is a good idea to review essay persuasive speech samples. You will then find it easier to look for ideas to use when you are writing your own speeches. Below are just a few examples that you can think about when you are reviewing these samples.The first of the speech essay persuasive examples you can review is from an accountant. This example shows a man who has been giving speeches for awhile now but just has a hard time doing so. He always has a question that he does not have the answer to and always ends up with an uneducated response. He always seems to have no confidence in his ability to persuade others to go his way.The second of the essay persuasive speech samples you can review is from a woman. This example demonstrates a woman who gives a powerful persuasive speech, but she has difficulty in doing so. In addition, this woman does not always convince other people. She has difficulty persuading others to follow her.The third of the speech essay persuasive examples you can review is from a lawyer. This example shows a man who gave a very effective speech. He used many powerful words and directed people towards his point of view. However, he does not always stick to his point of view or make the appropriate transitions.The fourth of the speech essay persuasive examples you can review is from a student. This example shows a student who presented some very insightful information about a topic. This student uses words that connect the topic to other points of view and he does not always use the words 'I'we' when he is using the topic to present himself.The fifth of the speech essay persuasive examples you ca n review is from a lawyer. This example shows a man who is articulate and persuasive in the way he presents his arguments. The person does not always connect the topic to his points of view though and this makes him seem unprofessional.You will also find that some of the speech essay persuasive examples you find are the same as examples found elsewhere. You should review the writing sample before you write your own. This will make it easier for you to get started.

Analysis Of The Movie The Trailer Bad Moms Essay

. In today’s society, certain stereotypes have been established towards a myriad of classifications. The separation of gender roles has affected the diplomatic expectation mothers face, whereas Bad Moms (SNX Entertainment), has depicted the standards of a mother in a comical stance. This trailer emphasizes the roles of woman in society during motherhood, moreover, by leaning towards the contrast of a â€Å"perfect† mother. Mila Kunis’s character, Amy, is a member of a society that houses the ideal perfect mother. In which, she struggles with following the guidelines that allude to a perfect family. Therefore, a group of friends and Amy liberate themselves from the stereotypical life of a mother after they become too stressed out. In the trailer Bad Moms, the director uses a sundry of visual, diction, and satirical devices to emphasize the overall message of motherhood into the premise of this trailer. A notable theme in Bad Moms is the contrasting comparison of a sisterhood of mothers and three members that broke away. The use of antithesis creates the perspective of a perfect mom versus a bad mom. The presence of a sisterhood (sorority) among a group of mothers evaluates their corporations to their guidelines, which is seen when the protagonist, Amy, brought donuts instead of homemade goods to an event and angers the antagonist. Moreover, a perfect mom would not bring store-brought goods to an event. After the three mothers create an ally to be themselves and stepped away fromShow MoreRelatedEverything By Nicola Yoon And Directed By Stella Meghie1308 Words   |  6 PagesEverything† Analysis This American romance drama film could capture millions of romance fanatics in just one trailer. I can proudly say that I too am a part of this club and I am ready to have mixed of emotions running through my body when I go see this movie on May 19. This best seller novel and soon to be movie â€Å"Everything, everything† was written by Nicola Yoon and directed by Stella Meghie. Meghie the director of the film was able to capture Yoon s words in a wonderful heartfelt movie. Maddy (theRead MoreTransgender Issues in Patriarchy, a Look at quot;Boys Dont Cryquot;1528 Words   |  7 PagesTeena, born Teena Brandon, played by Hillary Swank, who created a male identity for herself. Brandon was born in 1972 and died at the hopelessly young age of 21. The actual story takes place within the last two weeks of Brandons life, in 1993. The movie, a dramatized documentary, was released in 1999. Brandon is a transgendered individual; he was born a female, but feels that he would be happ ier living as a man. She leaves her brother and hometown of Lincoln, Nebraska, where everybody knows herRead MoreAnalysis Of Procter Gamble Company2209 Words   |  9 Pages PG racked up over 76 billion dollars in total sales in 2009. This portfolio is about a campaign that called ‘Thanks mom’ from Procter Gamble Company. This campaign was launched before the London 2012 Olympic games. In this portfolio, first, I will introduce this campaign and Procter Gamble Company. And then I will explain the creative brief about this campaign and analysis this campaign from different views. Third, I will analyise the advertisment for this campaign. There are two advetisementsRead MoreEssay on Gen Y2858 Words   |  12 Pagesstood up, stretched, and took a minute to consider his plight: For the past three days, he’d been crunching U.S. and international ï ¬ lm sales, attendance, and merchandising ï ¬ gures nonstop for his boss, Sarah Bennett, the marketing chief of the movie division of Rising Entertainment. Bennett and her team were in the midst of prepping the promotions, advertising, and branding plan for the next Fire Force Five ï ¬ lm; her presentation to the company’s CEO, its head of distribution, and other unitRead MoreCommunication Skills Gen Y Workforce2906 Words   |  12 Pagesstood up, stretched, and took a minute to consider his plight: For the past three days, he’d been crunching U.S. and international ï ¬ lm sales, attendance, and merchandising ï ¬ gures nonstop for his boss, Sarah Bennett, the marketing chief of the movie division of Rising Entertainment. Bennett and her team were in the midst of prepping the promotions, advertising, and branding plan for the next Fire Force Five ï ¬ lm; her presentation to the company’s CEO, its head of distribution, and other unitRead MoreData, Analytics, and Competitive Advantage14733 Words   |  59 Pagesthe day is business intelligence (BI), a catchall term combining aspects of reporting, data exploration and ad hoc queries, and sophisticated data modeling and analysis. Alongside business intelligence in the new managerial lexicon is the phrase analytics, a term describing the extensive use of data, statistical and quantitative analysis, explanatory and predictive models, and fact-based management to drive decisions and actions.[4] The benefits of all this data and number crunching are very realRead MoreAutobilography of Zlatan Ibrahimovic116934 Words   |  468 PagesI AM ZLATAN By Zlatan Ibrahimovic as told to David Lagercrantz --------------------------------------------------------------------------- This book is dedicated to my family and friends, to those who have stood by my side, on good days and bad. I also want to dedicate it to all the kids out there, those who feel different and don t fit in. Those who are seen for the wrong reasons. It s OK to be different. Continue being yourself. It worked out for me. --------------------------------------------------------------------------- Read MoreThe Walt Disney Company Report15335 Words   |  62 Pageswith university honor code in completion of this assignment and I attest that this work is ours and ours alone.† Professor Suzanne Weiss Contents 1. Executive Summary 2. Company Background 3. Management 4. Situation Analysis 5. Ethics and Responsibility 6. Human Resource 7. Globalization 8. Operation and Production 9. Finance and Financial Management 10. Hypothetical Request for Venture Capitalist 11. Conclusion and Recommendation 12. CitationRead MoreMm-Chapter 1-3 Dawn Iacobucci17854 Words   |  72 Pagesan iterative process to ensure the ideal product mix. MM2 features an integrated marketing management framework, exhibits, and cases. Based on feedback from students there are tear-out reference cards highlighting key concepts and effective case analysis. DO YOU LIKE IT? MKTG5 Principles of Marketing Lamb / Hair / McDaniel ISBN-13: 978-1-111-52809-6 SELL2 Professional Selling Ingram / LaForge / Avila / Schwepker / Williams ISBN-13: 978-1-111-52823-2 MM2 Marketing Management Iacobucci ISBN-13:Read MoreInvestment and Economic Moats46074 Words   |  185 PagesThe little book that builds wealth : Morningstar’s knockout formula for ï ¬ nding great investments / Patrick Dorsey. p. cm.—(Little book big proï ¬ ts series) Includes index. ISBN 978-0-470-22651-3 (cloth) 1. Investments. 2. Stocks. 3. Investment analysis. I. Morningstar, Inc. II. Title. HG4521.D6463 2008 332.6—dc22 2007045591 Printed in the United States of America. 10 ffirs.indd vi 9 8 7 6 5 4 3 2 1 2/1/08 12:55:38 PM Contents Foreword Acknowledgments

The Great Depression in The United States - Free Essay Example

Sample details Pages: 1 Words: 335 Downloads: 2 Date added: 2019/05/13 Category History Essay Level High school Tags: Great Depression Essay Did you like this example? The Great Depression was an era of pure despair and anguish for not only everyone in The United States of America but people throughout the world. It left a significant impact on men, women children and even minorities; The infamous dust bowl only added to the suffering. The great depression left a significant psychological impact on men and unemployment. Due to the sheer amount of stress and knowing that they could no longer serve their purpose ( to provide for their families) because of the struggling economy of the US, men turned to suicide. In 1932 the national suicide rate was increased to 17.4 In a letter to President Roosevelt a young boy wrote: My father hasnt worked for 5 months He went plenty times to relief, he filled out application. They wont give us anything.1 He also stated : My father he staying home. All the time hes crying because he cant find work. I told him why are you crying daddy, and daddy said why shouldnt I cry when there is nothing in the house.2 Don’t waste time! Our writers will create an original "The Great Depression in The United States" essay for you Create order Furthermore, women and children were forced to experience the harsh realities of The Great Depression. Because of the obvious lack of money families could not support themselves with enough food, or clothing. This led to the dramatic increase in women in the workforce as they began to find jobs such as nurses, clerks and other jobs in the service field. This sudden change in lifestyle was a huge deal because by societies standards women should be stay-at-home moms. The idea of a woman working was looked down apon by many. However women joining the workforce was only the beggining of the end of discrimination. During the first half of the Great Depression thousands of children were not being educated due to the immense closing of schools throughout the nation.The National Education Association estimated that by 1934 rural poverty had closed more than 20,000 schools. Therefore children were forced to try to enter the work force to help provide for themselves aswell as their families.

