Idealistic Politics Essay

â€Å"The history of all hitherto existing society is the history of class struggles,† said Karl Marx, who is considered to be one of the world’s most seminal thinkers. Marx categorized these classes in two broad categories; the bourgeoisie versus the proletariats, the upper class opposed to the lower class and the caste that have access to the factors of production against everybody else who are compelled to sell their labor. In political terms the bourgeois were the â€Å"†¦committee for managing the common affairs of the whole bourgeoisie† (Marx, 20) and in order to reduce any friction, tension or resistance towards their supremacy they then laid down a set of ideals and values for all classes and citizens. The ultimate goal of having a monotonous set of principles was to disintegrate existing ideals and values by instigating the proletariats to fully accept the bourgeois’ set of principles by suspending their own. History, however, has yet to see such an outcome where the bourgeois triumph in instigating such circumstances successfully. What occurs in such circumstances instead is a conflict due to inconsistency that occurs between the dogmas of both classes; whereby the reality based ideals of the proletariats clashes with the idealistic values of the bourgeoisie. These conflicts in turn affect the political ideologies and actions since the politics is the arena where the battle of principles occurs, primarily due to two reasons. The first being that these conflicts will not surface in the first place except in the political arena due to the austere nature and secondly the outcomes will not be accepted unless at a level were they are made public and irreversible. Evidence of these conflicts exists in our texts and films, however in differing contexts. In Antigone, Creon represents the bourgeoisie and Antigone the proletariats; in A Discourse on the Moral Effects of the Arts and Sciences the arts and sciences were the corrupting vales instigated by the intellectuals whilst the savage being was the unlearned and naà ¯Ã‚ ¿Ã‚ ½ve proletariat, and finally in Marx’s Communist Manifesto where the distinctions are extremely clear among the two classes. In the course of my paper I wish to examine the strength and weakness of each of these ideal societies and their implications to political ideology and action. The values of Karl Marx’s idealist communist society â€Å"may be summed up in the single sentence: Abolition of private property† (Marx, 34). He believed that once private ownership was abolished people would change, and this would finally end the history of all class struggles. Communism to Marx was an extension or a purer form of socialism, whereby the people owned everything and everybody worked for the system, hence no form of personal interests was vested in the system. This assumption was made by placing a gamble on human behavior, probably the most unpredictable factor to place any form of wager on. Marx was assuming that among a whole class of people â€Å"no interests [were] separate and apart from those of the proletariat as a whole† (Marx, 33). The society that Marx visualized was one where all the citizens desired only the interests of the society by not desiring to satisfy their personal interests. History, however, does not have a basis for pure communism where a group of people have ceased to exist without any possessions and have lived only by the idea; the closest analogy one could give would be of hunter-gatherer societies. These societies, however, existed during the prehistoric times where human attitudes and behaviours were not being constantly reshaped by the changing economic systems in which people find themselves nowadays, which Marx himself mentions as there being no such thing as fixed â€Å"human nature.† Therefore, communism could never work because it goes against human nature. People are naturally more competitive than cooperative. Moreover, the possibility for revolution to occur where the bourgeoisie were to come down in their social status to the level of the proletariats and the proletariats rise to eminence of the bourgeoisies could only occur if human nature were to be dismantled, self memories be wiped out and in other words for the revolution to occur successfully in needs to be self induced. Marx in an indirect manner implies how one’s self worth has decreased with the current system when he discusses the dynamics of wage labour and whether it creates property for the laborer. He states that the system is self-defeating for the laborers, â€Å"which cannot increase except upon condition of begetting a new supply of wage-laborer for fresh exploitation† (Marx 34). If we were to refer back to the analogy hunter-gatherer societies the fruits of one’s labour were immediate; when an individual hunted his reward was immediate and did not wait for his fruits or â€Å"live only in so far as the interest of the ruling class requires it† (Marx. 35). In short man’s worth and dignity has been demoralized and â€Å"every individual has been converted in paid wage laborers†¦and has reduced†¦relations[s] to a mere money relations† (Marx, 21). Individuals were not bounded by the â€Å"social status† hunter-gatherer since everyone shared and everyone knew their worth. The advantage of this system is that it does not create any room for friction to occur because it does not include the idea of individuals desiring to wish to control the environment or vest any personal interests into the system. This can primarily be attributed to the value the system advocates of not wishing to differentiate people under any circumstances; the system does not know race, ethnicity and differences of age and sex no longer [have] any distinctive social validity (Marx, 26), a trait of hunter-gatherer societies, which Marx so dearly desires. These values would in turn affect the political ideologies of a system trying to covert to communism by picking on the one â€Å"essential condition for the existence†¦of the bourgeois class, the formation and the augmentation of capital: the condition for capital is wage labour† (Marx, 32). Therefore, the conflicts that would arise would be those that regarding wage labour and its supply; the bourgeoisie would advocate any action that would enhance the â€Å"competition between laborers† the key behind keeping a continuous supply of wage labour opposed to the proletariat’s immediate aim of cutting off this supply and by doing so ensuring its immediate aim of overthrowing the bourgeois supremacy. Any decline in wage labour would threaten the bourgeoisies’ capital by reducing its turnover, hence weakening their foothold in the marketplace in turn inhibiting their ability to â€Å"constantly revolutionize the instruments of production in order to exist and survive† (Marx, 21). The bourgeoisie quest to seek a continuous wage labour would see a shift in their political ideology; they would seek to manipulate cities, provinces and other nations that are weak cause them to become dependent on them. The consequence of such political centralization would lead to the â€Å"epidemic of overproduction,† whereby the only manner in which the crises can be overcome is â€Å"by the conquest of new markets, and by the and by the more through exploitation of the old ones† (Marx, 25). However, such exploitation of markets can occur only to a certain limit, until other nations impose regulations confiding the system to resort to desperate measures and turmoil, which occurred with China. Chinese products flooded the world market until recently and now they have been rejected entry into the World Trade Organization (WTO) and do not enjoy the benefits of free trade. Therefore, China have used â€Å"enforced destruction of a mass of productive forces† (Marx, 25) to decrease their output, which has lead to a lot of turmoil inside the country with dogmas of the government – political stability and international recognition – and the working class – subsistence and a better life – clashing against each other further depressing the situation. Like Karl Marx, J.J. Rousseau also painted a picture of ideal society. In his Discourse on the Moral Effects of the Arts and Sciences he condemns how societies have succumbed to arts and sciences that have â€Å"molded our behavior, and taught our passions to speak an artificial language† (Rousseau, 6) † with the desire to please one another with performances worthy of their mutual approbation (Rousseau, 4). He believed that individuals were imprisoned in the values and ideals of society that the arts and sciences strengthened, whereby everyone followed and nobody dared to be prompted by their inner selves in order not be seen as outcasts, resulting in man losing his individuality. In a nutshell, Rousseau believed that the arts and sciences had tainted origins and they reinforced our crimes by fostering our desire for comfort by transforming individuals into sugar coated pills, whereby â€Å"jealousy, suspicion, fear, coldness, reserve, hate and fraud lie constantly concealed under the uniform and deceitful veil of politeness† (Rousseau, 7). He in turn pictured a society were he believed man was innately pious was not restrained by society’s decorum therefore abandoning the possibilities o the vices that evolve in modern societies are nonexistent. He understood virtue in terms of bravery, courage and strength in other words he saw it in raw military power. The weaknesses in Rousseau’s painting of the ideal society are the assumptions that are embedded in the question that he was addressing – â€Å"Whether the restoration of the arts and sciences has had the effect of purifying or corrupting morals?† Rousseau has to assume that there has been a revival in the arts as well as assume a relationship between abstract and applied knowledge with morality that being the human behavior and customs a society embraces. Such assumptions lead Rousseau to base his argument on a set of contradictions. He idealized the values of the Persians, Germans and Spartans who had an unusual social structure where there was no study of abstract education, no accumulation of property and military virtues were emphasized. The idealizations of such societies contradicted his resentment for etiquette or what he referred to as the â€Å"veil of politeness†, since there exists no organization whereby more discipline, etiquette or order to our â€Å"rude but natural† morals is required than military organizations. Throughout the discourse the theme of man becoming corrupt once he enters society and losing his individuality because they â€Å"all act the same under the same circumstances alike† (Rousseau, 6) is repeatedly emphasized. This argument in itself is self-defeating because if it is the grouping of people that induces people to conceal themselves and live among uncertainty, Rousseau’s ideal society would truly only function for isolated individuals since such a level of purity could not occur in the â€Å"natural† dynamics of human societies. When individuals interact, the views and ideals of others will indeed affect the way the individual will live his life, since it is part of human nature to conform to the rules and regulations of others, which are a collection of ideals and values that compromise the principles of society. For a society to function in harmony there has to be some common ground whereby all the different members of that society must conform to and must sacrifice some of their individual ideals for the betterment of the society. Rousseau argues that man would not have to sacrifice his own ideals if he was not placed in the blasphemies of modern societies since he assumes humans are sincerely good and everyone would approve of the actions of others. This in itself breaks Rousseau’s argument since there is exists no yardstick to measure good and even if there were to exist such a measure, differences on which â€Å"good† is appropriate would in turn cause conflicts. The simplicity of the society Rousseau describes is its initial strength; the simpler ones life, the palette on which he is to express his bad perspectives becomes less like the â€Å"American savages†¦who live entirely on the products of the chase†¦[and] yoke, indeed, [cannot] be imposed on men who stand in need of nothing† (Rousseau,5). In a society where the needs do not exceed the basic physiological, safety and social needs and are readily satisfied the room for corruption becomes minimal. Therefore, I believe Rousseau’s attack on the arts and sciences is not so much on their origins or sources but more so on how it manages to widen our needs to include self-actualization and self-realization needs, which are needs that are satisfied by luxuries and how we appear in relation to the people surrounding us; a need where the veil and corruption required to have those needs satisfied. Rousseau’s painting of such an ideal society would not require a political system, however if all his assumptions were suspended the political implications would be drastic. In politics rarely is something said literally – and in a society where the members innately believe that everyone is sincerely good, would not be capable of reading between the lines and would end up in turmoil since other nations would manipulate their naivety. Furthermore, in a society where abstract knowledge such a geometry and economics is not taught the politicians will be incapable of drawing upon actions that will be favour their society, since politics is the evil of all sciences and without a good base in its basic terminology that being the abstract sciences one will be incapable of mastering it and using it to his advantage. Speak from their heart†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦offend someone†¦Ã¢â‚¬ ¦.do not take care In Antigone the Greek tragedy, morals, egos, and gender issues were the epics around which principles were based upon. Follow one man Harun Al Rashid†¦Ã¢â‚¬ ¦..Mamluks†¦Ã¢â‚¬ ¦..they use to be all loyal Lower class has less say in the political era in order to stop the formation of proletariats which is so important for the revolution to occur. Political laws that protect private property Enhance competitiveness (p.21) Dependence of poor countries on rich ([.23) Eradicate opposition immediately Strength of prletarits p.28 trade unions p.32 existence remains on capital 1) Basecaus they lay down ideals that seem utopian only to them, they forget 2) Might have noticed that there are more cons than pros Several of our texts paint images of ideal human society. Discuss the strengths and weaknesses of these imagined societies. How do these imagined ideal societies interact with political ideology and political action. Bibliography Marx, Karl and Friedrich Engels. The Communist Manifesto. New York: Bantam, 1992. Sophocles. The Three Theban Plays Antigone, Oedipus The King, Oedipus at Colonus. Trans. Robert Fagles. New York: Penguin, 1977. Communism Could Never work Because it goes against human nature. People are naturally more competitive than cooperative. http://www.wsu.edu/~brians/hum_303/nature.html

