The Life Of Benjamin Franklin Essays - Benjamin Franklin

The Life of Benjamin Franklin When one takes a look at the world in which he currently lives, he sees it as being normal since it is so slow in changing. When an historian looks at the present, he sees the effects of many events and many wise people. Benjamin Franklin is one of these people. His participation in so many different fields changed the world immensely. He was a noted politician as well as respected scholar. He was an important inventor and scientist. Particularly interesting is the impact on the scientific world. Benjamin Franklin was a modest man who had had many jobs in his lifetime. This may help explain his large array of inventions and new methods of working various jobs. He did everything from making cabbage-growing more efficient to making political decisions to being the first person to study and chart the Gulf Stream movement in the Atlantic Ocean. Franklin was born in Boston, Massachusetts, on January 17, 1706. He was the fifteenth child in a family of seventeen kids. His parents, Josiah and Abiah Franklin, were hard working devout Puritan/Calvinist people. Josiah Franklin made candles for a living. Since the Franklin's were so poor, little Benjamin couldn't afford to go to school for longer than two years. In those two years, however, Franklin learned to read which opened the door to further education for him. Since he was only a fair writer and had very poor mathematical skills, he worked to tutor himself at home. Benjamin Franklin was a determined young man. As a boy, he taught himself to be a very good writer. He also learned basic algebra and geometry, navigation, grammar, logic, and natural and physical science. He partially mastered French, German, Italian, Spanish, and Latin. He was soon to be named the best educated man in the country. When he was 12-years-old, he was apprentice to his brother in printing. Benjamin's brother founded the second newspaper in America. Many people told him that one newspaper was enough for America and that the paper would soon collapse. On the contrary, it became very popular. Occasionally, young Benjamin would write an article to be printed and slip it under the printing room's door signed as "Anonymous". The following is a direct quote from Franklin's Autobiography. It describes his writing the articles as a boy. "He (Benjamin's older brother) had some ingenious men among his friends, who amus'd themselves by writing little pieces for this paper, which gain'd it credit and made it more in demand, and these gentlemen often visited us. Hearing their conversations, and their accounts of the approbation their papers were received with, I was excited to try my hand among them; but, being still a boy, and suspecting that my brother would object to printing anything of mine in his paper if he knew it to be mine, I contrived to disguise my hand, and, writing an anonymous paper, I put it in at night under the door of the printing-house. It was found in the morning, and communicated to his writing friends when they call'd in as usual. They read it, commented on it in my hearing, and I had the exquisite pleasure of finding it met with their approbation, and that, in their different guesses at the author, none were named but men of some character among us for learning and ingenuity. I suppose n! ow that I was rather lucky in my judges, and that perhaps they were not really so very good ones as I then esteem'd them." Benjamin liked the printer's job but couldn't ezd being told what to do all of the time. He desperately felt the need to be his own boss. That day would come. In 1730, Franklin married Deborah Read, who was the daughter of the first Philadelphia landlady. Read was not nearly so well educated as her husband. In old letters that she had written to him, there are many misspellings and improper punctuation marks. They were a very happy couple despite their differences. They eventually had two boys and one girl. One of the boys, William, became governor of New Jersey. When Franklin was 21-years-old, he began his career as a civic leader

Butterfly Bush Alternatives for Environmentally Friendly Gardeners

Butterfly Bush Alternatives for Environmentally Friendly Gardeners Gardeners who want to attract butterflies to their gardens often plant butterfly bush (genus Buddleia), a fast growing shrub that blooms prolifically. While butterfly bush is easy to grow, inexpensive to buy, and a good attractant for butterflies,  some argue its one of the worst choices for a butterfly garden. For years,  butterfly bush  (Buddleia) has divided gardeners into two camps: those who plant it without apology, and those who think it should be banned. Fortunately, its now possible to plant butterfly bushes without negatively impacting the environment. Why Gardeners Love Butterfly Bush Buddleia  is well-loved by butterfly gardeners because it is well-loved by butterflies. It blooms from spring to fall (depending on your  growing zone), and produces an abundance of nectar-rich flowers that butterflies cannot resist. Butterfly bush is easy-to-grow and tolerates poor soil conditions. It requires almost no maintenance, other than an annual hard pruning (and some gardeners even skip that). Why Ecologists Hate Butterfly Bush Unfortunately, a plant that produces such a bumper crop of flowers also produces a bumper crop of seeds.  Buddleia  is not native to North America; butterfly bush is an exotic plant from Asia. Ecologists deemed the shrub a threat to native ecosystems, as butterfly bush seeds escaped backyard gardens and invaded forests and meadows. Some states banned the sale of  Buddleia and listed it as a noxious, invasive weed. For commercial growers and nurseries, these bans were consequential. According to the USDA, the production and sale of butterfly bush was a $30.5 million industry in 2009. Despite  Buddleias environmental impact, gardeners still wanted their butterfly bushes, and growers wanted to continue producing and selling it. While butterfly bush provides nectar for butterflies, it offers no value for butterfly or moth larvae. In fact, not a single native North American caterpillar will feed on its leaves, according to entomologist Dr. Doug Tallamy, in his book Bringing Nature Home.   For Gardeners Who Cant Live Without Buddleia Butterfly bush spreads easily because it produces thousands of seeds during the course of a growing season. If you insist on growing butterfly bush in your garden, do the right thing: deadhead Buddleia flowers as soon as the blooms are spent, all season long. Shrubs to Plant Instead of Butterfly Bush Better yet, choose one of these native shrubs instead of butterfly bush. In addition to  providing nectar, some of these native shrubs are also larval food plants. Abelia x grandiflora, glossy abeliaCeanothus americanus, New Jersey tea​Cephalanthus occidentalis, buttonbushClethra alnifolia, sweet pepperbushCornus spp., dogwoodKalmia latifolia, mountain laurelLindera benzoin, spicebushSalix discolor, pussy willowSpiraea alba, narrowleaf meadowsweetSpiraea latifolia, broadleaf meadowsweetViburnum sargentii, Sargents cranberry bush BuddleiaBreeders to the Rescue Just when you were getting ready to compost your butterfly bushes for good, horticulturalists found a solution to the problem.  Buddleia  breeders produced cultivars that are, in effect, sterile. These hybrids produce so little seed (less than 2% of traditional butterfly bushes), they are considered non-invasive varieties. The State of Oregon, which has a rigorous ban on  Buddleia  in place, has recently amended their ban to allow these non-invasive cultivars. Seems you can have your butterfly bush and plant it, too. Look for these non-invasive cultivars at your local nursery (or ask your favorite garden center to carry them!): Buddleia  Lo Behold ®Ã‚  Ã¢â‚¬ËœBlue Chip’Buddleia ‘Asian Moon’Buddleia  Lo Behold ®Ã¢â‚¬ËœPurple Haze’Buddleia  Lo Behold ®Ã‚  Ã¢â‚¬ËœIce Chip’ (formerly ‘White Icing’)Buddleia  Lo Behold ®Ã‚  Ã¢â‚¬ËœLilac Chip’Buddleia ‘Miss Molly’Buddleia ‘Miss Ruby’Buddleia Flutterby Grandeâ„ ¢Ã‚  Blueberry Cobbler Nectar BushBuddleia Flutterby Grandeâ„ ¢Peach Cobbler Nectar BushBuddleia Flutterby Grandeâ„ ¢Ã‚  Sweet Marmalade Nectar BushBuddleia Flutterby Grandeâ„ ¢Ã‚  Tangerine Dream Nectar BushBuddleia Flutterby Grandeâ„ ¢Ã‚  Vanilla Nectar BushBuddleia Flutterby Petiteâ„ ¢Ã‚  Snow White Nectar BushBuddleia Flutterbyâ„ ¢Ã‚  Pink Nectar Bush One important thing to remember, though, is that  Buddleia  is still an exotic plant.  While it is an excellent source of nectar for adult butterflies, its not a  host plant  for any native caterpillars. When planning your wildlife-friendly garden, be sure to include  native shrubs  and flowers to attract the most butterflies.