Many Beliefs Influence Our Lives Today - 1413 Words

Many beliefs influence our lives today. In fact one of the most well-known movie series today, was influenced by a belief, called Norse Mythology. That movie series is Lord of the Rings! Many of the main characters and items come from Norse mythology. Such as, the elves, the enchanted rings, the dwarves, and other realms. Most people only know one or two deities from Norse Mythology, like Thor and Loki. While most people in the world are more familiar with the beliefs of the Ancient Greeks, Norse Mythology is one of the most overlooked, interesting, and diverse forms of mythology in the world. Norse Mythology was started by the vikings and carried across the world by them. The earliest known accounts of Norse Mythology came from†¦show more content†¦There are many deities/figures in Norse mythology. Such as, giants, gods, supernaturals, and humans. One of the most important figures is Ymir. He was a brutal frost giant, created out of ice. He created every giant, who later created the gods. Two kings of the giants are Thrym and Skymir. Thrym is king of the frost giants. He is most famously known for using Mjolnir, Thor’s hammer as ransom for the goddess, Freyja. Skymir is the king of Jotunheim. He is known for being an illusionist, and tricking Thor. Most people only know one or two figures of Norse mythology. Even though there are so many more. Like, Buri the 1st god created. He is the father of Bor, and grandfather of Odin. He is said to have come into the worlds, by the cow Audhumla. She is said to have licked him free from inside a block of ice. There is no known accounts of who his wife is. Odin is the son of Bor and Bestla and ruler of Asgard. His is god of all wisdom and only has one eye. He gouged out the other one. His wife s name is Frigg. Frigg is an Aesir goddess and wife of Odin. She is the mother of Balder and hold, Queen of Asgard, and goddess of foreknowledge. Thor is one of the most widely known Norse gods, thanks to Marvels m ovies and comic books. He is the son of Odin and Earth, his wife’s name is Sif and he is god of thunder. He is known for being fierce and fighting a lot and his magic hammer Mjolnir. Loki is another widely known gods. He is known for his shape-shifting abilities and

Wells Fargo History free essay sample

Wells Fargo has grown mainly through its mergers and acquisitions with small banks and companies. In the late 20th century Wells Fargo acquired Crocker National, Barclay’s Bank and First Interstate Bank. These acquisitions occurred between 1986 and 1996. The acquisitions were recorded the largest buyouts to date. The process is as follows: 1. 1990-Norwest acquires First Interstate of Wisconsin 2. 1992-Norwest acquires First Minnesota Savings Bank and United Banks of Colorado 3. 998- Norwest merges with Wells Fargo (keeps the Wells Fargo name) In the 21st century Wells Fargo took control of 10 bank holding and two mortgage companies. Wells Fargo has acquired around 119 companies in nine years by 2009. Another significant event in Wells Fargo history is in 1981 a Wells Fargo employee, specifically a Wells Fargo Operating officer, embezzled $21. 3 million, which was reported the largest embezzlement ever. The employees plead guilty to writing phony debit and credit receipts to hi s friend’s accounts, while receiving a 0,000 cut. We will write a custom essay sample on Wells Fargo History or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page B. What was their role as a bank in the years leading up to the financial crisis? 2000In December of 2000, Wells Fargo invested $150,000 in a Seattle based housing provider, HomeSight. Wells Fargo hoped that this investment would increase affordable homeownership opportunities in Seattle. This investment helped low and moderate income, first time buyer purchase homes. According to a Wells Fargo news release, the investment helped HomeSight assist more than 60 first-time buyers purchase homes. In addition to this investment Wells Fargo provided $7 million in construction financing to a HomeSight development called Noji Gardens. This financing helped in constructing over 67 homes to again first time buyers. 2004—In 2004, Wells Fargo introduced a new innovative product that enabled homeowners to handle their home as an asset in the changing interest environment. This was important because it eased the concern of increasing interest rates because it allowed the homeowner to access their home equity at a fixed rate for a chosen term. This term could have been three, five or seven years. During the term, the homeowners could pay the minimum payment, which was only the interest, or ay toward the principle. The only requirement was that the account remained open. 2008Before the Financial Crisis, and still today Wells Fargo is known as the largest home mortgage lender in the country. Recently, in more than two years, revenue at Wells Fargo rose 6%. Wells Fargo was the least hurt by the mortgage crisis in 2008 than any other large bank in the U. S. This is because Wells Fargo has a conservative approach to ho meowner lending. 2011In 2011, Wells Fargo reported a record net income of $3. 4 billion, which was 21% higher than the previous year. C. Did they have a history of lending sub-prime mortgages? Unfortunately, Wells Fargo was involved in various law suites after the financial crisis. In 2012 the government filed a law suit against Wells Fargo due to the distribution of faulty mortgages. It was stated that the federal government backed up the certified loans; however when they discovered problems with the loan, Wells Fargo failed to notify, by law, HUD. The attorneys report that Wells Fargo had at least a decade of misconduct starting around 2001. This payment was the largest that the Fed had ever imposed in a consumer case. Wells Fargo’s history of lending sub-prime mortgages has been mostly the illegal distribution to their borrowers. According to Huff Post Business, more than 10,000 borrowers were inappropriately directed into a more expensive subprime mortgages. Wells Fargo was the largest mortgage lender in the U. S.