CIS Review Questions

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O what extent is clozapine effective in the treatment and management Dissertation

O what extent is clozapine effective in the treatment and management of resistant schizophrenia - Dissertation Example Based on the inclusion and exclusion criteria, only 10 studies were included in the actual synthesis of data. Result: With regards to treating patients with either treatment-resistant schizophrenia or those who are partially responsive to clozapine monotherapy, only 7 out of 10 studies that were officially included in this review of literature focused on examining the effectiveness of clozapine therapy when combined with another antipsychotic drugs (i.e. amisulpride, aripiprazole, risperidone, and quetiapine). The other 3 remaining studies are all equally useful in the completion of the literature review particularly with regards to the basic information on clozapine, treatment-resistant schizophrenia, and the drug potency of clozapine versus other types of antipsychotic drugs such as amisulpride, olanzapine, quetiapine, risperidone, or ziprasidone. Conclusion: Combining the usual dose of clozapine with another antipsychotic drug such as aripiprazole, amisulpride, or quetiapine are a ll equally effective in terms of treating patients with either treatment-resistant schizophrenia or those patients with partial response to certain antipsychotic drug. Unlike the process of combining the use of clozapine therapy with aripiprazole, amisulpride, or quetiapine, combining the use of clozapine therapy with risperidone remains uncertain. Acknowledgements I would like to thank my parents for extending their emotional support to me throughout the completion of my dissertation paper. To my supervisor _____________ (insert name) who has guided me all the way throughout the progress of each chapter of my research study. Table of Contents Abstract ................................................................................................................................ 2 Acknowledgements .............................................................................................................. 4 Table of Contents ......................................................... ........................................................ 5 1.0 Introduction and Background ................................................................................... 7 1.1 Nature and Purpose of the Dissertation ..................................................... 8 1.2 Relevance of the Discussion to the Role and Responsibilities of Nurses and the Clients ............................................................................... 8 1.3 Relationship of the Subject to Current National and Healthcare / Social Care Policy, Priority, and Agendas ................................................ 8 1.4 Historical / Contemporary or Other Contextual Issues which Impacts the Subject ................................................................................... 9 1.5 Aims and Purpose of the Research Study .................

Inhumanity against Jews in the Shakespeare era evident in Merchant of Essay - 1

Inhumanity against Jews in the Shakespeare era evident in Merchant of Venice - Essay Example But in a study, Jami Rogers contends that â€Å"Shakespeare, however, did not write a one-dimensional villain, but a complex character who defies explanation and who will probably never be fully understood† (1). Theaters of Shakespeare’s society had a long tradition of portraying the Jews in as greedy, usurer, and Machiavellian. But Shakespeare indiscernibly appends a new humanizing tone to his contemporary trend of Judaic portrayal that upholds a Jew character as melodramatic. Not disheartening the audience who were accustomed to view the Jews as the biblical traitors of Jesus, Shakespeare has frequently has drawn their attention to the inhuman part of his society’s attitude and behaviors towards them both in Shylock’s own word and in the plot construction of the play. Following the long cherished tradition of the theaters of his era, Shakespeare has characterized Shylock as a typical villain who is even convicted with the intention of murder. At some points Shylock can be considered as the reflection of his society’s antagonism towards him. Though inhumanly behavior of the society towards Shylock becomes outweighed by the biblical allusion of a Jew traitor hungry for a Christian’s blood, the audience is frequently reminded of the fact that Shylock is the most oppressed victim of the society’s injustice. As a part of this reminder, Shakespeare makes Shylock speak in support of the Jews humanly existence in spite of the cultural and racial difference: I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is? Shakespeare shows that a man like, continually facing his fellow people’s hatred and, antagonistic and humiliating behavior like spitting, stoning,

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A utilitarian approach to poverty Essay Example | Topics and Well Written Essays - 1000 words