A Study of the Relation of Gender and Self-Esteem in Conformity

A Study of the Relation of Gender and Self-Esteem in Conformity Abstract Conformity studies have been extensive following Asch’s (1956) classic line judgement task. Numerous factors have been purported to affect conformity behaviours. The present study investigates gender differences in conforming behaviours, and how self-esteem is associated with conformity, by replicating Asch’s original experiment. The study further explores if self-esteem is associated with conformity differently between gender groups. Twenty-two psychology undergraduates (eight males and fourteen females) were recruited. An independent t-test and bivariate correlation analyses were used to analyse the data. The results revealed 1) no gender difference in conforming behaviours, 2) a significant negative correlation between self-esteem and conforming behaviours, 3) differential association of self-esteem and conformity between males and females. In all, the results suggest that conformity is influenced by an individual’s sense of self-worth instead of a person†™s gender identity; gender may be a moderating variable in self-esteem and conformity research that future studies can explore. Gender and Self-Esteem Differences in Conformity: Revisiting Asch’s Conformity Test People are often faced with situations where they are pressurized to conform to certain norms or behaviours. Conformity is the change in behaviours in response to real or imagined pressure from members of the social environment (Gilovich, Keltner, Chen, Nisbett, 2013). In a classic study by Asch (1956), it was demonstrated that people can give obviously wrong answers even when they knew it was incorrect because of the sense of pressure from others. Specifically, participants in the study were shown three different comparison lines and were asked which line was similar to a target line presented adjacent. The participants were seated among a group of 7 to 9 and had to answer after the others indicated their response. There was only one participant in each group and the rest were confederates who gave unanimous incorrect answers on specified trials, known as critical trials. Approximately 75% of the participants conformed on at least one trial – of these participants, 5% confor med on all critical trials. Qualitative analysis after the experiment revealed that the participants knew the answers were incorrect, but felt the need to conform as they did not want to feel rejected, suggesting that people have a psychological need to fit in with a group. The yielding to group pressure because of a need to fit in is termed normative social influence, as opposed to informational social influence wherein people are uncertain of a situation and look to others for guidance (Asch, 1956; Gilovich et al, 2013). Clearly, Asch’s study explores the aspect of normative social influence. Numerous studies had since found divergent findings (Bond Smith, 1996; Mori Arai, 2010), questioning the external validity of the study. Perhaps the most important limitation to Asch’s study was the use of only male participants, indicating the need for further studies exploring gender differences. Literature on gender differences remains inconsistent – while women was generally found to conform more than men in the past (Bond Smith, 1996), recent studies suggest no gender differences (Rosander Eriksson, 2012), or mixed results in conformity between gender groups (Enjanjan, Zeigler-Hill, Vonk, 2015). Reviewing Gender Differences Women were generally found to conform more than men possibly due to gender roles and the conforming towards such roles during the period (1960s – 1990s) when the experiments took place (Rosander Eriksson, 2012). The social identity of women was arguably more submissive and conforming than present. Good and Sanchez (2010) posited that people conform to gender roles of the society due to intrinsic enjoyment of pulling together an individual’s actual and ideal selves, or due to extrinsic pressure from society. According to the self-discrepancy theory (Higgins, as cited in Gilovich et al., 2013), people are constantly motivated to compare between their actual selves – representing who people truly believe themselves to be – and two other selves, the ideal and ought selves. The former refers to the more positive connotation of people’s ambitions and what others maintain about them; the latter refers to the sense of obligation people feel pressurized to follow. Bond and Smith (1996) meta-analysis seems to substantiate this theory. In retrospect, the review was also done in the 1990s and conformity behaviours might have changed since then. Agreeably, Rosander and Eriksson (2012) found that women did not conform more than men. The study utilized the Asch’s paradigm, but on the internet where participants were not interacting face-to-face with each other. An additional measure of task difficulty (Easy/Difficult) was introduced. The overall conformity result was like Asch’s original study. Additionally, men were found to conform more than women on difficult task (specifically on difficult and logical questions, for details see Rosander Eriksson, 2012). This is corroborated by Enjanjan and colleagues (2015) where men with varying levels of self-esteem were found to conform more on difficult trials. Furthermore, women might not have been more conforming but that men tend to report less conformity depending on the context (Rosander Eriksson, 2012). Recent explanation of why men conform less alludes to the idea that non-conformity portrays uniqueness, thus making an individual stand out and increase prospective opportunities such as leadership roles (Griskevicius, Goldstein, Mortensen, Cialdini, Kenrick, 2006; Rosander Eriksson, 2012). Taken together, the findings suggest no concrete direction of gender difference, and hints a relationship between conformity and self-esteem. Reviewing Self-Esteem in Conformity Following the self-discrepancy theory, conformity towards ascribed norms may increase self-esteem due to inherent positive feelings. Conversely, conforming due to feelings of pressure may induce lower levels of self-esteem (Good Sanchez, 2010; Gilovich et al., 2013). Alternatively, this paper aims to identify if self-esteem levels affect people’s conforming behaviours. One of the main reasons people conform is the desire to fit in or to be correct (i.e. normative and informational social influences, Gilovich et al., 2013). Since these desires are associated with self-esteem (Enjanjan et al., 2016), it is intuitive to think that people with low self-esteem conforms more. Truly, studies converge on the notion that individuals with low self-esteem tend to conform more than individuals with high self-esteem (Enjanjan et al., 2016), possibly to protect their weak sense of self and mitigate the damaging impacts of failure (Ardnt, Schimel, Greenberg, Pyszczynski, 2002). Research on the relationship of gender in self-esteem and conformity remained scarce, with identifiable studies placing self-esteem as the outcome/dependent variable in their study instead of conformity (Good Sanchez, 2010). Due to inconsistencies in the literature, this paper expects a non-directional gender difference in rate of conformity. Next, it is expected that self-esteem is negatively correlated with conformity. Finally, this paper further explores if self-esteem levels between gender groups is differently associated with conformity. Methods Design There were two designs of the study – a between-subject quasi-experimental design for test of group difference and a correlational design for test of association. The independent variable for the former test was gender; the dependent variable was social conformity operationalised as the rate of conformity (out of 12 critical trials) of Asch’s (1956) conformity test. Self-esteem, measured using Rosenberg Self-Esteem Scale (RSES; Rosenberg, 1965a), was correlated with the dependent variable. Participants responded to both RSES and the conformity experiment. Participants A total of 22 Participants (8 Males, 14 Females), age ranging from 18 – 25 years (M = 20.7, SD = 2.35 years) were recruited from James Cook University as part of their course requirement PY3102. Majority of the participants (N = 19) were First year students, and the remaining (N = 3) were Second year students. All participants were included in the study as all relevant details were filled up in both the demographics form (Gender, Age, and Year of study in college), and all participants completed the experiment. Materials Asch’s (1956) line judgement task. Microsoft PowerPoint 2016 was used to create the stimuli and presented through in-class overhead projector in James Cook University Singapore, room C2-06. The stimuli (Appendix A) consist of 18 trials of line judgement test, 12 of which were critical trials whereby the researcher recorded responses of the participants. The confederates were told to give wrong responses unanimously on the critical trials. The target lines were copied exactly (copy-paste function) from the correct comparison line while the remaining lines were created such that the correct answer was always obvious. All lines were between 2 – 10 inches (5.08cm – 25.40cm) following the original study. Rosenberg self-esteem scale (RSES; 1965a). The RSES is a 10-item scale that measures feelings of self-worth by assessing both positive and negative feelings about the self (Rosenberg, 1965b). The items are scored on a 4-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Items 2, 5, 6, 8, 9 are reverse scored. Item scores are summed and higher scores indicate higher self-esteem (Appendix B). The scale was found to have good internal consistency, a = .91, and demonstrated good internal and external validity (Sinclair et al., 2010). Procedure Participants were given an information sheet and were told that their participation is completely voluntary; they could leave at any point in the experiment. Only one participant was present for each experiment. Upon agreeing to informed consent and filling up of the demographics sheet, participants completed the RSES. Participants were told that they were in a group study of visual judgement together with three other confederates, and were assigned to the last seat in the row. The researcher presented the line judgement task on screen (5 metres away) and participants had to answer: â€Å"Which comparison line A, B, or C is the same as the target line?† after responses from all confederates. The confederates were instructed to give unanimous correct responses on trials 1, 2, 6, 10, 15, and 16 (randomly generated order, except for 1 and 2, following Asch’s original study), while incorrect responses for all other trials (critical trials). Only responses from the critical trials were recorded. Finally, participants were debriefed and given the true nature of the experiment. Statistical Analysis IBM SPSS 22 was used to analyse the data. An independent t test was used to test for gender differences and bivariate correlation analysis was used to test for the relationship between self-esteem and the dependent variable. Results The present study explored gender differences in social conformity, and its relationship to self-esteem. Table 1 presents the descriptive statistics of each group. Contrary to the hypothesis, an independent t test revealed no significant differences between male and female, t(20)= -0.067, p = .947, 95% CI [-0.256, 0.240]. A significant moderate negative correlation was found between self-esteem and social conformity, r(20) = -.58, p = .004, indicating that people with higher self-esteem tend to conform less. Finally, this study further explored if self-esteem levels between males and females would be associated differently with rate of conformity. A bivariate correlation analysis between gender groups indicated differential association with conformity – there was a significant strong negative correlation in the female group, r(12) = -.73, p = .003; there was no significant correlation in the male group, r(6) = -.31, p = .45. Discussion In all, the results revealed no gender differences in rate of conformity, a significantly moderate negative correlation of self-esteem and conformity, and different associations of self-esteem and conformity in males and females – women with higher self-esteem seems to conform less, while there was no significant correlation in men with varying levels of self-esteem. Contrary to previous findings, it appears that males and females do not differ in their rate of conformity. One possible explanation can be that gender roles in the current globalized society are not as prominent and people are more liberal in their social identity, thus blurring the distinction between gender. The result was consistent with the hypothesis of negative correlation of self-esteem and conformity, thus supporting previous findings and the notion that conforming behaviours seem to be a form of defensiveness toward threats to the self (i.e. fear of criticism or judgement by others, feeling excluded etc). Additionally, this paper showed that different levels of self-esteem in males and females are associated with conformity, consistent with Enjanjan et al.’s (2016) findings. It is likely that females with low self-esteem value the desire to be liked by others more than men with low self-esteem, while women with high self-esteem is more confident to make autonomous decisions. Conversely, men probably do not consider conforming behaviours as being impactful to their self-esteem as they may feel that uniqueness is a preferable trait rather than being liked by others. However, it is puzzling that no gender difference emerged overall, but differential associations emerged at var ying levels of self-esteem in males and females. The findings imply that conformity in people may be related more to an individual’s sense of self-worth rather than to gender, and complex interactions may exist between gender groups and self-esteem levels. The findings may be of interest to people working in groups, especially leaders – to identify the tendency for people to conform and therefore impeding productive generation of ideas. Limitations and Future Directions This study is limited due to the small sample size (N = 22), and very low count of male participants (n = 8). Also, all participants were psychology students and they might have guessed the nature of the study. This was controlled by asking for the year of study – with older-year students having the tendency to guess the true nature. Furthermore, due to the quasi-experimental nature, random assignment was not possible thereby confounding the results. Future studies may recruit more participants and include a question at the end of the experiment (â€Å"What is the study about?†) to exclude participants who know the true nature of the study. This was not done in the present study due to restrictive sample size. Perhaps with adjustments to the study and with more advanced statistical procedures, complex interactions between gender, self-esteem, and conformity can be discovered.