What is Linguistics Essay Example For Students

What is Linguistics? Essay What is Linguistics ? Linguistics is the scientific study of language. It endeavors to answer the questionwhat is language and how is represented in the mind? Linguists focus on describing and explaining language and are not concerned with the prescriptive rules of the language. Linguistics is a social science that shares common ground with other social sciences such as psychology, anthropology, sociology and archaeology. It also may influence other disciplines such as English, communication studies and computer science. Linguistics for the most part though can be considered a cognitive science. Along with psychology, philosophy and computer science AI, linguistics is ultimately concerned with how the human brain functions. The fields of phonetics, phonology, morphology, syntax, semantics and language acquisition are considered the core fields of study and a firm knowledge of each is necessary in order to tackle more advanced subjects.  · Phonetics  · Phonology  · Morphology  · Syntax  · Semantics  · Language Acquisition Other Disciplines  · Sociolinguistics: Sociolinguistics is the study of interrelationships of language and social structure, linguistic variation, and attitudes toward language. We will write a custom essay on What is Linguistics? specifically for you for only $16.38 $13.9/page Order now Neurolinguistics: Neurolinguistics is the study of the brain and how it functions in the production, preception and acquistion of language.  · Historical Linguistics: Historical linguistics is the study of language change and the relationships of languages to each other.  · Anthropological Linguistics: Anthropological linguistics is the study of language and culture and how they interact.  · Pragmatics: Pragmatics studies meaning in context. As mention above linguistics is a very vast field and it cover a lot of latest issues. But I select two issues for my project. Historical Linguistics Animal communication system Language: Language is a way of communicating our ideas and thoughts to other fellow beings. According to an ancient linguist of India, Patanjali, language is that human expression which is utter out by speech organs. In the Encyclopedia Britannica, vol. 13, language is defined as a system of conventional, spoken or written symbols by means of which human beings, as members of a social group and participants in its culture, communication, Language can also define as 1. A system for representing things, actions, ideas and states 2. A tool people use to communicate their concepts of reality into the minds of others 3. A system of meanings shared among people 4. A code that members of a linguistic community use to mediate between form and meaning 5. A set of utterances that could be understood by a linguistic community Animal communication system Human speech is commonly recognized as the dividing line between ourselves and the rest of the animal world. The reason why the ability to speak is such a sharply defined boundary goes deeper than the mere existence of a method of communication, it is what we have done with language that counts. Language paved the way for all the special human abilities that we so value- self-awareness, higher emotion and personal memories as we search into the origin, variety and composition of human language, it is important to examine our language at its root. As human beings, we share 99% of our genetic make-up with our closest relative, the chimpanzee. Therefore, by studying the communication abilities and development of language in chimps and other great apes, we can learn more about our own language capabilities and ourselves. Research on chimps Lana The first chimp to be taught by this system, called Lana, succeeded in producing strings of Yerkish symbols, such as Please Tim give apple or Question you give coke to Lana in cup . She could also put together new combinations of lexigrams for objects for which there was no word in her vocabulary. When she wanted an orange, for example she produced the signs Question Tim give apple which-is orange. Washoe Also in the early 1970s, a chimpanzee named Washoe was taught to communicate in American Sign Language ASL by Beatrix and Allen Gardner at the University of Nevada in Reno. She was immersed in an environment where she learned to use ASL in daily interactions with her human companions. Washoe learned 132 different words in her time with the Gardners. Washoe even taught her own adopted son to sign without human intervention. Although Washoe has been taught signs that she uses intentionally such as the sign for orange when she wants an orange, but she does not put them together according to rules. That is, her communication lacks syntax. That is, she has characteristics of communicate the exact meaning of the word, arbitrariness but she could not use rules to form the sentences. Finally, she requires intensive training to learn signs, unlike the way human children learn language and so lacks the inmate ability of expose language without special training. What she has learned is impressive, but it does not meet the criteria we established for human language. Kanzi Still more remarkable is the pigmy chimpanzee called Kanzi. Kanzis mother was taught Yerkish in the usual way, accompanied by her son, who appeared to take little interest in what was going on. But, when she left the project temporarily, Kanzi suddenly showed that he had picked up Yerkish simply by observing his mother being taught. By the age of five years, he was handling about150 words; at six he could respond successfully to around 300 different sentences in natural settings, using a transportable board with Yerkish symbols. One successful routine involved Kanzi naming any one of seventeen locations in the surrounding estate, such as tree-house, and then taking the human being there, with 100% accuracy. Clearly Kanzi was able to comprehend certain aspects of communication, although much of his conversation was only concerned with food. Koko In the 1960s and 1970s, Koko, a gorilla, was trained to use American Sign Language and spoken English simultaneously from one year of age; a sentence in ASL was used at the same time as a spoken English equivalent. She was put in an environment where ASL was used for about ten hours a day by a variety of human companions. By the age of 5 ½, she had mastered 246 signs of ASL, such as alligator, cake, and pour. More importantly, she had started to put these separate signs together into two-word combinations such as Food-more, , and No-gorilla, many of which she could not have received from her human companions. A toy zebra was called a white tiger, a cigarette lighter a bottle match and a mask a face hat Sarah Anne and David Premack began in 1966 to work with a chimpanzee named Sarah. Rather than treat the chimp like a human child, David Premack decided to try to find and use the best possible training procedure. The language used was also atypical. Instead of ASL, Premack used differently shaped and colour plastic chips. With each chip he arbitrarily associated an English word. Communication between the trainers and Sarah involved placing these chips on the language board. Sarah was taught how to do one type of sentence at a time. Typically, her task was to choose an appropriate chip from a choice of two or to carry out a task indicated on the language board. Premack intended to teach Sarah the names of objects as well as the names of categories of objects. He originally claimed to have taught her 130 signs, including category names such as colour and concepts such as same and different. Nim Chimpsky In the late 1970s, Herbert Terrace began a project similar to that of the Gardnersquot; with a chimpanzee he humorously named Nim Chimpsky hoping that when Nim learned language, the joke would be on Noam chomsky, the noted linguist who claimed such a thing was impossible. Terracequot;s concern was to hat a chimp could acquire and display some use of grammar. Terrace believed that evidence of human language capability was the use of grammar and not just the use of signs. By the time Nim was four years old, he had acquired 125 signs, and Terrace felt Nim had indeed acquired human language abilities as well. This project was the first to videotape all interactions between chimp and trainer, however, and it was by reviewing these tapes that Terrace decided he must reverse his initial claim and instead acknowledge that the apequot;s use of signs was very different from human language. He noted that there were many dissimilarities between Nimquot;s and a human childquot;s acquisition of language. Nim, for example, almost never initiated signing. Terrace found that only 12% of Nimquot;s signs were spontaneous and a full 40% were mere repetitions of what the trainer had just signed. The trainer never noticed this subtle interaction at the time. In addition, Nimquot;s signing was invariably a request for food or social reward; he never made unsolicited statements or asked questions. Quite unlike a human child, he never took turns and was more likely to interrupt his trainerquot;s signing than not. There was also no evidence that Nim knew any grammar. His combinations had variable word order, and more importantly, Nim rarely went beyond two-word combinations; even when he did, the additional signs added no new information. For example, Nimquot;s longest utterance was give orange me give eat orange me eat orange give me eat orange give me you Latest research Savage-Rumbaugh has recently started to work with another species of chimpanzee. Pan paniscus, which she claims is more intelligent than Pan troglodytes, which has been used in all other projects. She claims that the new chimp she has been working with, Kanzi, has learned to comprehend spoken English just by being exposed to it and has spontaneously begun to use the keyboard with lexigrams to make requests and comment on his environment. Savage-Rumbaugh reports both anecdotal observations and the results of tests that might substantiate these astonishing claims. Again, these newest claims are difficult to accept without further confirmation and the demonstration of the kind of objective scrutiny and testing that was advocated at the inception of the Sherman and Austin project. Research on honey bees The best-known communication system in another species based on the pioneering work of Karl von Frisch, is the stylized dances of bees. When an exploring bee finds a suitable source of honey, it flies back to the hive and communicates its location to the other bees by dancing in semi-circles to right and to left of a straight axis, hence known as a wagging dance. The other bees join in this dance with the original messenger and then go off to find the honey. Three type of bee dance ; Round dance: indicates that the food is located within 20ft of hive; bee moves around in a circle; quality of food indicated by the number of repetitions and vivacity of dance. Sickle dance: indicates that the food is located 20-60ft of the hive; bee traces out a sickle-shaped figure eight on the wall; location of food is given by the angle made by the direction of the open end of the sickle with the verticalà ¢Ã¢â€š ¬Ã¢â‚¬  corresponds to the same angle as the food source is from the sun; quality of food indicated by the number of repetitions and vivacity of the dance. .uccf5b4dde467a3c5054067e5d52bb137 , .uccf5b4dde467a3c5054067e5d52bb137 .postImageUrl , .uccf5b4dde467a3c5054067e5d52bb137 .centered-text-area { min-height: 80px; position: relative; } .uccf5b4dde467a3c5054067e5d52bb137 , .uccf5b4dde467a3c5054067e5d52bb137:hover , .uccf5b4dde467a3c5054067e5d52bb137:visited , .uccf5b4dde467a3c5054067e5d52bb137:active { border:0!important; } .uccf5b4dde467a3c5054067e5d52bb137 .clearfix:after { content: ""; display: table; clear: both; } .uccf5b4dde467a3c5054067e5d52bb137 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uccf5b4dde467a3c5054067e5d52bb137:active , .uccf5b4dde467a3c5054067e5d52bb137:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uccf5b4dde467a3c5054067e5d52bb137 .centered-text-area { width: 100%; position: relative ; } .uccf5b4dde467a3c5054067e5d52bb137 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uccf5b4dde467a3c5054067e5d52bb137 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uccf5b4dde467a3c5054067e5d52bb137 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uccf5b4dde467a3c5054067e5d52bb137:hover .ctaButton { background-color: #34495E!important; } .uccf5b4dde467a3c5054067e5d52bb137 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uccf5b4dde467a3c5054067e5d52bb137 .uccf5b4dde467a3c5054067e5d52bb137-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uccf5b4dde467a3c5054067e5d52bb137:after { content: ""; display: block; clear: both; } READ: Essay about Self Reflection EssayTail- wagging dance: indicates that the food is located over 60ft from the hive; for dance pattern; location of food is given by angle of dance with verticalà ¢Ã¢â€š ¬Ã¢â‚¬ corresponds to same angle as food source is from the sun; the number of times per minute that the bee dances a complete pattern indicates the distance of the food source the slower the repetition rate, the longer the distance; quality of food indicated by the vivacity of the dance. The bees have a precise method of conveying information, adaptable to vertical or horizontal dimensions. However, the system depends on the sky being visible so that the bees can orientate themselves by the suns light. An overcast day makes communication difficult. Nor can the system deal with unusual directions. Bees do not succeed in communicating about honey suspended immediately above them or honey that is put directly in their hive. They have limited sign about the direction. As in an experiment when the food was placed at the top of a tower the worker bees fail to communicate the exact location. The reason was that they have no word for up in their language. The beesquot; dance is an effective system of communication, capable, in principle; of infinitely many different messages, and in this sense the beesquot; dance is infinitely variable, like human language. But unlike human language, the communication system of the bees is confined to a single subject. It is frozen and inflexible. For example, an experimenter forced a bee to walk to the food source. When the bee returned to the hive, it indicated a distance twenty-five times farther away than the food source actually was. The bee had no way of communicating the special circumstances or taking them into account in its message. This absence of creativity makes the beesquot; dance qualitatively different from human language. Birds song : structurally complex, and having at least two levels of constituent structure phrases and notes. But variations in songs appear not to be significant. Whale songs à ¢Ã¢â€š ¬Ã¢â‚¬Å" It is still a mystery what these very social and intelligent animals really communicate although very different from the human languages, whale songs can not be easily dismissed as not being complex or expressive enough. Signalling Most animals possess some kind of signaling communication system. For example, among the spiders there is a complex system for courtship. The male spider, before he approaches his ladylove, goes through elaborate gestures to inform her he is indeed a spider and not a crumb or a fly to be eaten. These gestures are invariant. One never finds a creative spider changing or adding to the particular courtship ritual of his species Gesture A similar kind of gesture language is found among the fiddler crabs. There are forty different varieties, and each species uses its own particular claw waving movement to signal to another member of its clan. The timing, movement, and posture of the body never change from one time to another or from one crab to another within the particular species. Whatever the signal means, it is fixed. Only one meaning can be conveyed. There is not an infinite set of fiddler crab sentences. Nor can the signal be broken down into smaller elements, as is possible in any utterance of human language. Songs of birds Projects with birds usually involve parrots or the Indian Hill Mynah. These birds are selected for their ability to mimic human speech. The African Grey Parrot and the Indian Hill Mynah are generally considered to be the birds with the greatest ability to mimic human speech patterns but a number of other species mainly parrots such as the budgerigah can be trained to speak. Birds song are also a way of communication. Cetaceans Cetaceans, such as whales and dolphins, have been shown to be readily trainable to respond to gestures and sometimes to verbal and other acoustic commands. Also, many species have very complex acoustic communication systems. It has been hypothesized that it may be possible to train them to understand language encoded in either gestures or appropriate acoustic signals. Appropriate acoustic signals are assumed to be sounds that are similar to the natural communicative sounds that these animals produce. Human language is unique Human language is unique. While many species have communication systems, there is no other species which has a communication system with the properties of natural human languages. There are some properties which characterize human languages. These properties, taken together, distinguish human languages from other communication systems. productivity of human language Human languages create or borrow new words for new things whenever they are needed, I have just faxed someone through my modem; fax and modem are new objects with new words that scarcely existed ten years ago. Human language is inherently flexible and adapts to new circumstances and new things to say. Animal languages are inflexible because their stock of words is