A utilitarian approach to poverty - Essay Example Singer further argues that people in rich countries spend their income on things which are effectively useless for them. Singer therefore argues that if people can actually curtail their expenses on unnecessary things and donate them, they can actually contribute towards the improvement in the lives of many. Singer’s thesis is critically more important because it outlines the need to have a broader and compassionate view of the poor of the world and how their lives can be improved with just little bit of effort. Singer therefore suggests that rich should help poor because their help will actually result into greater good for the greatest number of people. He also provides the analogy of Bob Bugati and suggests how people from developed world actually ignore how a small time effort can save lives. Singer than suggests that there may be certain objections as to whether the funds donated or the help provided by the Westerners actually end up being utilized properly. There is a cl ear argument of whether the aid or the donations offered at the personal level can actually be utilized for the purpose for which they are given. This argument however, been discussed from the point of view how a little bit of research can actually help anyone to find out credible organizations which utilize the overall donations in fair manner. Underlying the arguments of Singer is probably the implicit assumption that money can actually buy happiness. Singer argues that financial donations and help from the rich can actually fulfill the basic and smaller needs of the poor. This ultimately translates into better and improved quality of the life for poor and may pave way for them to engage themselves into something meaningful. The argument of Bob Bugati however, also presents an alternative view of how money can actually restrict rich to help poor as people like Bob may value money and their financial belongings more than the lives of poor living thousands miles away. Singer therefo re, appears to be offering both the views that money can actually buy happiness while at the other hand, expensive financial possessions of the individuals can actually deter them to look for helping poor. The overall arguments of Singer are relatively straight forward however, there may be certain point of contention based upon which the overall disagreement can be made. First, the implicit assumption that money can actually buy happiness for the people may not be entirely correct argument. Though, money may be the most essential thing for the survival of the people in poor countries however, there is a need to actually view happiness from multi-dimensional purpose. By associating utility with the consumption of wealth can actually be a flawed argument considering the fact that poor countries have relatively higher level of happiness index value as compared to the countries where wealth is relatively high. Considering this from the perspective of Marxian analysis, one needs to argu e as to how to determine what is actually good for the people. To investigate as to what is essentially good for the people may be relatively difficult task because even providing foreign aid may not result into the creation of greater good for the poor because of corruption and other structural issues. Marxian criticism also suggests that

Egg Cell Essay Example for Free

Egg Cell Essay The egg cell is the female gamete used for sexual reproduction. The egg cell is responsible for providing half of the genetic material required for reproduction. When the egg cell joins with the sperm cell. The egg cell is large and bulky structure which allows the sperm cell to get in easily. WHAT ORGANELLES DOES AN EGG CELL HAVE AND THEIR FUNCTION? Mitochondria: Produces energy for the cell by a process called cell respiration. Cytoplasm: All organelles inside the cell are suspended in the cytoplasm. The cytoplasm is mostly water which allows the organelle to move around. It fills the interior of the cell. Vacuole: Are storage bubbles they store food, nutrients and waste. They also maintain internal fluid pressure within the cell. Lysosomes: Contain digestive enzymes and break down nutrients, they digest excess or worn-out organelles, food particles, and engulfed viruses or bacteria. Rough ER: Are very important in the synthesis and packaging of proteins. Smooth ER: Acts as a storage organelle and is important in the creation of steroids and the storage of steroids and ion Ribosome: where proteins are made. Golgi Bodies: The main function is to package and process proteins and sends it to other parts. They also make and secret mucus. Chromosomes: Chromosomes are made up of DNA and contains genes. Nucleous: is where ribosomes are made. They disappear from the egg cell during reproduction. Haploid Nucleus: This nucleus contains only half of the normal somatic number of chromosomes. Zona Pellucida: Also known as viteline membrane it protects the ooccytes, eggs and embryos. Supports the cell and controls entry into and out of cell. The cell membrane allows the sperm cell in. Follicular Cells: Provides nutrients to the developing ovum for growth and maturation. WHAT MAKES THE EGG CELL SPECIAL? The egg cell has no centrioles. The egg cell has a lot of mitochondria because It has a haploid nucleuses because when the egg cell joins.. It has a zona pellucid which act as a cell membrane for the egg cell. It also has follicular cells. PICRTURES USED TO BUILD THE CELL MODEL: PICRTURES USED TO BUILD THE CELL MODEL. WHAT MAKES IT SPECIAL? ABOUT THE EGG CELL: The egg cell is present in both animals and plants. In plants it is called the gametophyte and in animals it is called the ovum. This project is about the animal egg cell (or ovum). This cell is a gamete cell which means it is responsible for reproduction. It is also a haploid cell which means it has a single set of unpaired chromosomes. The egg cell is the largest size cell in a human body and it is visible to the naked eye. The egg cell has a large amount of cytoplasm. The egg cell life span is short. WHAT DOES IT LOOK LIKE? The egg cell has a very round shape and is the largest cell of living organism. The egg cell is bulky and solid.