Global Warming Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Global Warming - Research Paper Example Global warming is referred to as the recent rise of the standard temperature of the earth’s environment and the oceans and its predictable persistence. In the preceding 100 years, the typical surface temperature of Earth has been increasing at about 0.8  °C (1.4  °F) with almost two thirds of the increase mainly taking place within the last three decades (Houghton, J. T., â€Å" Global Warming: The Complete Briefing†). The global warming takes place when the greenhouse gases such as carbon dioxide, water vapor, nitrous oxide and methane entraps the heat and light from the sun into the earth’s atmosphere leading to the rise in level of temperature of the earth resulting in global warming. It is detrimental both for the earth and for the living objects of the earth such as human beings, plants and animals among others (Maslin, M., â€Å"Global Warming: Causes, Effects, and the Future†). It also hampers the livings organisms of underwater as well. Thus, many people or organisms that become unable to bear the heat of the atmosphere get destroyed and wiped out from the face of the world. Moreover, global warming also elevates the level of the seas, and as a result the low lands are flooded with the water thereby destroying the lives of many plants, animals and people on the islands (Schneider, S. H., â€Å"Global Warming: Are We Entering The Green House Century†). Moreover, it also obliterates the agricultural plantation of the areas thereby resulting in a drought situation. Due to loss of natural plantation or agriculture, the animals as well as plants also die as a result of deficiency in food (Mohr, â€Å"A New Global Warming Strategy†). In addition, due to the loss of shelter and the resources of food, the human beings might also have to perish from the face of the earth. This may result in the breakdown of the food chain thereby affecting the entire ecosystem of the world. It mainly has occurred due to emission of

Smoking in the Workplace Essay Example | Topics and Well Written Essays - 750 words

Smoking in the Workplace - Essay Example Although the rationale behind non-smoking was almost always health reasons, these non-smokers were unjustly exposed to smoking through their addictive peers or customers. The effects of second-hand smoking are also adverse. However, when these non-smokers were forced to work in smoking conditions, they really had no choice but to conform. Like any other workplace, where health and safety are the responsibility of an employer, restaurants and bars also have an obligation to provide a healthy and safe working environment for all their employees. Taking an example of a construction worker, the employee is aware of the risks involved in working for a construction company. However, it is the responsibility of the construction company to provide safe working conditions, so that these risks can be minimized; and sufficient protection against accidents, so that the resulting injuries can be avoided. Similarly, for a restaurant/bar employee, the risks of working in such an environment will be known, but the protection against those risks is the responsibility of the employer. Here, the restaurant owner will face a dilemma in deciding between satisfying its customers by allowing them to smoke and providing his employees with a safe working environment. The employer should safeguard the interest of his employees, although some smokers will be forced to boycott the restaurant. However, in the long run, people will get used to it and will start visiting the restaurant again for its quality of service and food (Frumkin, 2003). By banning smoking, the employer will not have to worry about the health and safety requirements related to second-hand smoking. Second-hand smoking may also affect the productivity of employees. For smokers, smoking provides a sense of comfort and delight. However, for non-smokers, it can be a source of constant irritation. This, in turn, may affect