effectively fixed. Since Chomskys work of the 1950s, one of the main distinctive features of human language is seen to be its creativity in being able to communicate new messages. For example someone wants to say Twenty five sheep are gazing in the field, the English language rises to the occasion by supplying a grammatical form and vocabulary, despite the fact that nobody has ever wanted to say this sentence before or ever will again. Most of the sentences people produce or hear in the course of a day are new in so far as they have never been said or heard in that precise form before Animal languages seem fixed in a single form; a cat cannot say anything new, only repeat what has been said before. A bee can make new sentences, provided they concern the location of honey or hives. Human language is creative in the technical sense that any speaker can make up a sentence no-one has ever heard before; any listener can understand a novel sentence no-one has ever said before. Creativity is not just W. B. Yeats putting words together to create new sentences such as The unpurged images of day recede. All of us have the talent of creating new sentences, even if less effectively. Creativity is a basic fact of human language, not an added extra. Chomsky originally used the notion of creativity to attach associationist theories by arguing that in principle connections of stimulus and response cannot explain totally new sentences. The secret of creativity seems to be the grammatical system through which new sentences can be produced. One of the most crucial things that children have to acquire is the creativity of language. Displacement: The ability to communicate about things that are not present in space or time; we can a person whos not in front of us, about a movie we saw last week or want to see over the weekend, what we did over the break, etc. ; no form of animal communication appears to be able to do this: animal calls are stimulus-response driven: animals call when therequot;s danger or food, when they want to mate, etc. ; human use of language is not just a response to external or even internal emotional stimuli; we use language for qualitatively different purpose than animals do. In all animal communication systems the number of signals is fixed , finite; even if some of the signals are complex, there is no mechanism for systematically combining discrete units to create new signals; animals do not combine their calls and gestures in new ways to communicate new ideas; bees cannot come up with new dance patterns to communicate new information like danger, or the type of food availablethe absence of creativity makes bee dance qualitatively different from human language Arbitrariness A less definable characteristic of human language is its arbitrariness, which takes several forms. First there is no necessary connection between the object and the word that represents it. A rose could be called a sorp and smell as sweet. Different languages indeed call the same object by different names. English rose may indeed be rose in French but it is bara in Japanese and warda in Arabic. The connection between objects and words is largely arbitrary. Language is also arbitrary in that it relies on combinations of a small set of sounds or shapes that do not have meaning in themselves. The sounds / b / , /  ¾ / , / g / have no meaning separately; the question Whats an / ¾ /? Cannot be answered by explaining what / ¾ / means. Only when / ¾ / is combined with the other sounds of English to get /b ¾ g/ bag or /g ¾ b/ gab or blackguard or grabbing does the sound become meaningful. Phonemes and letters do not have meaning but they combine to form words . Animal languages in a sense have a limited list of words, like those Konrad Lorenz found in crows. In animal communication, a word is an entity of its own. Each of the monkeys cries has a distinctive meaning, snake, eagle, and so on. They cannot be decomposed into a small set of meaningless components like phonemes. Animals have a dictionary consisting of a limited number of signs but they do not have sound or writing systems. In human languages the set of words is open-ended, formed from a strictly limited set of components, whether phonemes, gestures, or letters. The fact that these symbols are themselves meaningless and arbitrary allows them to generate a vast stock of words. Though Roman alphabets vary slightly from one language to another, their 26 letters can encode, not only all the words in the Oxford English Dictionary, say, but all the words in the dictionaries of French, Italian, Malaysian, etc, as well, with a handful of additional symbols. Arbitrariness of the actual phonemes or letters is a highly useful characteristic that gives language its infinite flexibility, unlike the total rigidity of animal systems Phrase structure. Human languages depend upon a grammatical system that arranges the elements into a structure rather than just putting one sound or element after another. No other species have either this type of phrase structure in general or the specific grammatical configurations. The defenders of apes regard this requirement as an unfair demand; Sue Savage-Rumbaugh does not see why syntax should be the linguists holy grail and laments that the supposed primacy of syntax still held them in its thrall. Interpersonal Human languages is interpersonal. The use of language involves social interaction. When we use language in conversation, we make assumptions about what our listeners know and believe, and we bring to the conversation attitudes toward our listeners. .uf03b0f5aab9571983c5bbe85b52c905b , .uf03b0f5aab9571983c5bbe85b52c905b .postImageUrl , .uf03b0f5aab9571983c5bbe85b52c905b .centered-text-area { min-height: 80px; position: relative; } .uf03b0f5aab9571983c5bbe85b52c905b , .uf03b0f5aab9571983c5bbe85b52c905b:hover , .uf03b0f5aab9571983c5bbe85b52c905b:visited , .uf03b0f5aab9571983c5bbe85b52c905b:active { border:0!important; } .uf03b0f5aab9571983c5bbe85b52c905b .clearfix:after { content: ""; display: table; clear: both; } .uf03b0f5aab9571983c5bbe85b52c905b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf03b0f5aab9571983c5bbe85b52c905b:active , .uf03b0f5aab9571983c5bbe85b52c905b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf03b0f5aab9571983c5bbe85b52c905b .centered-text-area { width: 100%; position: relative ; } .uf03b0f5aab9571983c5bbe85b52c905b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf03b0f5aab9571983c5bbe85b52c905b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf03b0f5aab9571983c5bbe85b52c905b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf03b0f5aab9571983c5bbe85b52c905b:hover .ctaButton { background-color: #34495E!important; } .uf03b0f5aab9571983c5bbe85b52c905b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf03b0f5aab9571983c5bbe85b52c905b .uf03b0f5aab9571983c5bbe85b52c905b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf03b0f5aab9571983c5bbe85b52c905b:after { content: ""; display: block; clear: both; } READ: Parts of a Sarcomere EssayOnes use of language varies depending on a variety of circumstances. Discreteness: Property of having internal structure: complex messages that are built up out of smaller parts; In human languages: sentences are composed of independent words; the words are composed of individual sounds which can be recombined to form new words which can form new sentences; whereas animal communication systems each message is an indivisible unit. Overall then, while there is considerable uncertainty about many of the details, it seems that human language is indeed the sole property of the human race, if language is defined by the above characteristics. Prevarication: Speakers can intentionally make utterances that are false or meaningless. But it is now well known that many animals use behaviour explicitly designed to deceive or mislead. Signing apes have been observed to use their sign language to send food-competitors away. Cultural transmission:quot; Language is passed from one language user to the next, consciously or unconsciously. Conclusion Many linguists still believe that apes have no real grasp of human language , but are merely imitating their human companions. They insist that while apes may understand individual symbols or words, they do not understand the concepts of syntax, or how words are put together to form a complete idea. However, evidence is continually proving that the non human primate mind is capable of advanced thought . Some people speak of animal languages, while others argue they are not complex or expressive enough to count as true languages. Also, there are some significant differences, which separate human language from the animal languages even when they are most complex; the underlying principles are not thought to be related. Historical linguistics: Human language is creative and flexible. It changes with the passage of time. When we study language changes historically it is called historical linguistics. Any of the linguistic rules identified in Linguistics Assumptions and Principles may be changed: phonemes may be changed, added or removed, morphological rules may be added, changed, or lost, and even syntactical rules might be modified. Semantic rules and the lexicon change much more rapidly than the other three. Lexical changes the addition, modification, or removal of words from the general lexicon are perhaps the quickest changes in language. The semantic change of words may change broaden, narrow, or even shift in meaning. History of the English Language Languages change over time. Slowly, to be sure, but they do change. English is measured in three cataclysmic changes that generally coincide with historical events that had a profound effect on the language. The first appearance of English, as such, was when the Saxons invaded Britain. This form of English is called Old English and dates from approximately 449 to 1066, when the Normans conquered England, beginning the period of Middle English. It was during this time period 1066-1500 that many of the Latinate words used in English today were introduced into the language, as well as Latinate spellings. Around 1500, there was a great vowel shift, which brought the language into Modern English, which is where it is today. Based on this measure approximately 500 years per shift, we may expect major changes in the language today. The Great Vowel Shift in English changed the seven long tense vowels of Middle English and moved them up on the tongue. Fromkin and Rodman posit that the Great Vowel Shift is responsible for many of the spelling inconsistencies today. Language change, however, is a highly regular process. Causes of language changes Articulatory simplification vTo make articulation of words more and more simple. People leave certain complicated consonant clusters. People want articulatory simplification so they avoid complex clusters. This is the reason of changing in pronunciation. The simplification of sounds basically states that certain sounds are easier to pronounce than others, so the natural tendency of the speakers is to modify the hard-to-say sounds to easier ones. An example of this would be the proto-Romance word /camera/ room changing into early French /camra/. It is hard to say /m/ and /r/ one after another, so it was simplified by adding /b/ in between, to /cambra/ . A more recent example is the English word nuclear, which many people pronounce as nucular. Natural process Neogrammarians stated that changes are automatic and mechanical, and therefore cannot be observed or controlled by the speakers of the language. They found that what to a human ear is a single sound is actually a collection of very similar sounds. They call it low-level deviation from an idealized form. They argue that language change is simply a slow shift of the idealized form by small deviations Immigration of speakers The children incorrectly learning the language of their parents, doesnquot;t work either. Letquot;s take an extreme case in the form of immigrants. What is observed is that children of immigrants almost always learn the language of their friends at school regardless of the parentsquot; dialect or original language. Children of British immigrants in the United States nearly always speak with one of the many regional American accents. So in this case, the parentsquot; linguistic contribution becomes less important than the social group the child is in. Social and cultural identity At the beginning a small part of a population pronounces certain words that have, for example, the same vowel, differently than the rest of the population. This occurs naturally since humans donquot;t all reproduce exactly the same sounds. However, at some later point in time, for some reason this difference in pronunciation starts to become a signal for social and cultural identity. Others of the population who wish to be identified with the group either consciously or unknowingly adopt this difference, exaggerate it, and apply it to change the pronunciation of other words. If given enough time, the change ends up affecting all words that possess the same vowel, and so that this becomes a regular linguistic sound change. We can argue that similar phenomena apply to the grammar and to the lexicon of languages. An interesting example is that of computer-related words creeping into standard American language, like bug, crash, net, email, etc. This would conform to the theory in that these words originally were used by a small group i. e. computer scientists, but with the boom in the Internet everybody wants to become technology-savvy. And so these computer science words start to filter into the mainstream language. We are currently at the exaggeration phase, where people are coining weird terms like cyberpad and dotcom which not only drive me crazy but also didnquot;t exist before in computer science. Changes in languages Phonological change There have been many phonological changes between Old English and Modern English as the rules governing flapped and glottal stop variants of t have been added to American English . an important set of extensive sound changes affecting the long tense vowels occurred at the end of the Middle English period.. Lexical change From old English times to the present, new words have continuously been added to the English language. As English has borrowed a lot of words from French language. As, text, prince, judge, prayer, religion, army, navy, enemy, fashion, etc. In this way vocabulary of a language also changed. Changes in morphology Language changes have occurred in shape of words. As suffix are borrowed from French to make new words. People assume that a word has a morphological composition that it didnt originally have root + affix, usually and remove that affix, creating a new word: back formation The assumed model was the class of regular plural nouns ending in -s Another model is agent nouns in à ¢Ã¢â€š ¬Ã¢â‚¬Å"er , -er usually added to verbs to form an agent noun. Sometimes removed from nouns to form new verbs as letch from lecher. Historically the inflections had caused mutation of the vowel before them o to e from old to eldest Changes in pronunciation Linguistic change occurs over time; for example, the differences in spelling and pronunciation between Middle English niht and Modern English night represent linguistic changes that developed between roughly the fourteenth and the sixteenth or seventeenth centuries. Semantics Changes In old time one word is used for only one specific thing but now we use one word for many things. As in past word aunt is used for maternal aunt only but now for any aged relative. When one word change from limited to expending use it is called semantics broadness. One word is very comprehensively used in old time but now that is used for a specific thing. When the meaning of a word become less general than it is called semantics narrowness as we word hound for only hunting dog but in past it was used for every dog, Syntactic changes Rule addition A syntactic rule that has been added to English since the Old English period is the particle Movement . as the sentence pairs of the type john threw out the fish and John threw out did not occur in Old English. Rule Loss A syntactic rule that has been lost from English is the morpho syntactic rule of Adjective Agreement. At one time adjectives required endings that had to agree with the head noun in case, number, and gender. This rule is no longer found in English, since most of the inflectional endings of English have been lost. Changes of verbs Contemporary English makes a distinction between auxiliary verbs and main verb, a distinction reflected in questions only auxiliary verb fronted in question, as in can you leave ? negative sentences only auxiliary verb can take the contracted negative nquot;t, as in you canquot;t leave and tage questions only auxiliary verb can appear in tag, as in you can leave, can,t you?. Focusing now only on so-called modal verbs can, must, it is interesting to note that prior to the sixteenth century thes syntactic distinctions between main verb and auxiliary did not exist. at that time it was possible for main to take not, and examples such as the following c an be found in Shakespeares writing. I deny it not. I donquot;t deny it. Forbid him not. Dont forbid him Conclusion The changes that took place between Old English and Modern English are typical of the kinds of changes that all human language undergo over time, and after enough years have passed the latest language can be very different from its ancestor language. Moreover, language change offers important indirect evidence about the nature of human language namely, that it is rule-governed . we see that major language changes occur in English language during Old English and Middle English period are best viewed as in the sets of rules characterizing.