Women Are Poorer Than Men

Women Are Poorer Than Men In recent years, focus has been on discovering if poverty is gendered, that is to say to what extent women may be more at threat of poverty than men. In this essay I shall be discussing how women are affected by poverty and what factors lead to women being poorer than men. Peter Townsend et al (1987) have argued that there has been a feminisation of poverty, this term may be understood in various ways, it may refer to the increased risk of poverty or the increased visibility of womens poverty it may also refer to the reconstruction of poverty from a womans viewpoint. It is difficult to compare the poverty of men and women because statistics are usually based on households and this suggests that household incomes are shared evenly between adult members. Glendinning and Millar (1987 maintain that men get a larger share in most cases and this may echo their higher earning ability and the fact that in many households men still make the decisions of how money is spent. It has been shown that women are more likely to be poorer than men, although their poverty has often been masked behind studies that focused on male-headed households Ruspini (2000). Townsend acknowledges four groups which make up the majority of the female poor, these consist of women who take care of children and other dependents they are unpaid and are unable to take up employment. There are also lone women with children who dip in and out of employment. Then there are elderly women like pensioners who live alone. There are also women with low earnings where the incomes of others in the household do not contribute towards the total household income to enable the womens income to go over the poverty line. Women unquestionably tend to experience more poverty than men because their labour both unpaid and paid is undervalued, in addition women have always experienced work in a different way from men. A private and public split has always existed where women were seen as belonging in the private sphere of hearth and home and the ideologically constructed family, whereas men were seen as belonging in the public sphere of the market and the state. In terms of work, three main reasons for why womens poverty continues have been identified, the first is because a third of all women of working age still remain outside the labour market almost twice the proportion for men, they do not have equal access to the core of the labour market and they are disproportionately represented within part-time and lower paid jobs and on average women are paid less than men. The New Labour government has aimed to maximize labour force involvement by supporting (the idea of work-life balance) and trying to make it easier for people to merge paid work and family life. In-work benefits and tax credits were introduced as incentives however the working families tax credit has been more beneficial to women earners than those whose main income comes through male partners since it is more likely to be paid through the pay packet. The development of a National Childcare Strategy was also introduced but it does not measure up to the levels of childcare provi sion to be found in most other European countries. The second reason involves the responsibility women have for most of the tasks associated with social reproduction in the way of unpaid care work and domestic labour. The third reason is the sharing of income and resources within families, in the majority of cases this does not benefit women. Individuals can be poor in households with adequate incomes. This finding has important implications for policy initiatives aimed at the relief of poverty (Pahl 1989; Kempson 1996). Other forms of inequality have persisted within the public sphere, Gillian Pascall (1997) and others have argued that while women now make up a high proportion of the public sector workforce in healthcare, social work and education, they remain under represented in senior and management positions. This is characteristic of the sticky floor where women are concentrated in specific occupations with low pay and status and what they do at work is often similar to what they do at home, although the introduction of the minimum wage in April 1999 has been beneficial to women who are dependent on low paid work but not to other wage groups. Though most health service workers are women, most of the surgeons are men and it is largely men who control health and social services including services that concern women, for instance reproductive healthcare, as well as support for informal carers and the education system. This is typical of the glass ceiling where women are less likely to hold senior positions and when they do hold senior positions they have to work harder and for longer hours in jobs that are classed as mens work. In the 1970s 70 percent of managers were men and today 90 percent of judges are men. Anti discrimination legislation has sought to outlaw all forms of sex discrimination but this has mostly brought about advances for individual women but has not benefited all women although it has improved the practices of most employers as well as raising public awareness. While the education system no longer just prepares girls for domesticity, it is tending to equip them for sub- servient occupations especially in the public sector on the other hand it has also expanded womens options in the labour market. Despite the fact that women have been allowed to vote and participate in the democratic process on the same terms as men since 1928, in 2000 only 20 percent of Westminster Members of Parliament were women and in 2001 only 28 percent of local government councillors were women (EOC 2001). Although there has been a feminisation of the labour market, the increase in womens workforce participation can have disastrous effects on their health because of the double burden they have to shoulder, at home they take care of children and perform domestic tasks which are unpaid as well as doing their paid job. The General Household Survey of 1998 showed that the majority of carers were women who provided more than a hundred hours of care per week which was far more than any paid worker would do. It has been shown that caring is costly in various ways, for one there is loss of earnings and the rate of adults providing care who are in paid employment is low, the effect is even greater for women than men and greatest of all in the case of a mother providing care for a disabled child Arber and Ginn(1995): Baldwin (1985). In addition costs that are associated with disability like house adaptations to accommodate special equipment and higher transport costs. There is also the cost to the carer in terms of the stress and strain (Glendinning and Millar1992; Pahl 2006). Social policy is beginning to acknowledge the contribution of carers, one way was the introduction of the Carers Act 1985 which imposed an obligation on local authorities, however the support that carers receive is still limited. Financial support is also provided by the social security system with benefits like carers allowance and disabled persons tax credit for low paid disabled workers. There are also many ways in which care can be paid for Ungerson (2000); see also Ungerson (2006). The way social security is arranged and its effects on women can be attributed to the architects of the welfare system who were so used to patriarchal assumptions about respective roles of male breadwinners and female homemakers that the National Insurance system for example was founded on the idea that married women would mainly be financially dependent on their husbands and although obvious biased elements have since been removed, the inheritance of the assumptions on which the system was founded remains. Lewis and Piachaud (1992) demonstrated that women have always been poorer than men by showing the proportion of women amongst adults in receipt of poor relief or social assistance was at around 60 percent and was the same at the end of the 20th century. Women are the main recipients of most benefits and rely more on means tested benefits even though it means greater personal scrutiny, rather than contribution based benefits like jobseekers allowance, incapacity benefit and industrial injury benefit because these types of benefit rely on the recipient having been employed, and for women their work patterns are sometimes interrupted when they take time out to raise children and therefore their national insurance contributions are affected. Women are also in some cases hidden claimants because they receive benefits as dependents of male breadwinners, and for this reason, the welfare state may also function directly to make women dependent on men, although housing and social security provision has provided at least some measure of independence to women like those escaping from violent or dysfunctional relationships. Donzelot (1979) has observed that families seem to have extended functions and are subject by the welfare state to greater levels of surveillance and control for example womens performance as mothers and informal carers may be subject to supervision by healthcare and social service professionals. The family has not lost its functions, but it has lost control. It is still the major arena for the care of dependents, but traditional female tasks are now defined and managed outside the family and by men. Pascall (1997: 23). This is seen in the cases of lone parents 90 percent of whom are women who will have social assistance benefits withdrawn if they should cohabit and they can be compelled to cooperate with the making of child support assessments against the father(s) of their child(ren). In terms of work the, mother -as-work policy ignores that child care is also work and lone mothers stand little chance of becoming equal stakeholders because they must be both breadwinners and carers, and the position at present is that lone mothers are likely to be praised for the paid work they do and condemned as welfare dependent for the unpaid work they do and the eradication of the Lone Parent Premium to income support which directly disadvantaged many lone parents most of whom are women. In recent years studies have shown that pensioners are far more likely than the working population to experience ongoing poverty, between 1998 and 2001, 18 percent of pensioners experienced persistent poverty as compared to 7 percent of the working population. Studies have also found that in recent decades older women and those from ethnic minorities are more likely to experience poverty than other pensioners. Findings from these studies led Chancellor of the Exchequer Gordon Brown to state in 2002: Our aim is to end pensioner poverty in our country. the introduction of a pension credit in October 2003 which guaranteed a minimum income of half of those people in this age group in the UK attempted to meet this goal but the success of this policy depends on all those entitled to claiming the benefit actually doing so Flaherty et al (2004). The majority of people over state pension age do retire from the labour market, but as longevity has increased the labour markets have tightened and retirement has become in Townsends words a kind of mass redundancy (1991:6). As a group, old peoples vulnerability to poverty is not as great as it was in the post second world war period, but this should not mask the fact that there is now greater inequality between older people than before. Since the number of old people both as a proportion of the total population and in absolute terms has grown this means that pensioner poverty is still a major issue. The employment of older people can be sensitive to changes in the labour market conditions and they may be shut out of jobs when the demand for labour falls. Age concern (see McEwan 1990), argue that older people are frequently subject to discrimination if they choose to re-enter the labour market often on mistaken assumptions about their reliability and adaptability. Additionally when older people do eventually become frail they suffer the same problems associated with disability. The lack of provision of universal pension in this country is out of sync with most industrialised countries, although the introduction of stakeholder pensions for people with no access to private pensions and the introduction of free eye tests has gone some way in helping pensioners at a disadvantage. Feminists tend to view welfare state provision as being important for improving womens lives but it also reinforces female dependency on men and the sexual division of labour. Some strands of feminism stress that women are closer to nature and are naturally more caring and less aggressive and they address the world in a different voice Gilligan (1982). Other strands of feminism discard this view and assert that the gendered nature of society is the exact product of power relations and patriarchy. It is a result of the dominance of men over women and can be rejected. So in conclusion, having assessed and considered all the evidence and studies on gender and poverty, it is clear that although successive governments have through legislation and policies attempted to lessen the poverty of women, the gap between the sexes still exists and women are still very disadvantaged and are poorer than men and a major reason is the structure of the welfare state which contributes to and reinforces the differences.