GCSE Macbeth Assignment Essay Example for Free

GCSE Macbeth Assignment Essay Shakespeare wrote Macbeth around 1606. This was a very violent time for the newly recognised British Isles. Just three years earlier, after nearly half a century in power, Queen Elizabeth I had died. She was succeeded by James I (or James VI of Scotland). James was of Scottish heritage and his style of rule was very different to that of Elizabeth who had been strong and imposing character. It would seem that James was a weaker monarch and in 1605, just two years after being crowned, there was a plot to destroy the houses of parliament, a symbol of his power. This is famously known as the Gunpowder Plot and is still commemorated every year on the 5th of November. Most agree that Shakespeare wrote Macbeth (or The Scottish Play) to comment on the underlying mood of the time. He sets his play in Scotland to try and win favour with King James and furthermore, makes the subject matter that of assassination and regicide ending in overall failure, to try and warn other possible plotters against the king. King James was renowned for his fascination and hatred of witches and during his reign tens of thousands of witches were killed. Shakespeare thus makes all the carnage and murder in the play the result of the witches prophecies. Our first impression of Macbeth is a very good one. In only the second scene, before we even meet Macbeth, we hear him referred to as brave Macbeth well he deserves that name. Again, before Macbeth is even introduced to us, King Duncan remarks (with regard to Macbeth and Banquo) they smack of honour both. Although we are also told that Macbeths sword was smoked with bloody execution this is most definitely seen as a positive attribute and not as grounds for worry for the other characters. It could however, be a hint from Shakespeare that things are not completely as they seem. Initially, we see Macbeth as valiant and honourable and the man who, almost single-handedly, has saved the battle for his country. At this point, there is no finite indication of the madness that is to follow. In my opinion, right from the scene where we first meet Macbeth, Shakespeare makes it perfectly clear that he is not completely emotionally or psychologically stable. Whilst returning from the battle, Macbeth and his good friend Banquo encounter the three withes that commenced the play. They tell him, All hail, Macbeth! Hail to thee, thane of Glamis! All hail, Macbeth, hail to thee, thane of Cawdor! All hail, Macbeth, thou shalt be king hereafter. Macbeth is clearly startled by this, but he tries to reason with himself that what has been said cannot possibly be true. After a short jovial interlude with Banquo Angus and Ross arrive and congratulate the two on their victory. Then they endow Macbeth with the title of Thane of Cawdor, and I believe that this is the turning point of the whole play. Macbeth seems almost entranced by this and speaks almost the whole of the rest of the scene to himself. He tries to reason what had just taken place but now, he seems changed. As the play develops, we get a closer insight into Macbeths mental instabilities and nowhere more so than before the murder of Duncan. Shakespeare has purposefully orchestrated a situation to show Macbeths true personality and inner feelings. Macbeth, however bloody and deranged he may seem after his encounter with the witches, is still a respectable man, and killing his king is a very large decision for him to take. Lady Macbeth has completely pressured him into this situation and this in itself shows us that Macbeth is not a strong person at all. We can see this clearly by the fact that Macbeth says We will proceed no further in this business, supposedly putting his foot down. However, by the end of Lady Macbeths response Macbeth is already asking the question If we should fail? This indicates that Lady Macbeth has no respect or fear for Macbeth who, only three scenes earlier was being described as bloody, valiant and honourable. He reminds his wife that Bloody instructions, which, being taught, return to plague thinventor, pondering whether he would be killed if he were to be found out. Possibly in another act of cowardice he never directly tells Lady Macbeth about what he thinks will happen. But instead tells her, This blow might be the be-all and the end-all here. However, Lady Macbeths influence and determination is far greater than his and she forces Macbeth into the committing the deed. Macbeth tells his wife that it would be inhumane to kill King Duncan, I dare do all that may become a man; Who dares do more is none. We can also see that there is a definite element of fear in Macbeth, as when speaking, he refrains from using the word murder. Instead he uses euphemisms, done or it: If it were done whent is done. He uses other words such as, surcease and blow, because Macbeth cannot even bear to say the word murder. Throughout the scene we see flashes of the honourable Macbeth described at the beginning of the play. For instance Macbeth displays a degree loyalty to Duncan when arguing with Lady Macbeth because he tells her, as his host who should against his murderer shut the door, not bear the knife myself. The words who should mean that although Macbeth accepts that he should have said no to his wife, her influenced has forced him otherwise. In fitting with the times, Shakespeare uses Biblical imagery in his writing. Macbeth says That is virtues will plead like angels, trumpet-tongued, against the deep damnation of his taking-off. Apart from showing us that Macbeth is fearful of the immediate consequences of his actions, this also reveals his paranoia over the effects it will have on his after-life. The belief that someone would either go to heaven or to hell was virtually taken for granted in the early 17th Century. By using religious imagery in his play, Shakespeare makes sure that his intended audience are able to relate to the play fully. Finally, a stronger side of Macbeth then comes out and he says I have no spur to prick the sides of my intent, but only vaulting ambition. Meaning that the only thing spurring him on is his ambition and nothing else, not even the pressure being exerted by his wife. He tells her that she is not affecting his actions, and in doing so, attempts to reassert him authority on the conversation. Shakespeare investigates many different aspects of Macbeths psyche in this short scene. On the one hand, contradictory to the picture of Macbeth that we have built up, Macbeth seems to be very weak. This is shown by the way Lady Macbeth has easily manipulated him and in some ways poisoned his mind. In this scene we also see shades of a more gentle Macbeth coming through, with his reluctance and doubt about killing Duncan. This whole scene leaves the audience very confused. Should they feel sympathy for Macbeth as they watch him try to defend himself against Lady Macbeths barrage of out-downs? Or should they dismiss his reluctance to kill Duncan as a symptom of his schizophrenia (and not that his conscience is catching up with or his more humane side coming out)? I am not even sure that Macbeth quite knows what to think, something that works perfectly for Shakespeare as this layer of uncertainty creates suspense within the audience and forces them to carry on listening. After the murder, we are given yet more insight into Macbeths character. Fleeing from the scene of the crime he shows signs of paranoia. After hearing someone in the distance he shouts Whos there? what, ho! He is clearly not thinking as, having just committed a terrible crime; he should have tried to have stayed undetected. The murder has definitely had an effect on him. He then discovers that luckily, it is only his wife and when he meets her anxiety clouds his thoughts. The first thing that he asks is Didst thou not hear a noise? To calm himself down he persistently asks Lady Macbeth whether she heard noises When?, As I descended? trying to reassure himself that he was not detected and there is nothing to worry about. His speech is edgy and uneasy. It that shows that he has not managed to calm down. Shakespeare usually wrote in iambic pentameters and these short one-word questions distort the flow of this pattern and are meant to indicate the paranoia and nervousness of Macbeth and his wife. Macbeth must have been extremely perturbed when he was in the room with Duncan. He says this is a sorry sight, whilst he is looking at his hands. This indicates that the killing was messy and later, Macbeth describes them as hangmans hands. This could mean that Macbeth is disgusted and sorrowful for committing such a disgraceful crime and that he is showing signs of remorse. He continues to use euphemisms, such as deed to block out and forget the murder as much as he can. Shakespeare tries to give the audience the impression that Macbeth is sorry for his actions and not a cold-blooded person. Shakespeare also gives Macbeth another human element whereby he has him looking down at his hands, something that many people can identify with. Macbeth then goes on to talk about the deed. He mentions that when the two grooms were in the room with Duncan one cried, Murder! As Macbeth has refrained from using this tabooed word throughout the passage he must be very unstable to finally use it. Shakespeare also uses an exclamation mark which is meant to startle the audience and create suspense with a short pause. The short pause here is in start contrast to Macbeths other words which are written to be spoken very quickly. This is to give the audience the idea that Macbeth wants to forget his experience and get it off his chest as quickly as possible. A good example is when Macbeth is again talking about the two grooms, That they did wake each other: I stood and heard them; but they did say their prayers, and addressed them again to sleep. What Macbeth says next can also tell us much about his inner feelings. He does not respond to Lady Macbeths remark There are two lodged together, but instead carries on as if she were not there. This is a sure sign, as if it were needed, that he has been deeply affected by the prior events. He speaks in a jumbled fashion but yet his flow is uninterrupted. He refers to the Biblical terms used by the guards, G-d bless us! and Amen. He then says that he could not respond to the statement G-d bless us with the traditional Amen. This is probably because, looking at his blood soaked hands and thinking about what he has done he feels that he has badly dishonoured his religion Muddling his sentences, once more reveals the volatile state of his mind and his inability to think straight. Obsessed with the betrayal of his religion, he continues to talk about his inability to say Amen. He also mentions, I had most need of blessing. Here, Macbeth must be thinking about what will happen to him in the afterlife and whether he will be eternally damned for his actions. Macbeth then carries on to talk about sleep. He tells us that sleep is innocent, hinting that whilst he is asleep, he does not feel the guilt of whatever cruel actions he has taken during the day. He says that sleeps is great natures second course, referring to his life as a meal and saying that his innocent sleep is the best course. Then his words take on a dark tone. Again, completely ignoring what Lady Macbeth has said, he carries on in an entranced state. He says Macbeth does murder sleep Glamis hath murderd sleep, and therefore Cawdor Shall sleep no more; Macbeth shall sleep no more. The fact that he can no longer escape to his innocent sleep because Cawdor and Glamis (he does not mention his own name or talk in the first person, probably through guilt) have murdered it evidently disturbs Macbeth. In my opinion, Shakespeare uses makes Macbeth say Cawdor and Glamis to remind the audience of the significance of the prophecy by the witches to the plot of the play and specifically the murder. Finally, the audience are shown that Macbeth is broken and hysterical. Macbeth has given up and is reluctant to carry on. Ill go on no more: I am afraid to think what I have done. Macbeth believes that he cannot carry on through fear of being discovered and that he would be constantly reminded of this great sin. This scene reiterates to the audience Macbeths insanity and shows us many of his emotions that we have already seen such. However, we see yet another side to Macbeths persona in the form of his religiousness. The audience is now confronted with someone who initially was the archetypal hero, but now is the complete antithesis. During the play the audience have seen his rationality and his insanity, his treachery and honour and both his bravery and cowardice. Now furthermore, we see his spirituality. Again, the audience cannot help but be bemused about who the real Macbeth is and at this point in the play, which signals Macbeths psychological demise, this serves a brilliant dramatic purpose in that the audience really do not know what to expect next. The final act regards Macbeths demise. After hearing that Macbeth has murdered his entire family, Macduff (who has had his doubts about Macbeth ever since the murder of Duncan) joins forces with Prince Malcolm (Duncans son who fled to England after hearing of his fathers death).Meanwhile, Macbeth has visited the witches again paranoid of Macduffs challenge to his crown. They told him that he has nothing to worry to about for none of woman born shall harm Macbeth and that he was alright until Great Birnam wood to high Dunsinane shall come against him. At the beginning of Act 5 Scene 3, Macduff is already advancing on Macbeth. Macbeth seems confident and he insists, bring me no more reports: let them fly all. He is obviously not worried, however desperate the situation may seem because he truly believes that what the witches have told him is true. Shakespeare is possibly hinting this when he uses the word fly which has connotations of witchcraft. We are then reminded of Macbeths valiant side we were told about at the beginning of the play. He shows fearlessness by describing his servant as a cream-faced loon, meaning that he is pale faced and fearful. Macbeth therefore tells the servant to prick thy face, and over-red thy fear. Here telling him to cut himself and cover his face with the blood to look less pale. The Macbeth speaking now able to talk about subjects like shedding blood and feels no need to replace such words with euphemisms. This could be a sign that either Macbeth has lost all the guilt and remorse for his past murders, or that he is completely insane and no longer has any humanity left. We see flashes of this valiant Macbeth throughout the act. An example of this is when he says Ill fight, till from my bones my flesh be hacked. Macbeth is then greeted with the news that in the words of his messenger The wood began to move He wonders whether the witches have deceived him, and he sets out fighting even though it may be in vain. He crosses Siwards son. Macbeth is very arrogant about his clash with Siwards son, because the witches predictions have proved correct so far, and they have told him not to fear any human born of a woman. Siwards Son asks him his name, and as if a man assured of victory he replies Thoult be afraid to hear it. He finally answers My names Macbeth, this short phrase shows how self-assured Macbeth is. It also carries alliteration when spoken. The conflict concludes with Siwards Sons death. Macbeth makes a speech in soliloquy after killing Siward, But swords I smile at, weapons laugh to scorn, Brandished by man thats of a woman born. The rhyming couplet gives his image a boost by convincing the audience that he is invincible. He assures himself that he has power and control over fate. When Macbeth meets Macduff, he tries to take the same tone as with Siwards Son. He tells Macduff that I bear a charmed life, which must not yield To one of woman born Macduff replies Despair thy charm Macduff was from his mothers womb Untimely rippd. At this Macbeth is clearly startled and he curses the witches accusing them of being juggling fiends, because they have tricked him through juggling their words. When Macbeth accepts Macduffs challenge, even though he knows the end is near, the valiant and honourable side of his character shines through again. Macduff calls Macbeth a coward and tells him to yield. Possibly in one final maniac act of desperation he accepts the challenge and does not yield. He says that he cannot be dishonoured, to kiss the ground before young Malcolms feet. This is very clever as it uses distinct imagery that is easy to relate to. He goes on to say I will not yield to be baited with the rabbles curse, saying that if he yields even common people will tease him. He goes forth to battle with Macduff and is killed. Shakespeares Macbeth is on of the classic tragic figures in literary history. He personifies a mans corruption as a result of power. From our initial view of him, as what can only be described as a hero, we see him fall into an abyss of mental instability and eventually insanity. Shakespeare investigates many ideas such as, things not being as they seem, feminine influence and the overall result of regicide. He uses many cleverly crafted semantic fields such as clothes (why do you dress me in borrowd robes) and a mans face (Theres daggers in mens smiles). These all work as clever imagery to further entice the audience. Apart from being a tragic hero, Macbeth is also one of the most complicated of all of Shakespeares characters. He goes through almost every emotion that we have a word for, and his feelings always contradict. First we think he is a fearless warrior, and then we see him bullied by his heartless wife. This serves a superb dramatic purpose for Shakespeare as the audience are never sure what to think or what to expect next. The conclude, the play Macbeth is undoubtedly one of Shakespeares greatest masterpieces and is a timeless piece of theatre with its core, being the dramatic enigma that it the character, Macbeth.