Comprehensive Sex Education

Comprehensive Sex Education Speech 1. Intro a. Today, 13,000 teenagers lives will change. 10,000 of them will be infected with an STD, 2,400 will become pregnant, and 55 will contract HIV. Those are some pretty scary statistics. And yet the government is still spending $100 million a year on abstinence only sex ed programs instead of teaching kids about the emotional aspects of sex and how to do it safely if they choose to do so. "Just say no" didn't work for drugs, and it won't work for sex either.2. Body a. Some schools have started giving free condoms out to students to make it more likely that teens will use them. Buying condoms from a store could be a potentially embarrassing situation, especially if the student would have to show ID or if the condoms were kept in a glass case in the store. Either of these situations could discourage students from buying them, and they would have no other way to obtain one if their school didn't hand them out, so they probably wouldn't use one at all.Condom coutureHaving c ondoms at school eliminates this problem.b. Also, if kids are buying condoms with money out of their own pocket, they would probably get the least expensive brand, which are probably cheaply made and would break easily. The condoms that the school would give out would be free and of a higher quality.c. Some people think giving out condoms will tell teens it's okay to be sexually active and give them an excuse to have sex. That's a ridiculous argument. The nurse provides band-aids, and kids aren't just going to go cut themselves.d. But to get a condom at most schools that hand them out, you need a parent to sign a permission slip, and many parents refuse...