Franklin D. Roosevelt and his Presidency Essay -- President Franklin D

Franklin D. Roosevelt and his Presidency Assuming the Presidency at the depth of the Great Depression, Franklin D. Roosevelt helped the American people regain faith in themselves. He brought hope as he promised prompt, vigorous action, and asserted in his Inaugural Address, "the only thing we have to fear is fear itself." Despite an attack of poliomyelitis, which paralyzed his legs in 1921, he was a charismatic optimist whose confidence helped sustain the American people during the strains of economic crisis and world war. "I pledge you, I pledge myself, to a new deal for the American people," said Franklin Roosevelt. With that he was elected President in November 1932, to the first of four terms. By March there were 13,000,000 unemployed, and almost every bank was closed. In his first "hundred days," he proposed, and Congress enacted, a sweeping program to bring recovery to business and agriculture, relief to the unemployed and to those in danger of losing farms and homes, and reform, especially through the establishment of the Tennessee Valley Authority. The most important reform was the Tennessee Valley Authority (TVA), instituted in 1933. This public corporation built multipurpose dams to control floods and generate cheap hydroelectric power. It manufactured fertilizer, fostered soil conservation, and cooperated with local agencies in social experiments. The TVA reflected Roosevelt's commitment to resource development and his longstanding mistrust of private utilities. At first, his legislative requests were conservative. He began by securing passage of an emergency banking bill. Instead of nationalizing the banks--as a few reformers wished--it offered aid to private bankers. A few days later the president forced through an Economy Act that cut $400 million from government payments to veterans and $100 million from the salaries of federal employees. This deflationary measure hurt purchasing power. FDR concluded his early program by securing legalization of beer of 3.2% alcoholic content by weight. By the end of 1933, ratification of the 21st Amendment to the U. S. Constitution had ended prohibition altogether. A series of measures took the nation off the gold standard, thereby offering some assistance to debtors and exporters. He also got Congress to appropriate $500 million in federal relief grants to states and local... ...ing the war he relied too heavily on his charm and personality in the conduct of diplomacy. Still, Roosevelt's historical reputation is deservedly high. In attacking the Great Depression he did much to develop a partial welfare state in the United States and to make the federal government an agent of social and economic reform. His administration indirectly encouraged the rise of organized labor and greatly invigorated the Democratic party. His foreign policies, while occasionally devious, were shrewd enough to sustain domestic unity and the allied coalition in World War II. Roosevelt was a president of stature. These early measures displayed Roosevelt's strengths and weaknesses as an economic thinker. On the one hand, he showed that he was flexible, that he would act, and that he would use all his executive powers to secure congressional cooperation. Frequent press conferences, speeches, and fireside chats--and the extraordinary charisma that he displayed on all occasions--instilled a measure of confidence in the people and halted the terrifying slide of 1932 and 1933. These were important achievements that brought him and his party the gratitude of millions of Americans.

Contradictory Ideas on Managing Land Lauresta Piper-Ruth :: Savory Essays

Contradictory Ideas on Managing Land Lauresta Piper-Ruth Who is Allen Savory? At Goshen College, a small liberal arts college, Land Management is one of the courses required for Environmental Studies majors. The main book required for this class is Holistic Management by Allan Savory. Savory is a well-known ecologist and author. His books cover his theories on how to take care of land. His work is so well recognized that he is known as the founder of holistic management principles. The teacher of this Land Management, Bill Minter, draws most of his lectures from the information in this book. One might make the assumption that the information in a book approved for a class such as this would not contain controversial material. Both the teacher and the students in the class assumed just this, the material within the book had subsequent evidence to back up the theories. However, this is not the case. Allen Savory’s holistic management ideas on grazing and resting the land do not work in the basic ways that he claims they do. In fact, research has been done that disputes his theories. Therefore, it has been given a great deal of criticism by other scientist. Holistic Management Theories There are two theories that holistic management advocates swear by. One is that grazing can be beneficial if preformed in the correct way. The other is that resting land is not good for it. Both theories basically state that land can and should be grazed. To understand these theories some background information must be given as to how land works. Land can be identified on a scale of how hydric or xeric it is. Every piece of land falls between those two points. Hydric lands get a great deal of rainfall and have high humidity. As a result they have much more vegetation on the ground and therefore many more organisms to break things down. Xeric lands are just the opposite; they are much drier. They have less rainfall, less humidity, less vegetation, and fewer organisms. When vegetation dies in hydric system, the great numbers of organisms quickly decompose it. When vegetation dies in a xeric system the decomposition is a much longer process. Savory also compares these landscapes using t he terminology of brittle and nonbrittle environments. The more brittle the land is, the more xeric it is. Oppositely, the more nonbrittle the land is, the more hydric it is. Contradictory Ideas on Managing Land Lauresta Piper-Ruth :: Savory Essays Contradictory Ideas on Managing Land Lauresta Piper-Ruth Who is Allen Savory? At Goshen College, a small liberal arts college, Land Management is one of the courses required for Environmental Studies majors. The main book required for this class is Holistic Management by Allan Savory. Savory is a well-known ecologist and author. His books cover his theories on how to take care of land. His work is so well recognized that he is known as the founder of holistic management principles. The teacher of this Land Management, Bill Minter, draws most of his lectures from the information in this book. One might make the assumption that the information in a book approved for a class such as this would not contain controversial material. Both the teacher and the students in the class assumed just this, the material within the book had subsequent evidence to back up the theories. However, this is not the case. Allen Savory’s holistic management ideas on grazing and resting the land do not work in the basic ways that he claims they do. In fact, research has been done that disputes his theories. Therefore, it has been given a great deal of criticism by other scientist. Holistic Management Theories There are two theories that holistic management advocates swear by. One is that grazing can be beneficial if preformed in the correct way. The other is that resting land is not good for it. Both theories basically state that land can and should be grazed. To understand these theories some background information must be given as to how land works. Land can be identified on a scale of how hydric or xeric it is. Every piece of land falls between those two points. Hydric lands get a great deal of rainfall and have high humidity. As a result they have much more vegetation on the ground and therefore many more organisms to break things down. Xeric lands are just the opposite; they are much drier. They have less rainfall, less humidity, less vegetation, and fewer organisms. When vegetation dies in hydric system, the great numbers of organisms quickly decompose it. When vegetation dies in a xeric system the decomposition is a much longer process. Savory also compares these landscapes using t he terminology of brittle and nonbrittle environments. The more brittle the land is, the more xeric it is. Oppositely, the more nonbrittle the land is, the more hydric it is.

Exploring Identity and Time in Here, An Arundel Tomb and The Whitsun Weddings :: An Arundel Tomb

Exploring Identity and Time in Here, An Arundel Tomb and The Whitsun Weddings  Ã‚  Ã‚   Larkin has been criticized over the years for the moroseness of his poems, the blackened description of everyday life that some people say lacks depth, however, unlike many other poets, Larkin does not always write the truth or the depth of his feelings. In many there is a voice, trying to convince its author of something that is usually quite evident or exploring itself but revealing only the surface. Why he is trying to convince himself and what are is true feelings present the real challenge and profundity of Larkin poems. The search for one's identity, combined for everybody in one's unique fantasies and realities is a recurrent theme in his poems. As is time, the passing of it, the transformation it engenders and the damage it inflicts. In "Here", identity or the search for one's identity is the main theme. The search is symbolized by the journey taken by Larkin, which takes him through the countryside before Hull, through Hull and finally into the countryside and the beach outside Hull. He finds his identity in the countryside outside Hull, however, he knows that although it is here that he yearns for, it is not his true self, it is his fantasy, the "Here" he would like to live in but that is nevertheless "out of reach". His real identity can be found in Hull with the people and city he so despises. His journey starts in the farm lands before Hull, he does not stop his car, he swerves passed everything as he knows it is not what he is searching for and the slowness of the life he describes here is used in contrast to the imagined speed of the author's swerving vehicle on the motorway. His next stop, his arrival in Hull marks an abrupt change in scenery ("the surprise of a large town") and the driver stops his car, Larkin uses the word "Here" here for the first time so that we assume he has at last found something, a part of his identity. What he sees, described in the next two paragraphs is a city he despises, a city of people whom he feels are below him, yet he knows it and them extremely. He knows about the contrast between its "domes and statues" and "grain scattered streets", as he knows the people there, he describes their movements as "stealing" suggesting stealth and sleaze as they move towards the supermarkets, swinging doors to their "desires", emphasizing that the desires are theirs.