The Opening and Closing scenes in Shakespeares Tempest :: Tempest essays

The Opening and Closing scenes in Shakespeare's Tempest      Ã‚  Ã‚   The opening and closing scenes in William Shakespeare's The Tempest are crucial to the significance of the play as a whole. Through the deconstruction of the court system in the tumultuous opening scene, and its eventual superior reconstruction in the closing scene, Shakespeare is able to better develop and display inherent character traits in the major roles.       Shakespeare immediately throws the audience into a court that is not unified and strictly divided by political strife, as were the courts of his day. In The Tempest, the court is in a sense of disorder from the beginning with the shipwreck and its tumultuous and frightening sounds and images. The courtly conventions of politics and class are in great conflict, and the entire court is forced away through reality or magic from courtly order to the enchanted island, in which the characters function under a different order where idealism is a reality. For these characters, the island represents an escape from the political and material concerns of the mainland, allowing for a period of internal meditation aside from the roles that are prescribed to them in the royal household.       This internal meditation through the rest of the play is brought to a conclusion in the final scene, where Prospero bring all of the characters together in a magical circle. It is here that all of their epiphanies occur, and where the characters are changed for the better by the island. This change in the last scene is easily noticed by the audience, allowing for additional characterization through the differences between the opening and final scenes.       One of the most complex changes in the play takes place within Prospero himself. In considering his motives for "wrecking" the ship and bringing the characters to the island, we can't escape the feeling that Prospero holds a great deal of resentment about his treatment back in Milan and is never very far from wanting to exact a harsh revenge; after all, he has it in his power to significantly injure the parties that treated him so badly. We learn more of Prospero's character when he has a sudden insight in the start of the final act, when he decides that revenge is not the most appropriate response.