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Managing Creativity and Change - Essay Example The pyramid scheme structure looks reflects the organization of authority. The hierarchical organization structure is common in both the public and private sectors. In a typical private organization or public institution, departmental heads, as well as, unit managers report directly the general managers or the vice presidents, who in turn report to the president (Marlow, 2011). In small businesses, the layers are lesser than the layers in the large organizations. Although hierarchical organizational structures may be effective as far as managing thousands of employees is concerned, they have numerous weaknesses, which will result in them being less evident in the future. In today’s business world, the level of competition in every industry is growing rapidly. One of the key factors behind the ever-increasing competition is the fact that globalization is ever increasing. In other words, the ever-increasing interconnectedness has substantially contributed to the rapidly increasi ng competition. Companies are spreading their operations outside the local borders to take advantage of new markets. Another key reason why countries are going global is to take advantage of the hap labor especially in the emerging markets including China, India, and Brazil among other emerging economies. Firms that are taking advantage of the cheap labor in today’s competitive world are enhancing their competitiveness. Production using cheap labor translates into competitive prices for the goods and services. Therefore, for all the global organizations that have shifted some of their operations to some of the cheap labor economies are becoming more competitive. This is because they are able to supply their goods and services at competitive prices in both the local and international markets (Dutz, 2011). The global economy has significantly changed in many ways. Countries are more dependent on each other than ever before. The world has become a global village and an external effect on a single major economy or region has direct, as well as, indirect effect on the global economy. For example, a major economic outcome in the U.S. could positively or, negatively affect the whole world. This is because of the increased interconnectedness and dependence amongst nations. If there were an economic boom within the U.S., other countries including the small ones would benefit from the high demand of goods and services in the world’s largest economy. On the other hand, a recession in the world’s largest economy could adversely affect the rest of the world. For example, following the 2007/2008 global financial crisis, the poor economic state in the U.S. affected the entire global economy (Ofd.ncsu.edu, 2013). The world’s economy is shifting from hierarchical organization structures to flat organization structures. The expectations amongst employees are different under the tall and the flat structures. For example, under the hierarchical structu res, employees feel that they have a job security. This is because of the fact that this type of organizational structure is present in large organizations, which have attained a higher level of stability. In these organizations, the level of innovation is lower, compared to organizations that embrace flat structures. This is because of the fact that the senior high-level management keeps a close eye to the employees. In other words, there is more