Information skills and system Essay

A system is a collection of devices that works together to archive a particular purpose. Examples include transport system, school system, digestive system etc. A system can be represented as following: Input – contribution to processing of system Control – commanding processing unit Processing – transforming input to output Storage – where content can be put away and retrieved for later use. Output – the outcome of this system An information system is a system that accepts data (raw material) as input and information (organised data) as output. Examples include a computer, searchable databases etc. An information system is shown below: Purpose – The use and function of the system Information process – The process of converting data into information Participants – All people who are involved in the system Information technology – The equipment and instruction used. Data and information – Data, the input (raw material), and information, the output (processed data). The information process: – Collecting – gathering of data from real world. Eg entering details – Organising – preparing data for the use of other processes. Eg arranging data into tables – Analysing – converting data into useful information, usually more digestible. Eg creating a graph from tables of data – Saving and retrieving – storing data/information for later uses. Eg saving document onto hard drive. – Processing – making change in data/information, including updating, correction of error etc. eg spell check – Transmitting and receiving – exchanging data/information with other information systems, near of remote. Eg internet, e-mailing – Displaying – presentation of information. Usually user-friendly, easy to understand. Eg projecting graph onto screen Digital representation of data: All data is in a central process unit is processed as electrical currents. Data is usually converted into binary decimals, consisting only 1 or 0, where 1 represents ‘on’ and 0 represents ‘off’. Different data types are converted differently, and this will be discussed in tools for organising later. Binary digits: Decimal Binary Each digit in a binary decimal can only be 1 or 0. To convert from decimal x to binary: divide x by highest possible power of 2, then divide left over by highest possible power of 2, repeat until 1 or 0 is left. Eg 25 = 24 x 1 + 23 x 1 + 22 x 0 + 21 x 0 + 20 x 1; therefore 25 decimal = 11001 in binary. To convert binary into decimal you do the reverse. Eg 101011 in decimal is 25 x 1 + 24 x 0 + 23 x 1 + 22 x 0 + 21 x 1 + 20 x 1 = 32 + 0 + 8 + 0 + 2 + 1 = 43 ASCII code system: The ASCII (American Standard Code for Information Interchange) system uses binary decimals to represent different characters. Each digit takes up memory of 1 bit; it takes 8 digits i.e. 8 bits i.e. 1byte to form a character. 1024bytes (210 bytes) = 1KB; 1024KB (220 bytes) = 1MB; 1024MB (230 bytes) = 1GB etc different combinations of any 8 bit forms a character. ASCII includes most if not all symbols, including intangible ones eg Del, Space etc Hexadecimals: Hexadecimal is used in computing when there are too many digits for binary decimal. Eg 255 have 8 digits in binary but only 2 in hexadecimal. It is used for large value numbers such as in the case of html colour panels. Hexadecimals are 16 digit based; 10 – 15 is replaced with A – F respectively. To convert decimal to hexadecimal or hexadecimal to decimal uses the same method as binary conversion, but 16 based. Eg converting 1980 into hexadecimal 1980 = 162 x 7 + 161 x 11 + 160 x 12 Therefore 1980 in hexadecimal is 7BC Eg converting 15FA into decimal 163 x 1 + 162 x 5 + 161 x 15 + 160 x 10 = 4096 + 1280 + 240 + 10 = 5626 Therefore 15FA in decimal is 5626. Social and Ethical issues: Health of human body can be affect through use of information systems. The study of human body and technology is referred as ergonomics. The following are a few health problems the can arise form the use of information system: Tools for information process – Collecting: The collecting process involves deciding what to collect, where to collect form and how to collect. Hardware for collecting different data Text – keyboard, text scanner, voice recognition Numbers – bar code readers, data loggers, keyboard Images – scanner, web cam Video – video recorders, digital cameras Audio – micro-phone, Software for collecting different data Text – Microsoft word Numbers – Microsoft excel Images – scanner software Video – windows media player Audio – Sound recorder Organizing Text – as explained before texts are converted into binary decimals to be processed by other processes, e.g. displaying, analysing etc. Examples of file types: word document, HTML, PDF Numbers – Like text, each numerical number can be converted into a binary number. Common file type: excel, word document Images – An image is an electronic copy of a picture, photo, scanned document etc for display on screen. All images are made of pixels, which are the smallest controllable display element on most screens. There are two types of images: Bitmapped: each pixel is treated individually and represents bits in memory. Their size, colour, tone etc is stored and therefore takes up large amount of memory. The most common bitmapped file types are BMP (high quality images), JPEG (less memory, lossy compression method) and GIF (maximum 256 colours for cartoons, lossless compression by less colour and smaller size). Vector: end points containing information about the line (thickness, colour, gradient etc) common type of file is PNG, but not supported by early versions of internet explorer. Audio – Series of sound measurements. Digital samples are created from real sound waves. The higher frequency of taking samples and the more accurate they are, the better the quality, but the larger the file. Common file types are MIDI and waveform (MP3, MP4 etc). Video – A series of still images recorded at high speed, usually along with audio. Hugh in file size. Common file types include animated GIF, MPEG, Flash etc. data is organized using key frames, one for each image that forms a video/animation when played Analyzing: An example of analyzing data is creating a chart in a spread sheet. Charts and graphs are the most popular ways of analyzing data. They show relationships, trends and comparisons at a glance. The impact (use of colours and symbols to draw attention to important data), speed (obvious) and simplicity (easily understood) made it popular. E.g. software excel, calculator Saving and retrieving: Saving and retrieving is important because it allows edited data to be stored and edited later on. Most information systems have a primary storage and a secondary storage. Primary storage is used to store data/information that needs to be instantly accessible to the CPU. It uses silicon chips on the motherboard to store. RAM random access memory, where frequently used data/information and instructions are stored. When the power is cut off everything in RAM disappears. Data are accessed directly without going through other things. Cache is another example of primary storage. It has the same functions are RAM, but is temporary storage for quick access. ROM read only memory, permanent memory where instructions are stored. These instructions are not to be edited or it may distract the processing of the computer. These instructions are applied when ‘booting’ the computer. Secondary storages are usually portable. Magnetic tape: long thin plastic coated with thin layer of magnetic metal. Magnetic tape can store large amount of data for a cheap price and little space. However it uses sequential memory access, which takes a lot of time. e.g. video tape. Good for back up. Magnetic disk works the same as magnetic tape, but with a circular piece of plastic/metal. E.g. hard disk / floppy disk. Uses random memory access. Optical media uses laser technology to read and write on CD, CDR or CDRE. Written with high power laser to create lots of tiny holes on disk. Flash memory is erasable memory chips e.g. USB, SD card, memory stick etc. Processing: Examples of processing software: audio editing programmes, movie maker, video editors Transmitting and receiving: Buses and ports are used for transmitting and receiving. Buses are connections between CPU and other parts. Ports are sockets that allow an external device to be installed. E.g. e-mail is transmitting and receiving mails. Displaying Printer, monitor speakers etc. most monitors are displayed in pixels. Number of pixels on the screen can be adjusted. Planning, deigning and implementation Understanding the problem This is the first stage of developing a system. It involves identifying the problem that needs to be solved and determining the requirements of the new system through surveys, interviews, analysing existing system, investigation, research etc. Draw up a project plan, specifying who, what how, when; consisting grant charts, schedules, dataflow diagrams, journals, plans etc. Making decisions Determine the feasibility (is it possible) of this new system, analysing potential solutions and makes a recommendation. A feasibility study shows: – nature of problem and overview of existing system – identifying problem – outline constraints (economical, cost vs. benefit; technical, technology requirements and demands; schedule, time wise; organisational, fitting the goal of organization) – restates aim of new system in detail – analyse data collected – suggest solution – no change, new system, investigate etc Designing solution Diagrams such as data flow diagram or system flow chart are used to show context of new system. Data flow diagram is a graphical way of showing the flow of data within the system. O process, ? external entity, ? Data storage, ? data flow. System flow chart shows both flow of data and logic of system. Terminals, input/output, process, database, decision, flow line. Decision trees show all possible decisions and their results. External specification – the appearance of new system Internal specifications – providing technical support to build the system, identify process required by new system, specifications for input data. Information technology – application software may be available e.g. existing accounting softwares. If not then programme has to be written and meets the exact needs of new system. Technical specification – new hardware support need or not. User documentation – user manual for new system. Must be user friendly. Implementing This is the stage of applying the new system. There are three ways of converting to the new system: – Direct conversion – where the new system is completely replacing the old system. Does not allow time to check that the new one works correctly, old system is erased. – Parallel conversion – the new system and old system is run at the same time to allow room for error. – Phrased conversion – gradual implementation of new system. Certain new ones are implemented while other old ones are still operation. Each operation is individually tested. – Pilot conversion – when a small part of the organization uses the new system. If new system fails, old is there to back it up. Training is needed to teach participants to use the new system. The participants include those who are learning and those who are teaching. Who needs to be trained is decided upon their existing knowledge. Testing, evaluating and maintaining System needs to be tested to ensure that it runs correctly. Results are compared to expectations and initial aims. Determines if change is required. Occurs after minor adjustments. Evaluation is the ongoing process of assessing the system to identify areas of weakness that needs to be changed. Maintaining is the modifying of system after installation, upgrading by making minor improvements. IPT year11 exams study notes