Cyp 3.4: Support Children and Young People’s Health and Safety

CYP 3. 4: support children and young people’s health and safety Task 1 1. 1 When planning health and safety indoor and outdoor environmental services we must take into account †¢The individual needs abilities and ages of the children and young people. †¢Certain risk factors †¢Mobility ,sensory ,medical needs †¢The needs of carers and extended family †¢The environment and the services that are available The duty of care to always have the child’s safety and welfare in mind. †¢The desired outcome clear aims and objectives based around the EYFS framework. Lines of responsibilities everyone has responsibility for the health and safety of the children and young people each member of staff need clear reporting responsibilities. 1. 2 Health and safety is monitored within the setting by †¢Daily risk assessments †¢Comprehensive policies which may include †¢Lost child, behaviour ,house rules, safeguarding children and young people, fir e safety, emergency cover for medical needs, medical and medicine permission, †¢Accident/incident record book. †¢Indoor play area. Quiet area toys and equipment Outdoor area toys and equipment checked grass areas checked for animal mess or litter. †¢Outing risk assessments in place for planned trips. †¢Each risk assessment is reviewed 6/12 to meet the needs of growing children and young people. †¢Visitors book checked daily †¢Smoke alarms checked weekly and recorded †¢Fire escape plan in place and fire drill practised each term †¢All windows ,doors locks are secure to stop children leaving the building †¢Policy’s are up to date and signed by parents. †¢My daily risk assessment †¢Risk Assessment †¢Daily checks RoomRisksActions All Rooms Electric sockets coveredShock, burns deathCover all sockets House PlantsPoison allergy rash No plants in play area Windows and low level glassCuts falls Cover with safety glass Cords on blinds and curtainsStrangulation deathTie up or remove Trailing wire and cablesTrips falls head injuryAll wires secure FlooringTrips falls head injuryAll falling secure on rugs Heating/VentilationOver/under heatingRegulate with thermometer Other Entrance/Hall/landing Front door-lockable and keys availableChildren could escape onto busy road of lock carer out of settingSafety lock at high level Keys at high level Stairs and banistersTrips ,falls Stairs kept clutter free safety gates in place ShoesGerms, dirt, harm to younger children if stood on. Shoes removed and put away after outdoor visits Meter cupboardShock burnsLocked away Smoke AlarmSmoke inhalation burns deathAlarms checked weekly Other Reception Room/Lounge/Dinning Room Table ClothsSpills burns suffocationNo table cloths AlcoholPoison ,sickness Alcohol looked away Hot drinksBurns scalds No hot drinks in play area Fires and heatersBurns scalds over heatingRegulated with thermometer Toys and resourcesCuts falls harmChecked daily for wear and tear. Remove or replace Harness on highchairFalls strangulation Monitor child and strap in securely Other Kitchen Knives and sharp implementsCuts harm to self or othersLocked away CookerBurns scaldsKitchen gate Dangerous substancesPoison burnsLocked away Hot surfaces and cooking utensilsBurns scaldsGate on kitchen Electrical appliances Shock, burns deathAt secure level on trailing leads KettleShock burns scaldsAt secure level on trailing leads Washing machineDrowning electric shockSwitched off at plug DishwasherDrowning electric shockSwitched off at plug Fire BlanketSuffocation At safe level Fridge (food correctly stored, in date etc)Food poison e coli Fridge temp checked and recorded Pets (food bowls) Litter trayPoison sicknessKept away from play area Other Bathroom/toilet MedicinesPoison In safe cupboard First Aid BoxMisuse cuts poison from creamsIn safe cupboard Toilet BrushPoison upset stomach In locked cupboard Temperature of waterBurns scaldsRegulate temperature Cleaning materialsPoison burns scaldsIn locked cupboard Locks on doorsChild could lock themselves in and put them self at risk of harm. All at high level Other Bedrooms Safe bedding/cotsStrangulation suffocation deathSecure all ties cellular blankets Windows (upstairs restrictors)Falls broken bones deathSecure locks in place Other Garden Gates and fencesEscape ,cuts fallsSecure all gates /fences surfacesSlips falls Clean/clear all areas daily Play equipmentFalls, broken bones. Check for wear and tear . remove or replace Water (ponds, drains and butts)Drowning deathCover all water features securely Paddling poolsDrowning death Never leave un attended Sand pitsPoison animal messCheck daily and replace each term Out buildings (sheds)Poison harm from tools equipment Keep locked at all time Tools, equipmentElectric shock ,cuts burns scaldsKeep locked away at all times Washing linesStrangulationRemove or cover PlantsPoison falls on sticksCheck for safe plants and no bamboo sticks. Animal faecesPoison blindnessClean up immediately Other 1. 3 †¢The sources I use are Ofsted standards ,EYFS, NCMA and my CDO †¢The main source I work within the EYFS which states The EYFS Welfare Requirements The General Welfare Requirements Safeguarding and promoting children’s welfare The provider must take necessary steps to safeguard and promote the welfare of children. The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. Suitable people Providers must ensure that adults looking after children, or having unsupervised access to them, are suitable to do so. Adults looking after children must have appropriate qualifications, training, skills and knowledge. Staffing arrangements must be organised to ensure safety and to meet the needs of the children. Suitable premises, environment and equipment Outdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Organisation Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs. Documentation Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children 1. †¢I have policies in place which cover †¢Safeguarding policies and procedure for reporting †¢Suitable person all adults have a current CRB †¢Suitable premises comprehensive risk assessments are done and recorded daily †¢Car travel, lost child, notify able diseases, large play equipment and garden policy, behaviour and physical intervention. Ac cident and incident policy and record book, medical record, permission policy and emergency plan /childcare. Plus many more to meet each child’s age and abilities to safeguard myself and the child, parent/carers. †¢Task 3 †¢ 3. 1 It is important to take a balanced approach to risk management to reduce the risk of injury or harm to the individual child †¢The activity should be set up to meet each child s individual needs and be within their individual capabilities †¢The activity should be aimed to enhance learning and but still must be within a safe environment †¢A comprehensive risk assessment should include the individual child s needs and abilities, challenging to the child s development but without excessive risk that may harm themselves of personal †¢Children and young people do not always have the skills to make judgement on safe choices and as carers it is our responsibility to identify any hazards and make the judgement on when it is safe for the child to undertake an activity or make a personal choice. Children and young people need the freedom to explore an activity in a well controlled setting. For example a baby may continue to pull themselves up against a table or cupboard if the table has corner edges cushioned and the area around the table is clutter free this reduces the risk of harm if the baby falls the baby will continue to keep trying without seeing the danger which is clear for adults the baby must e given the opportunity to explore the surrounding areas and do this without the risk of harm which can be eliminated if caution and care is taken. †¢3. 2 The dilemma between the rights of choices for young people and health and safety requirements †¢Children learn by try new and exciting experiences they may not have the skills t make judgement but children are good at judging and deciding when they feel safe to try or join in with activity. †¢Children need the freedom of choice but with reassu rance and firm boundaries of safety they become more confident. †¢Children need the freedom to explore and grow safely †¢Parents and cares need to take caution and reassure not control the situation so the child feels able to make a choice to explore a new activity. †¢3. 3 †¢I have a trampoline policy and agreement between myself and the children in my care each child signs and agrees with the boundaries we set. The rules are made on a health and safety basis. †¢Amount of children at one time. Rules concerning shoes and safe appropriate clothing no loose strings or baggy clothing. †¢The safety of the zip and catch locks surrounding the trampoline and the use of the ladder. †¢If the rules are broken ten the trampoline is out of use until the child re-reads and resigns the policy in place. †¢I also have a behaviour policy which the child and i write together including safety of equipment and around the house. †¢Task 4 †¢4. 1 †¢The accident, incident, emergencies and illness policies within my setting are Accident/Incident Policy The safety of your child is paramount and I will take every measure I can to protect your child from hurting itself. However sometimes accidents do happen and I have written the following procedure on how I will deal with such a situation: †¢I will comfort the child and reassure them †¢I will assess the extent of their injuries and if necessary call for medical support/ambulance †¢I will carry out any first aid procedures that are necessary and that I have been trained to do †¢Once the child is more settled I will contact you as soon as possible to inform you of the accident and if necessary to ask you to return to care for your child/ meet me at the hospital After every accident, however minor I will: †¢complete a report in my accident book †¢ask you to sign the report and then provide you with a copy If the incident requires any medical treatment then I will: Inform Ofsted (under Standard 14. 3 Children Act regulation, inform Ofsted about any significant events) †¢Inform my Insurance Company †¢Contact the NCMA/ BARKING AND DAGENHAM Early Years for additiona l advice/support It is important that you keep me informed regarding your child’s condition following an accident and if you have sought medical advice. Medical Procedures Policy I have received specific training to carry out the following medical procedures: List paediatric /adult first aid I was required to obtain a level of competence in each of these procedures and regular checks will be carried out by specialist staff to ensure these levels are maintained. My Insurance Policy with NCMA/ covers me to carry out these procedures. The welfare of your child is paramount therefore if I am at all unsure about the procedure, or concerned regarding the physical condition of your child whilst in my care I will contact either you the Parents, a member of their nursing team or the emergency services depending on the severity of the situation. I will document all procedures that I have carried out and ask that you sign this record. †¢I will require that you keep me informed as to the current health of your child and if there are any changes to their condition, treatment or medication †¢Permission to seek Emergency Medical Treatment. †¢ I/we authorise ______________________________to administer first aid assistance to my/our child named below as and when necessary, or in the event of an emergency to seek medical/hospital assistance in our absence as appropriate. I/we will provide her/him with up to date details of contact numbers. â⠂¬ ¢I/we understand that you will not be able to authorise any treatment and that I/we as the child’s next of kin will be contacted by the medics in the event of an emergency to give permission, or in a life threatening situation the medics will act in their professional capacity. †¢Name of child †¢ †¢Name of parent †¢Signature †¢Date Sick Child Policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home with a parent. I am happy to care for children with minor coughs and colds but will not care for children who are very unwell, infectious or running a high temperature. I have to go out each day to do school and pre-school runs and need to consider the welfare of all the children in my care. If you child has had diarrhoea or sickness in the last twenty-four hours please do not bring them, but call and let me know. If your child becomes ill whilst in my care, I will make them as comfortable as possible, isolate them from the other children if necessary and reassure them. I will contact you immediately and continue to care for your child until you arrive. I am happy to administer medication-please see my Administering medication policy. I will contact you if one of my own children is not well, inform you of the illness/symptoms and if I am able to work. This then allows you to make an informed decision as to whether to bring your child or not. If you have any concerns regarding this policy please contact me. Permission to Administer Non-prescription Medication I give permission to my Childminder (name)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ To administer the following non-prescription medication if my child needs it. (Delete as applicable) Calpol Junior Nurofen Junior Diprol Teething Gel I understand that I will need to have provided this medication in the bottle/packaging it was purchased and clearly labelled with my child’s name and instructions on dosages allowed. I expect my childminder to contact me prior to administering the medication, especially if my child has been in her care for less than 4 hours. I will advise my childminder, when dropping off my child, if I have already given my child any medication prior to arrival. I agree to sign for any medication given when I return to collect my child. Name of Child Name of Parent Signature of Parent Date 4. 2 Requirement for notifying Ofsted The law is slightly different for the Early Years Register and the Childcare Register. 3 If you are on the Early Years Register you must tell us about a child accident, Injury or death on the premises while the child is in your care. It does not require You to tell us if any other person has had such an incident, or if the incident happens Off the premises, or if it happens to a child not in your care, for example with their Parent after the end of any care period on their way out of the premises. 1 The Childcare (General Childcare Register) Regulations 20 08, www. legislation. gov. uk/uksi/2008/975/contents/made; The Statutory Framework for the Early Years Foundation Stage, http://nationalstrategies. standards. dcsf. gov. uk/node/151379; Early Years Foundation Stage (Welfare Requirements) Regulations 2007, www. legislation. gov. uk/uksi/2007/1771/contents/made. 2 Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995, www. egislation. gov. uk/uksi/1995/3163/contents/made. 3 The Early Years Foundation Stage (Welfare Requirements) Regulations 2007 and The Childcare Register (General Childcare Register) Regulations 2008. 4 Statutory Framework for the Early Years Foundation Stage, page 26. The National Child minding Association I am registered as a member and i obtain my public liability from the NCMA The cover under the policy can be summarised as follows: †¢Legal liability for or arising out of: †¢Accidental injury (including death) of any person in the care of the Insured Childcarer (including costs and e xpenses incurred in defending any matter forming such claim). Accidental loss or damage caused to a third party or the property of the third party in the course of their childcare activities. †¢Nuisance or trespass. †¢Accidental injury caused by the incorrect application of first-aid treatment. †¢Administering medication/treatment (provided written parental permission has been obtained). †¢Children being left in the care of another adult during an emergency. †¢Damage to property including child minded children's property. Subject to an excess ? 50. 00 in respect of child minded children's property. (1) My CDO (childminding development officer) Social services through my safeguarding children police and procedure.