Reading Skills Essay Example for Free

Reading Skills Essay Introduction Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers integrate the words they have read into their existing framework of knowledge or schema. Reading is a process very much determined by what the reader’s brain and emotions and beliefs bring to the reading; the knowledge/information (or misinformation) strategies for processing text, moods, fears and joys—all of it. The strategies one uses  vary according to one’s purpose, including whether one is reading for oneself only (still the purposes vary) or for somebody else, such as reading to answer comprehension questions, reading to perform for listeners (including the teacher and classmates), and much more. Of course these social factors may generate confidence, fear, anger, defiance, and/or other emotions—it just depends. In sum, reading is both a psycholinguistic process (involving the mind actively processing the text) and a sociolinguistic one (with multiple social factors that can affect how one reads, how much one gleans from the reading, and more). Even word identification itself can be affected by these factors, because reading is as much or more a brain-to-text process as a text-to-brain process. For strong readers, the reading process may take only milliseconds. For beginning readers the process may be slower, yet rewarding, and over time will become automatic. For readers who are challenged, this process can be tiresome and frustrating. 2 Importance of Reading Process It is a well-known fact that when there were no televisions or computers, reading was a primary leisure activity. People would spend hours reading books and travel to lands far away-in their minds. The only tragedy is that, with time, people have lost their skill and passion to read. There are many other exciting and thrilling options available, aside from books. And that is a shame because reading offers a productive approach to improving vocabulary and word power. It is advisable to indulge in at least half an hour of reading a day to keep abreast of the various styles of writing and new vocabulary. It is observed that children and teenagers who love reading have comparatively higher IQs. They are more creative and do better in school and college. It is recommended that parents to inculcate the importance of reading to their children in the early years. Reading is said to significantly help in developing vocabulary, and reading aloud helps to build a strong emotional bond between parents and children. The children who start reading from an early age are observed to have good language skills, and they grasp the variances in phonics much better. Reading helps in mental development and is known to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations. The habit can become a healthy addiction and adds to the information available on various topics. It helps us to stay in-touch with contemporary writers as well as those from the days of yore and makes us sensitive to global issues. Fluent reading: During the reading process, there is interplay between the readers preexisting knowledge and the written content. Fluent reading is an active process in which the reader calls on experience, language, and prior knowledge to anticipate and understand the authors written language. Thus, readers both bring meaning to print and take meaning from print. The nature of the reading process alters as person matures in reading. In the early stages of reading, word identification requires a readers concentration. Eventually, however, readers are able to use their reading ability (ability to interpret written language) for pleasure, appreciation, knowledge acquisition, and functional purposes. Thus, reading competence has many faces. Proficient, fluent readers locate materials and ideas that enable them to fulfill particular purposes, which may be to follow directions, to complete job applications, or to appreciate Shakespearean plays. In addition, fluent readers adjust their reading style as they move from narrative to expository content. 3 Three Stages of Reading: In order to achieve your goals regarding flexible and fluent reading, you must learn certain reading behaviors and then practice them until they become automatic. We call this practicing to the point of automaticity. In this way you will learn to increase your reading rate, maintain your focus and concentration, and enhance your comprehension. Reading process organizes itself most naturally into an examination of three phases: * Pre-reading. * Active reading . * Post-reading. * Pre-reading: It involves following functions: * Get the big picture overview skimming * Identify the main idea/thesis. * Read headings and sub-headings * Read captions accompanying pictures/graphics * Active Reading: * Think as one reads; read for ideas and concepts. * Visualize patterns. * Actively construct meaning. * Anticipate upcoming information. * Verify the main idea and identify significant details. * Consciously add to or modify schema integrating old and new knowledge. * Self-monitor; assess one’s understanding. * Evaluate comprehension. * Employ fix-up strategies as appropriate. * Post Reading: * Evaluate understanding/ comprehension * Evaluate one’s reading processing. * Did one choose an appropriate mode? * What changes do one needs to make in his/her reading? * What did one do well that he/she wants to repeat in future reading? 4 Types of Reading Following are the types of reading: * Scanning type of reading * Skimming type of reading * Light type of reading * Word by word type reading * Reading to study type of reading * Sub-vocalization †¢ Scanning Type of Reading: This type of reading involves running the eyes over quickly, to get the gist. For example, scanning a telephone book: * You are looking for it quickly. * You know what you are searching for (key words and names). * You see every item on the page, but you dont necessarily read the pages – you ignore anything you are not looking for. Thus, when you discover the key words being searched for, you will be unable to recall the exact content of the page †¢ Skimming Type of Reading: When you read quickly to gain a general impression as to whether the text is of use to you. You are not necessarily searching for a specific item and key words. Skimming provides an overview of the text. Skimming is useful to look at chapter/section headings, summaries and opening paragraphs. Looking over the text quickly to get a general idea of the content. Your eyes move quite fast, taking in titles of chapters, their beginnings and ends, and the first sentences of paragraphs. The purpose of skimming: * To check relevance of text. * Sets the scene for the more concentrated effort that is to follow, if the text is useful. †¢ Light Type of Reading: Reading for leisure tends to be light’. For example: * Read at a pace which feels comfortable. * Read with understand. * Skim the boring, irrelevant passages. 5 An average light reading speed is 100-200 words per minute. This form of reading does not generally require detailed concentration. This is reading fairly quickly without concentrating too hard or worrying about every single word. We often use it when reading an enjoyable novel. †¢ Word by word Type of Reading: This type of reading is time consuming and demands a high level of concentration. Some material is not readily understood and so requires a slow and careful analytical read. People use this type of reading for unfamiliar words and concepts, scientific formulae. It can take up to an hour just to read a few lines of text. †¢ Reading to Study Type of Reading: A method of reading for with the aim to understand the material in some depth. The method involves five simple steps; Survey, Question, Read, Recall and Review. Study reading involves thinking about what is being read so that it is understood and can be recalled. It needs to be worked at, with time for reflection, thought, analysis, criticism, comparison, notes made, points highlighted and emphasized, arguments followed and evaluated, the whole summarized. * Survey: skim through to gain an overview and not key points. * Question: devise questions you hope the text will answer. * Read: slowly and carefully. * Recall: from memory, write down the main points made by the chapter. * Review: revisit your questions compare these to your recall and establish how well the text has answered them; fill in any gaps by further reading and note-taking. †¢ Sub-vocalization: This is reading very slowly and methodically, either saying the words out loud or at least with a ‘voice’ in your head. It is painstaking but very slow. We tend to use it when trying out a recipe for the first time, or carrying out instructions as to how to assemble something we’ve bought. 6. Reading Skills Reading involves a combination of skills used simultaneously. Children begin with basic phonics but soon learn fluency and comprehension skills to make their reading experiences meaningful. The main goal of reading understands. If students can pronounce words but do not understand what they are reading, they are merely reciting word. Some of the important reading skills are: * Decoding * Fluency * Comprehension * Critical reading skills †¢ Decoding Skills: Decoding (also known as Word attack skills) is an early reading skill students learn in kindergarten and first grade. Decoding (sounding out) words are the foundation of reading instruction. Phonics is the method teachers use to instruct students. Letter-naming and recognition is taught along with initial sounds. Children must understand that each letter is represented by a corresponding sound before they can read text. Once children know sounds, they learn to blend them into words. This skill, phoneme segmentation, should be practiced daily along with alphabet and sound fluency until decoding becomes an automatic procedure. †¢ Fluency Skills: Fluency is the ability to read accurately and expressively while maintaining a rate of speed that facilitates comprehension. Students learn fluency in a variety of ways. Teachers model fluent reading in the classroom, and students listen to books on CD. Students receive direct instruction in fluency through guided practice using methods like choral and repeated readings. Teachers assess fluency with timed readings that give a score in words read per minute. Students who fall below the average score for their grade level receive additional, individual help. †¢ Comprehension Skills: Comprehension is the ability to understand what has been read. Comprehending involves strategies that students learn to use when reading independently. Teachers focus on several key comprehension skills. These are inferring, predicting, comparing and contrasting, sequencing and summarizing. Students usually learn how to use these strategies in a small group guided by the teacher who demonstrates their use. Students then practice comprehension techniques with a partner by discussing what they read, making connections with prior knowledge and identifying the main ideas in the story. 7 †¢ Critical Reading Skills: Critical reading skills are the ability to analyze, evaluate, and synthesize what one reads. They are the ability to see relationships of ideas and use them as an aid in reading. As readers make sense of what they read, they use various relationships of ideas to aid recognition and fluency. Critical reading as a goal includes the ability to evaluate ideas socially or politically. 8 Reading Strategies Reading is not just pronouncing words—it requires understanding. Most experienced readers use a variety of strategies to understand texts. Reading strategies are used many times rapidly, in unison with one another. Therefore, most reading strategies are evident before, during, and after reading, although not necessarily with the same emphasis. Some of the reading strategies are: * Predicting * Connecting * Inferring * Synthesizing * Visualizing * Self-Questioning * Skimming * Scanning * Determining Importance * Summarizing/Paraphrasing * Re-reading * Reading On * Adjusting Reading Rate * Sounding Out * Chunking * Using Analogy * Consulting Reference The following descriptions of each strategy give some indication of when in the reading process they are generally employed. Different texts and different contexts require readers to use different reading strategies at different times. For example, â€Å"synthesizing† is used during and after reading while â€Å"scanning† is typically used before close reading. Here are the major reading strategies associated with the process of reading: * Predicting: Predicting helps readers to activate their prior knowledge about a topic, beginning the process of combining what they know with new material in the text. Predictions are not merely wild guesses, they are based on clues within the text such as pictures, illustrations, subtitles, and 9  plot. Clues for predictions will also come from readers’ prior knowledge about the author, text form, or content. Readers can be encouraged to make personal predictions before and during reading. During reading, effective readers adjust and refine their earlier predictions as new information is gathered and new connections are made. They tend to rehearse what they have learned and move on with some expectations of what comes next. * Connecting: Efficient readers comprehend text through making strong connections between their prior knowledge and the new information presented in text. The type of connections made by efficient readers can be categorized into: * Text-to-Self Connections: Involves readers thinking about their life and connecting their own personal experiences to the information in the text. * Text-to-Text Connections: Involves readers thinking about other texts written by the same author or with common themes, style, organization, structure, characters or content. * Text-to-World Connections: Involves readers thinking about what they know about the world outside their personal experience, their family, or their community * Inferring: Efficient readers take information from a text and add their own ideas to make inferences. During the process of inferring, readers make predictions, draw conclusions, and make judgments to create a unique interpretation of a text. Making inferences allows students to move beyond the literal text and to make assumptions about what is not precisely stated in the text. Efficient readers also can infer the meaning of unknown words using context clues, pictures, or diagrams. * Synthesizing: When comprehending text, efficient readers use synthesizing to bring together information within a text. Synthesizing involves readers piecing information together, like putting together a jigsaw. This activity encourages them to keep track of what is happening in the text. During the process of synthesizing, readers may be connecting, inferring, determining importance, posing questions, and creating images. * Visualizing: Efficient readers use all five senses to create images continually as they read text. The created images are based on their prior knowledge. Sensory images created by readers 10 help them to draw conclusions, make predictions, interpret information, remember details, and assist with overall comprehension. Images may be visual, auditory, olfactory, kinesthetic, or emotional. * Self-Questioning: Self-questioning is the strategy effective readers use to draw on existing knowledge, to investigate a text as it is read, to analyse the beliefs and motives behind the author’s surface meaning, and to monitor comprehension. Whether posed in-head, sub-vocalized or noted in writing, self-questioning is critical to maintaining connections between existing and new knowledge. Self-formulated questions provide a framework for active reading by directing the reader’s attention to key information. Efficient readers continually form questions in their minds before, during, and after reading to assist in comprehending text. Often these questions are formed spontaneously and naturally, with one question leading to the next. Questions may relate to the content, style, structure, important messages, events, actions, inferences, predictions, author’s purpose, or may be an attempt to clarify meaning. Self-formulated questions provide a framework for active reading, engaging readers in the text as they go in search of answers. * Skimming: Skimming is glancing through material to gain a general impression or overview of the content. It involves passing over much of the detail to get the gist of a text. Skimming is the most common strategy used by a reader to assess quickly whether a text is going to meet his or her purpose. Effective skimming lets a reader know in general terms how difficult a text is, how long it is, how it is structured, and where the most useful information can be found. Effective skimming strategies are critical for adolescents due to the volume of electronic text they read. Websites, CD ROMs, and multimedia texts are designed for, and subject to rapid reading practices where the reader gets the gist from sub-headings and key points, determines difficulty and usefulness, and assesses the content flow. Skimming is often used before reading to †¢ assess quickly whether a text is going to meet a purpose; †¢ determine what is to be read; †¢ determine what’s important and what may not be relevant; †¢ review text organization; †¢ activate prior knowledge. * Scanning: Scanning involves glancing through material to locate specific details such as names, dates, places, or some particular content. For instance, readers might scan a contents page or index to find the page number of a specific topic. They may scan a dictionary or telephone book in search of a particular word or name, or they may scan as they re-read 11 a text to substantiate particular responses. Like skimming, scanning is particularly important for comprehending selected parts of websites, CD ROMs, and multimedia texts. Readers may also scan a text looking for picture clues that may help them to identify any unknown words. * Determining Importance: Efficient readers constantly ask themselves what is most important or what the main idea is of what they are reading. They benefit from understanding how to determine the important information, particularly in informational texts. Factors such as purpose for reading, knowledge of topic, prior experiences, beliefs, and understanding of text organization help readers to identify important information in a text * Summarizing/Paraphrasing: Linked closely to the strategy of determining importance, summarizing/paraphrasing is the process of identifying, recording, and writing the most important information from a text into one’s own words. The ability to reduce a larger piece of text to its most important messages is done through summarizing. The re-statement of the text is referred to as paraphrasing. Summarizing/paraphrasing involves using key words and phrases to capture the general gist of a text. * Re-Reading: Efficient readers understand the benefits of re-reading whole texts or parts of texts to clarify or enhance meaning. Reading or hearing a text more than once benefits all readers, allowing them to gain a deeper understanding of the text. Re-reading can also be used as a word-identification strategy. Efficient readers sometimes re-read to work out the meaning of difficult words using context clues. The opportunity to re-read a text also helps to improve fluency * Reading On: When readers cannot decode an unfamiliar word within a text, they can make use of the â€Å"Reading On† strategy. Skipping the unfamiliar word and reading on to the end of the sentence or the next two or three sentences often provides the reader with sufficient context clues to help determine the unknown word. Once the unknown word has been determined it is important for students to re-read that section of text. â€Å"Reading On† also refers to continuing to read in an attempt to clarify meaning that may have been lost. * Adjusting Reading Rate: It is important that students give themselves permission to adjust their reading rate and to recognize when this may be necessary. The purpose for reading will often dictate the 12 most appropriate rate. Readers may slowdown to understand new information, to clarify meaning, to create sensory images, or to ask questions. Readers may also speed up when scanning for key words or skimming to get an overall impression of a text. * Sounding Out: When adolescents meet new and unfamiliar words, they will use their knowledge of letter/sound relationships to identify them. * Chunking: As readers encounter greater numbers of multi-syllabic words, it is important to encourage students to break words into units larger than individual phonemes or single sounds (/b/). Readers might chunk words by pronouncing word parts such as onset and rime (spr-ing), letter combinations (ough), syllables, or parts of the word known as morphemes which carry meaning (ed, ing). * Using Analogy: When readers manipulate or think about words they know in order to identify unknown words, they are using analogy. They transfer what they know about familiar words to help them identify unfamiliar words. When using analogy, students will transfer their knowledge of common letter sequences, onset and rimes, base words, word parts that carry meaning, or whole words. * Consulting Reference: The use of word-identification strategies such as â€Å"sounding out† or â€Å"chunking† may unlock both the pronunciation and meaning of words. However, if the word is not in a reader’s meaning vocabulary, the reader may not be able to understand the meaning of the word. Consulting a reference is an additional strategy that supports students to unlock word meaning. Being taught how to use a dictionary, thesaurus, reference chart, or glossary will help students locate the meanings, pronunciations, or derivations of unfamiliar words. 13 Conclusion: As the discussed topics demonstrate, the process of reading for meaning has bottom-line commonalities. Among these, perhaps oddly, is that at any given moment, one cannot reliably predict what a reader will do next. Eric Paulson (2005) has drawn an analogy between eye movements and the weather, both of which can be described in terms of chaos theory in physics, he argues, but neither of which is exactly predictable. And he writes: â€Å"When looked at through the lens of chaos theory, reading is clearly not a process of plodding along the text at some regular, predetermined rate but is instead a process that ebbs and flows† (p. 355). We set our purposes (or not), begin to read, perhaps question what we are reading, maybe return and reread, sometimes read ahead, go back again, maybe skim or skip some, occasionally decide not to finish reading whatever it is, maybe go ahead and read at least the headings (of an informational selection) and the conclusion, or  the final chapter or page (if a novel or short story)—all the while using strategies that are universal among proficient readers, but uniquely applied. Metaphorically, during any reading event, reading ebbs and flows, like waves. We might think of waves crashing upon the beach as meaning achieved (and perhaps examined critically), the end product of reading a stretch of text. But with such achievement, the reader is simultaneously and near simultaneously processing other parts or aspects of text and the ideas in ways that are unpredictable at the micro level. This is akin to what we often see on a beach: different waves, and different aspects of the reading process, forming, swelling, cresting, crashing, and ebbing. While one part of the reading process and event crashes and ebbs—with something processed into short- or even long-term memory, perhaps—other facets of the process are just beginning again, increasing, coming to a head, collapsing into memory (or not), and receding from the reader’s immediate attention. Yes, while I often speak of the reading process, as if this cognitive and constructive process were totally uniform, during any given reading event, whoever the Although, reading means different things to different people and skills vary with every individual, reading is a skill that can be improved. Students from various backgrounds are in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension, speed, or a combination of all three may be the result of ineffective reading habits. Active reading is engaged reading and can be achieved through comprehension regulation strategies. We should never take reading for granted, for many, these skills come slowly and with a great deal of difficulty. It is important to use a multi-sensory approach whenever possible, some memory training, tap into previous knowledge before moving forward and make it meaningful. 14 References * http://en. wikipedia. org * http://www. heinemann. com * http://www. palomar. edu * http://ababasoft. com * http://www. scribd. com * http://www. sil. org * http://www. ehow. com * http://www. stepspd. com * http://www. palomar. edu.