Torture ever an acceptable method of obtaining information

Is torture ever an acceptable method of obtaining information ? BY Kvrm 234 Is torture ever an acceptable method of obtaining information? For most of us, our gut Instinct Is to say ‘no' and studies have shown that Information obtained by the use of torture is unreliable. However, imagine a hypothetical situation where a terrorist group has planted a bomb and the government caught one of its members.This captured terrorist will only admit to planting a bomb In a high traffic area. Would that convince you to use torture? Or what if a terrorist captured your family and took them to a secret location. Like the bomb scenario, the authorities have managed to capture one of the terrorists but he won't give up the location. Would you have any qualms about using torture to extract the information, even if that information might be faulty?Here's a news story clip about the effectiveness (or In this case the Ineffectiveness) of torture: It's become the conventional wisdom that the tortur ed will say anything to make the torture stop, and that â€Å"anything† need not be truthful as long as it is what the torturers want to hear. But years worth of studies In neuroscience, as well as new research, suggest that here are, in addition, fundamental aspects of neurochemistry that increase the chance that information obtained under torture will not be truthful. The backstory.The Inspector general of the CIA last month released a 2004 report on the interrogation of A1 Qaeda suspects. As my colleague Mark Hosenball reported, it and other internal documents (which Cheney called on the CIA to release, believing they would back his claim) do not show that torture worked. In fact, The New York Times reported, the documents â€Å"do not refer to any specific interrogation methods and do not assess their effectiveness. Scientists do not pretend to know, in any individual case, whether torture might extract useful Information.But as neurobiologist Shane O'Mara of the Trinity College Institute of Neuroscience in Dublin explains in a paper in the Journal Trends in Cognitive Science called â€Å"Torturing the Brain,† â€Å"the use of such techniques appears motivated by a folk psychology that Is demonstrably incorrect. Solid scientific evidence on how repeated and extreme stress and pain affect memory and executive functions (such as planning or forming intentions) suggests these techniques are unlikely to do anything other than the opposite of that ntended by coercive or ‘enhanced' interrogation. As you can see, torture is unreliable.

Piaget and early childhood

Truss Excelsior College Even though Jean Paging passed over thirty years ago his work is still seen in the classroom today. There are three educational principles that are derived from Piglet's theory that continue to have a major impact on both teacher training and classroom practices, particularly during early childhood. Discovery learning, sensitivity to children's readiness to learn and acceptance of individual differences are the three educational principles that are still impacting the educational atmosphere (Beer, 2010).Discovery learning encourages children to learn through discovery by spontaneous interaction with the environment. Teachers place items in their classroom that students can use for exploration and discovery. Children can explore art supplies, measuring tools, puzzles, table games, building blocks, etc. To enhance learning. Teachers don't readily present verbal knowledge in this setting but encourage discovery by these tactile means (Beer, 2010). Sensitivity to children's readiness to learn is another principle derived from Page's theory.In this environment teachers introduce activities that build on children's current thinking, challenging their incorrect ways of viewing the world and enabling them to practice newly discovered themes. However if the child doesn't not show interest or readiness the teachers will not teach them until they show interest or readiness. Lastly acceptance of individual differences, gives credence to Piglet's theory that children undergo the same stages of development, they Just do it at different rates. For this reason teachers must plan activities for small groups and not the whole class.Evaluations must be related to the child's previous development rather than an average based on normative standards or related to peers in the same age group. This allows for learning tailored to individual differences (Beer, 2010). Although there are three main principles of Piglet's theory still found in the classroom today, her also theorized that there are limitations to early childhood thinking. According to Jean Pigged, egocentrics, conservation, concentration and reversibility and the lack of hierarchical classification, are limitations to early childhood thinking.These limitations are aspects in the operational stage of his cognitive development theory (Beer, 2010). Egocentrics, deals with children's ability to see things form another's point of view. Pigged conducted a three mountains problem, in which a doll was placed behind three distinctive mountains with the larger one facing the doll and the smaller ones facing the child. When asked to identify a picture from the doll's point of view they would only chose the picture that represented what they saw from their point of view.Conservation is explained as physical characteristics of objects remaining the same even when their outward appearances change. In a demonstration a child is shown two glasses with equal amounts of liquid. The child acknow ledges that the two glasses have the same volume of liquid. He then pours the liquid of one glass into a taller glass. Children on the operational phase of thinking will say that the glass that is taller has more liquid even though they didn't see any additional liquid poured to increase volume or any liquid removed to decrease volume.This task also explains two other aspects of his theory, concentration and reversibility. In this experiment the children focus, or center on the height of the glass. They do not process the fact that the changes in height and width are what make the liquid appear taller. This is the premise behind concentration. Irreversibility is also at play here. The children are not able to reverse the process and think that if she pours the taller glass of liquid back into the same glass it was poured out of it would take on the original shape from the original glass..