Knowledge is made through writing

  IntroductionWriting is indicative of knowledge about language and proficiency in the subject the student discusses in context. The current teaching orthodoxy focuses clearly on the improvement of sentence structure and uses extensive ‘knowledge about language’ and increased language awareness as a means to help pupils to write better English (Andrews, Torgerson, Beverton, Freeman, Locke, Low, Robinson & Zhu, 2006). As such, knowledge is gained through understanding the meaning of derivates and shown through writing and understanding the aspects of teaching and learning grammar.Aspects of teaching grammar revolve around why the student should learn grammar and how he should learn it. Writing is then the basis of exemplifying knowledge in grammar. Construction of correct syntax and proving correlation of all aspects of proper syntax and tense in the syntax is the measure of knowledge in principal. According to Kane (1997), the whole point is to get students to use lang uage correctly and well, so why not use examples from people who use language well? Her argument is the basis of using writing what others to showcase knowledge and level of knowledge of what has been understood have authored.Burgess, Tony, Turvey, Anne, Quarshie, Richard, (2000) argue that, grammar works as a level in the understandings that we bring to language and–as important–to reflection on where this knowledge comes from and how it can be acquired. Much of what we write reflects to proficiency in what we have learnt, knowledge is seen within the context of what we show we know and much of it is through writing.A critical pedagogyGrammar and writing are linked; to study one is to study the other. This is where grammar instruction in high school requires critical pedagogy. Lack of knowledge on students putting down their thoughts down on paper is due to lack of grammar and writing skills. This is the reason why, students have problem with their readings, revisions and communication. Teaching grammar in high school requires a cognitive rather a communicative methodology due to the learner variables. The students are difficult to teach due to their age. Age is a variable which onsets attitudes towards grammar. 15yrs-25yrs old are very poor due to stereo typing it (attitudes towards grammar).Most teachers opt to seek communicative methodology as their basis of teaching. However, Murcia, &   Hilles (1988) argue that,   no actual empirical studies have been conducted that prove that â€Å"communicative† classrooms produce better language learners than the more traditional teacher-dominated classroom. Richards, & Rodgers (1986) points out that in spite of its intuitive appeal and anecdotal evidence which supports it, there is equally appealing and convincing evidence that a communicative approach can lead to the development of a broken, ungrammatical, pidginize form of the language beyond which students can never really progress. Knowle dge is explicit; it is shown through language structures or rather sentences.The student’s ideas are communicated through sentences which if properly constructed show proficiency and knowledge. This is efficiency in syntax formation. According to (Burgess, Tony, Turvey, Anne, Quarshie, Richard, (2000) experience of language work is gained in assisting children with their writing, especially in helping with the drafting and re-drafting of written work arising in the context of ongoing schemes of work. This makes writing integral in teaching and makes it the principal method to impart proficiency. In high school attitudes towards grammar as discussed by Krashen, 45% of high school students are good writers and listeners hence very good speakers and writers when taught cognitively. Speech is dependent on writing and listening skills, to impart knowledge to use these skills a cognitive approach is used.A Teaching and grammar instruction is more effective is approached through adv ocating writing and revision. The   teacher should aim at achieving coherent, clear and effectively written papers and should always emphasize on the students taking enough time to improve their work through revising them and drafting them to quality.It means the teacher employ hearing, speaking, writing and reading as the integral basis of learning. This methodology is comprehensive in improving the essentials of understanding and use of grammar easily through self-evaluation. The Speaking and writing form the basis of integrated learning and play a pivotal role in creating able learners of grammar.   The benefits of writing as the mechanism of imparting knowledge in high school students is that there is improved understanding of subject base, evolving subject base, ways of understanding, developing and applying knowledge; wider-discussion and examination of the inclusion of more writing within English programs.Burgess, Turvey & Quashire (2000) argue that teachers should unders tand that there has to be a principled framework about the sort of knowledge grammar is. What is also needed is the opportunity for reconsidering their knowledge about the formal structures of language.When teaching grammar in a high school, it’s notable that the problem of tenses is high in class even with the smart kids knowing how to speak grammar fluently. Writing becomes problematic with kids only being able to write present tense but failing to identify other tenses and having proficiency in syntax formation. ‘What teachers should be understood is that, ability in grammar is more related to composition in some other subjects than in English. (R Andrews et al, p 40)Apart from syntax formation and tenses teaching the teachers experience difficulties in managing learning skills in the students and also improving on their skills. This is associated with the speech aspect of learning grammars that demean and stereotype the unable students; it creates a gap that the tea cher has to fill through inducing enthusiasm and creating atmospheres that make learning grammar easy.The need for rules, order and discipline is particularly acute in large classes of unruly and unmotivated teenagers. In this sort of situation grammar offers the teacher a structured system that can be taught and tested in methodical steps. The alternative – allowing learners simply to experience the language through communication – may simply be out of the question.This means that putting teaching grammar first as a priority is quite important and also making the enthusiasm of learning grammar felt is also important. Kane (1997), point out that this is based on the teacher’s background when learning. Teachers can achieve a lot through teaching cognitively and making use of language instruction just by reading well-crafted texts to their students. Research has shown that teachers remember their own school grammar instruction without enthusiasm or pleasure, yet t hey tend to repeat that pattern with their own students (Brosnahan & Neuleib, 1995).Knowledge of grammar is seen only through comprehension (writing) and its measured through the correctness of syntax. ‘Syntax is constraints which control acceptable word order within a sentence, or dominance relations (like head noun relative clause); and sentence combining as meaning: teaching techniques for splicing together simple sentences to make compound or complex ones. It can also cover sentence-embedding and other techniques for expanding and complicating the structure of sentences’ R. Andrews et al, p 42.Most important is to understand other variables so as to make teaching grammar effective. It therefore requires a particular kind of methodology, taking into account cultural, social and other contextual issues. Tentatively, high school students can learn the principles of generative grammar; knowledge of generative grammar enables such students to increase the proportion of w ell-formed sentences they write; and that knowledge of generative grammar can enable students to reduce the occurrence of errors in writing, R. Andrews et al, p 46. Teachers should comprehensively cover ‘sentence combining instruction which is effective in improving the sentence-combining skills’ and has a positive impact on writing quality. The teacher should realize that sentence combining is an effective means of improving the syntactic maturity of students in English between the ages of 5 and 16.   Teaching grammar as the key to having knowledge is one thing but there is need to identify the theoretical positions adopted in the study of English inform or challenge notions based on the practice and study of writing. The association of knowledge with the subject of English and with the subject of Writing need to be understood and their philosophic and pragmatic dimensions comprehensively researched English and Writing fall under the same cluster of studies and they form the basis of portraying knowledge and evaluating level of knowledge in the student, there is need understand what are there pedagogic developments that occur through having shared and comprehensive learning of writing and grammar for the purpose of attaining knowledge,.According to Knights & Harper (2007) there is need to understand (so that we can apply); in what ways does the association of English and writing produce what might be called â€Å"responsive critical understanding† (ie. critical understanding that responds to the needs of the â€Å"critic† [ie. those applying critical consideration], in terms of explanation, an approach to truth, requirement.ConclusionTeaching grammar in high school should be based on a participatory approach due to learner variables and attitudes towards grammar in high school students. Systematic review of the effect of grammar teaching in English on 5–16-year-olds’ accuracy and quality in written composition has be en the most extensive undertaken.Sources(Burgess, Tony, Turvey, Anne, Quarshie, Richard, 2000), Teaching Grammar: working with student teachers. Changing English: Studies in Reading & Culture, Mar2000, Vol. 7, Issue 1(http://www.tamu-commerce.edu/library/offdb.htm)(Burgess, Tony, Turvey, Anne, Quarshie, Richard, 2000): Teaching Grammar: working with student teachers: Studies in Reading & Culture Mar2000, Vol. 7 Issue 1, p7-21, 15p(http://www.tamu-commerce.edu/library/offdb.htm)(Kane, 1997): Teaching skills within meaningful contexts: Grammar in action; (in ‘The Reading Teacher’ Vol. 51, No. 1) pp 70-72 (http://www.tamu-commerce.edu/library/offdb.htm)(Brosnahan,I., & Neuleib, J, 1995). Teaching grammar affectively: Learning to like grammar. In S. Hunter & R. Waliace (Eds.), The place of grammar in writing instruction (pp. 204-212) Portsmouth, NH: Boynton/Cook. (http://www.tamu-commerce.edu/library/offdb.htm)(Burgess, Tony, Turvey, Anne, Quarshie, Richard, 2000): Teaching Grammar: working with student teachers (in ‘the editors of Changing English) pp 7-17(http://www.tamu-commerce.edu/library/offdb.htm)