All Drugs Should be Legal for Personal Use Essay -- Legalization Drugs

All Drugs Should be Legal for Personal Use The war on drugs is costing us over 100 billion dollars to fight each year, and we’re only fighting a monster which we are making bigger with each punch. It’s not drugs, but drug laws themselves that have created this monster. Drug use is part of human nature, but the unimaginable wealth involved leads to the corruption of the police, judges, and elected officials. There is no reason to have the government regulating what goes into an individual’s body. An extreme case of what we’re letting the government do is letting them take away our own self, an individual’s ownership over his own body. I think it’s in everyone’s interest to legalize all drugs, since this war is going nowhere, letting the government get more powerful than it was ever meant to have been, and it’s putting numbers over our names. There is no way that the drug flow into the United States is ever going to be stopped. It’s a general economic rule, that as long as there is a demand for drugs there will always be a supply, unless scarcity occurs, but it doesn’t appear as if Colombia is running out of cocaine anytime soon. Cocaine brings Bolivia’s economy $600 million per year, a figure equal to the country’s total legal export income. Our country’s current annual import of cocaine would fit comfortably into a single C-5A cargo plane. The United States is just too large, there is no way to stop an import of a drug completely. By keeping a drug off the street...

Shc 3.4 Health & Safety, Risk Additional

CYP Core 3. 4 Support children and young people’s health and safety 1. Understand how to plan and provide environments and services that support children and young people’s health and safety. 1. 3Identify sources of current guidance for planning healthy and safe environments and services. As a childcare provider it is my responsibility for the safety of the children in my care. There are a number of legal and regulatory guidance to help protect children and adults in my setting.All staff should be made aware of any potential hazards such as, security, fire, food safety, physical, personal and keeping up to date training on how to deal with these and maintain every one safety, including visitors, family and other colleagues in my setting. The most important legislation in a child care setting is the EYFS that covers all aspect of the welfare of children and young people in all early years setting. NICMA Public Liability Guidance/ Insurance The child minding body which un dertakes public liability insurance for all children within my setting for any claims of injury against the provider.Private Business Car Insurance Car Insurance which covers minded children in my setting for outings and travel between providers home and school environment. Smoking Ban In my setting there is non- smoking policy. Healthly Eating Within my setting I promote a healthly eating plan and advise parents on healthly snacks/foods. Daily Exercise On a daily basis I promote daily exercise weather permitted, for example walking or activities in the garden. Access NI Checks These are carried out on all persons that are entering premises during working hours and children living within the childcare setting over the age of 11 to be vetted also.BSI Kitemark All play equipment within my setting comply with BSI Kitemarks Once every year my setting gets a yearly inspection by a social worker to make sure I meet all the requirements of an early years setting to provide a safe environme nt for children and young people. 3. Understand how to support children and young people to assess and manage risk for them. 3. 2 Explain the dilemma between the rights and choices of children and young people and health and safety requirements. The UN convention on the Rights of the Child clearly identifies the rights of children and young people to learn and develop into adults and be protected from harm† Tassoni 2010 page 145. You can also refer to the Children’s NI order 1995 which refers to all childrens rights to development, and safety rights. Childcare providers have a responsibility to be active in creating the conditions that make children feel that almost anything is possible and achievable. â€Å"The challenge for carers is balancing the need for safety of the child against the need for children and young people to explore risks. Meggitt page 150 Children learn a lot from trying out new experiences for themselves. Many children do not have the experience an d knowledge to judge whether it is a safe choice to explore their own levels of risk taking. Parents and carers have the responsibility to decide the activity is safe and identify possible hazards as children and young people may not make the correct judgement, however children and young people should be given the opportunity to explore in a safe environment under supervision.If we do not enable children to explore risk taking activities they will seek them out when adults are not around. Children and young people need to explore their own levels of risk, but always in a safe environment and with an adult who is able to administer first aid if an accident should happen. We aim to make children aware of health and safety issues to minimise the hazards and risk to enable the children to thrive in a healthy and safe environment. We ensure that the environment that the children are playing in is regularly checked before and during activities. . Understand appropriate responses to accide nts, incidents emergencies and illness in work settings and off site visits. 4. 2 Identify the correct procedures for recording and reporting accidents, incidents, injuries, signs of illness and other emergencies Reporting and recording accidents and incidents, signs of illness and other emergencies: The occurrence of an accident should be reported immediately to the parents/emergency contact name given to me the childcare provider. A procedure for reporting and recording accidents goes in the Accident Report Book.In my setting I need to ensure that I know all relevant procedures and how to deal with them, as I work alone and it’s my sole responsibility to report, record and inform parents and other professionals of all issues relating to the welfare and well-being of children in my setting. It is a legal responsibility to record any incidents or accidents that occur during my day as a childcare provider, as well as the steps taken to manage the incident. Recording these deta ils will help to identify any trends or common incidents that occur, as well as areas that could be addressed to improve safety.This record will be vital in the possible event of legal action. A copy of the illness and injury report form should be submitted to the relevant person. When documenting the occurrence of an illness or injury, briefly note it in the relevant box on the session plan and then record the full details on an illness and injury report form or in an accident record book. At least the following details should be recorded: 1. Date, time and place of incident. 2. Name of ill/injured person. 3. Details of ill/injured and any first aid given. 4. What happened to the casualty immediately afterwards (e. . did the child continue to participate in the days activities, or where they sent home/admitted to hospital, etc) 5. Name and signature of person dealing with the incident. If a child, or member of staff or other visitors goes to hospital from my setting I must inform R IDDOR. If a child is seriously injured I must report the accident/incident to the Health & Safety Executive. I always go back to current policies and procedures within my setting as they can and do change. I take guidance and advice from the social worker in charge of my local area.