NIcholas Coppernicus essays

NIcholas Coppernicus essays Nicolaus Copernicus was a Polish astronomer, best known for the astronomical theory that the sun is stationary and Earth, spinning on its axis once daily, revolves around the sun annually. He was very intelligent and was educated at various universities. If Copernicus hadnt challenged Pltolmys theory, it would have affected us in many ways. Space travel, satellites, and weather prediction would not be as advanced. Nicolaus Copernicus was born on February 19, 1473 in Torun, Poland (Wood 87). He was born into a family of merchants. Copernicus uncle, Bishop Lukasz Watzerode, made sure his nephew obtained a solid education. In 1491 Copernicus enrolled in Jagiellonian University. From there he studied liberal arts for four years but received no degree. Like many others he went to Italy to study medicine and law (Smith 1039). Before he left, his uncle appointed him a church administrator in Fronbork. He then used the money from there to pay for school. Copernicus began to study canon lay at the University of Bologna in 1497. At that time he, was living at the home of mathematics professor, Domenico Maria de Novara. Copernicus astronomical and geographical interests were greatly inspired by Novara (Westman). Around 1500 Copernicus gave speeches on astronomy to people in Rome. Later that year he gained permission to study medicine at Padua University. Copernicus, without completing his medical studies, received a doctorate in canon law from Ferrara in 1503, after which he returned to Poland to take up his administrative duties (Smith 1039). From 1503 to 1510, Copernicus stayed in his uncles bishop palace in Lidzbark Warmiski. From there he published his first book, a Latin translation of letters on morals by a Byzantine writer. Between the times of 1507 and 1515, he completed a short astronomical book. It was not published until the 19th century (Wood 87). ...

Medication for ADHD Children Essay Example | Topics and Well Written Essays - 1250 words

Medication for ADHD Children - Essay Example It is also important to note that administration of different medications of ADHD achieves treatment results differently for different patients. Medication for ADHD Children Attention Deficit Hyperactivity Disorder is a neurobehavioral condition that is common among children. The behavior can be regarded as an inappropriate developmental behavior with impairing degrees of hyperactivity and inattentitiveness. ADHD disorder is often accompanied by a significant co-morbidity. However, parents have hope since there are various methods of treating children with Attention Deficit Hyperactivity Disorder. Treatment includes a variety of stimulants that are used to reduce hyperactivity and inattentiveness. These medications have sustained release of newer versions for improvement over previous disadvantages (Tobaiqy, et al., 2011, p.212). However, children with ADHD have been given medications that only help contain the situation and not to treat the disorder for a permanent solution with res pect to medication. Research claims have brought about controversial issues with regards to whether ADHD is wholly a biological illness causes a structural defect of the brain. ADHD medications that are being currently used to suppress and treat the individuals with disorder predominantly base its opinion on the fact that the disorder is a mixture of genetic disorder and environmental aspects. It is clear that medications focus on the brain since there are clear-cut evidence through differences of brains of non-ADHD patients and those with the disorder. This brings forth the medications focusing on the brain though there is no clear-cut evidence on how these brain differences result in ADHD. Medications being given to children with attention deficit disorder such as stimulants, antidepressants and even therapy can surely help treat the situation considering the prove of the disorder being a biological illness. However, medications for attention deficit hyperactivity disorder needs r ethinking and advancement considering the fact that those patients with the disorder are biologically fit and normal. Dynamics are paramount given the fact that despite biological aspects contributing widely to hyperactivity, impulsivity and lack of attention, the patients found to have manifestations of these behavior are proved not to have any deficiencies biologically. It is important that these children receive better treatment since attention deficit disorder is a core issue of concern since these patients cannot work on or perform duties that are essential in the society. Despite ADHD patients non-performance they have the tendency of being attentive and performing tasks that are interesting and therefore cannot be left out in normal education. Governments have placed children with ADHD into consideration by giving them budgetary and policy priority to assist their education through improvement of the system of education in their favor. The principle of inclusive education has enabled children with ADHD to receive quality education despite shortcomings. Governments have encouraged participation of organizations, parents, and communities to facilitate inclusive education for these children. There are many stimulants for treating ADHD and each child may respond differently to the different stimulants. Some medications that work for one child may not work for

The poem the moment by margaret atwood Essay Example | Topics and Well Written Essays - 750 words

The poem the moment by margaret atwood - Essay Example The poem can be summed up thus: Whenever human beings start believing that they have mastered their environment and start believing in a misplaced sense of superiority over mother nature, then they are setting up their own doom. We as a species will always remain products of nature and to that extent subordinate to the wellbeing of our natural environment. Through the course of our planet’s history, we as a species are only recent arrivals. One day we will perish too, while Mother Nature with her mix of the animate and inanimate objects will continue to live and dictate terms. This poem assumes an added resonance, as it directly appeals to the environmental activism that is witnessed across the world today. Terms such as global warming and environmental degradation have started finding everyday reference in print and broadcast media, highlighting the critical juncture at which our planet is poised. The Moment is a valuable addition to the popular discourse on these subjects. The poem differs from others in the genre in that it easily lends itself to be paraphrased into expository prose. To the extent that this is true, the poem is not subject to various contrasting interpretations. In the poem, lines such as â€Å"house, half-acre, square mile, island, country† and words such as â€Å"trees†, â€Å"birds†, â€Å"cliffs†, â€Å"air†, â€Å"breathe†, etc make it adequately clear what the subject matter is, namely that of our natural environment. Treating these objects in nature as endowments of mother nature, one could propose a contrarian feminist interpretation of the poem. This would be to interpret planet earth and its resources as representing feminine qualities of creating and care-giving. And just as the subordination of women to men had held back human civilization for millennia, the subjugation of nature to our species is also a regressive idea. Hence, a careful reading of the poem reveals to the reader t he underlying didactic attitude of the