Children and Young People Development Essay

Section 1: – The pattern of development from birth to nineteen 1.1 Explain the sequence and rate of each aspect of development from birth to 19yrs 1.2 Explain the difference between sequence of development and rate of development and why the difference is important Section 2 – The factors that influence development 2.1 Explain how children and young people’s development is influenced by a range of personal factors 2.2 Explain how children and young people’s development is influenced by a range of external factors 2.3 Explain how theories of development and frameworks to support development influence current practice Section 1 complete: Verified: Section 2 complete: Verified: Section 3 – How to monitor development and make appropriate interventions 3.1 Explain how to monitor children and young people’s development using different methods 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern 3.3 Explain how disability may affect development 3.4 Explain how different types of intervention can promote positive outcome for children and young people where development is not following the expected pattern Section 4 – Early intervention for children’s speech, language and communication and development 4.1 Analyse the importance of  early identification of speech, language and communication delays the disorders and the potential risk of late recognition 4.2 Explain how mutli-agency teams work together to support speech, language and communication 4.3 Explain how play and activities are used to support the development of speech, language and communication Section 3 complete: Verified: Section 4 complete: Verified: Section 5 – Transitions and the effect on child development 5.1 Explain how the different types of transition can affect children and young people’s development 5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition Section 5 complete: Scenario You and a colleague have agreed to run a series of training workshops at a local college for students interested in working in child care. You have been invited in to show your knowledge of Child and Young Person Development in a school setting. Your colleague is going to write the training presentations but you need to create a series of handouts which summarise the key points. The headings of the workshops are: the pattern of development from birth to nineteen the factors that influence development how to monitor development and make appropriate interventions early intervention for children’s speech, language and communication development transitions and the effect on a child’s development Your handouts could be in any form and could include written information, diagrams, tables and illustrations. Use the structure below to produce the 5 handouts that your colleague has asked you to create. You must cover each of the assessment criteria. Handout Number One: the pattern of development from birth to nineteen Assessment Criteria: ï â€™ Please tick the box when you believe you have covered this in the content. ï  1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs ï  1.2 Explain the difference between sequence of development and rate of development and why the difference is important 1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs Age Range Emotional Physical Cogitative (Intellectual) Language 0 – 9 months Emotional attachment to parents. Feelings (happy; sad; afraid.). A need for a sense of wellbeing and predictability of daily tasks. Starts to develop a sense of discernment for food and toys etc. Sleeps for most of the day. Shows excitement through waving arms and kicking legs. From 6 months on begins to rollover; sit independently; starts to crawl and pull up to standing position. Reaches out for objects and begins to grip them. Neck muscles strengthen enabling baby to hold head up. Begins teething. Slight responses using senses (sight; sound; smell; touch; taste). Mouthing objects Identify familiar people by their voices and facial features. Egocentric. Begins to compile visual images and to appreciate ‘reveal’ games i.e. peek-a-boo. Responsive to sound and familiar voices and turns head toward sounds. Responsive to facial expressions i.e. smiles. Begins to ‘babble’ and ‘gurgle’. Begins to say ‘dada’ and ‘mama’. Aware of familiar family names. 9 – 18 months Emotions develop i.e. Happiness; Anger; Fear. Distressed when others are upset. Looks for security and assurance from known adults, needs to be loved and cuddled. Draws away from strangers. Walking; shuffling; toddling. Begins to build blocks, can throw; hold a book. Pincer grip develops enabling child to hold pencils etc. Develops sleeping routine. Begins to imitate behaviours in others. Learns through the senses. Likes to hear objects named and understands familiar language i.e. eat; drink; dressed; bed. Begins to develop vocabulary (3 – 20 words). Uses gesture to communicate and reinforce language i.e. waving and saying ‘bye bye’ Connects sounds into ‘sentence structures’. 18 months – 3 years Learns to trust and become more confident. Has temper tantrums. Develops a sense of ‘self’ ant the need to do something for ‘self’. Understands and uses ‘No’. Shows lots of emotions. Lacks awareness of emotions in others. Begin to feed themselves. Draws, starts to stack blocks as fine motor skills develop. Can walk, run, climb stairs with caution. Enjoys action songs and begins to participate. Begin to use potty / toilet. Help to dress themselves. Recognise and name objects. Increased attention span, although still quite short. Continue to learn through the senses. Ability to match shapes and colours. Develop vocabulary at a rate of 3 words a month. Use three to four word sentences. Begins to sing simple songs and nursery rhythms. Can repeat simple messages. 3 – 5 years Unaware of others feelings. Sensitive to feelings of other people towards self. Growing confidence. Wants to please, seeks approval. Expresses emotions to others e.g. jealousy; anger; happiness. Ability to draw, use scissors, play catch. Can ride a tricycle, jump, run with confidence. Toilet trained. Enjoys sensory play i.e. sandpit; water, play doh, finger painting. Improved dressing skills. Rapid muscle growth. Uses imagination a lot, enjoys role play and dramatic play. Begins to see ‘cause and effect’ relationships. Is curious and inquisitive. Asks numerous questions. Can develop imaginary friends. Aware of right from wrong. Vocabulary increased up to 1500 words. Can have extended conversations. Can describe an event or what happened that da. Can carry out simple instructions. 5 – 12 years May start to show fear of dark, dogs, falling etc. Finds it difficult to accept criticism. Doesn’t like losing. Can display aggressive behaviour / tantrums. Can vocalise their needs and feelings. Can dress and undress. Care for own toilet needs. Confident running, jumping etc. Fine motor skills improved. Can draw, write, colour in more accurately. Learns to read and write. Can recognise and name more complicated shapes and colours. Can follow more detailed instructions. Starting to form opinions. Very curious. Vocabulary up to 4000 words. Sentence structure improves and question asking become complex, why; how; when. Ability to remember events and describe with greater details. 7 – 12 years .Girls are beginning to develop faster than boys. Increasing awareness of self and others and the environment. Usually affectionate, helpful, cheerful, outgoing. Can be rude, bossy, demanding. Independence growing, dependable and trustworthy. Has improved body control. Becomes more competitive. Fine motor skills improve. Handwriting becomes neater and smaller. Baby teeth fall replaced by adult teeth. Hand eye co-ordination improves. Increased ability academically i.e. literacy; mathematics; reading; IT. Can form and articulate compound opinions. Creative and likes to experiment. Develops interests, seeks facts, capable of prolonged interest. Can do more abstract thinking and reasoning. Challenges adult knowledge. Vocabulary increases to 10,000 words. Sentence structure takes on greater complexity. Ability to use grammar correctly including appropriate use of a wider range of language and punctuality. Appreciation of humour develops. 12 – 16 years Puberty begins, affecting emotional development. Greater sense of independence. Better understanding of other people beliefs and opinions. Will debate and argue their own view point with clarity and an ability to justify their reasoning. Can become sulky and withdrawn. Develops a greater interest in appearance and what others think of them. Physical changes brought on by puberty. Rapid growth and muscle development. Become more efficient at running, swimming etc. Ability to be a team player. Possible acne or similar skin problems. Healthy appetite to discuss and debate opinions and causes. Increased ability for more difficult maths, literacy, reading, researching. Can vocalise own ideas and beliefs. Increasingly able to memorise, to think logically about concepts, to engage I introspection and probing into own thinking. To plan realistically for the future. Vocabulary increases to 20,000 words. Ability to manipulate language and use in appropriate settings. Can clearly and concisely articulate view points and question others points of view. Extended reading list. Appreciation of humour. 16 – 19 years Worries about failure. May appear moody, angry, lonely, impulsive, self-centred, confused and stubborn. Has conflicting feelings about dependence/independence. Has essentially completed physical maturation, physical features are shaped and defined. Probability of acting on sexual desires increases. Can understand and resolve extremely complex theories in maths, science, IT  etc. Reading and writing matures. Ability to debate and discuss at higher level with peer groups. A greater ability to use language and understand use appropriately. Ability to use grammar correctly and adapt as necessary. More sophisticated use of humour and word play. 1.2 Explain the difference between the sequence of development and rate of development and why the difference is important. The sequence of development is the order in which development takes places and all physical development happens in the same order for most people e.g. a baby must be able to hold its head without support before it can sit with just its lower back supported and then stand. A child’s development is generally broken down in to four of five specific categories i.e. physical; communication; intellectual/cognitive; social/emotional/behavioural and moral. Using these specific categories one can monitor the phases and stages of development within a ‘normal’ age range. The rate of development is the time period development happens at, there are guidelines available created from information gathered from observation indicating at what age various stages of development should occur, however, these are guidelines and one should remember all children are individuals and develop differently. The difference is important is because all guidelines are written in a way to support the development of a neurotypical child, therefore, if a child does not develop in line with the guidance it could indicate that there may be a problem. The guidelines provided for childhood development are a very useful tool used by both professionals and carer’s to monitor what a child can and cannot do at various stages in their development. By monitoring a child’s developmental progress, early indicators could be identified alerting the professional that there is a problem. It will also support professionals to plan efficiently and refer appropriately to ensure that a child gets the attention required to address the areas in which they are struggling. All areas of development are linked together, for example, speech can be affected if the child has difficulty hearing. The rate a child develops at can also be affected by their environment. One would expect a child who has extensive social interaction with people opportunities to play would develop faster than a child who has a more isolated life style and more limited opportunities to mix with groups of people and play. Handout Number Two: the factors that influence development Assessment Criteria:   Please tick the box when you believe you have covered this in the content. 2.1 Explain how children and young people’s development is influenced by a range of personal factors 2.2 Explain how children and young people’s development is influenced by a range of external factors 2.3 Explain how theories of development and frameworks to support development influence current practice 2.1 Explain how children and young people’s development is influenced by a range of personal factors Children and young people’s development is influenced by a range of personal factors and how they can impact on the child’s rate of development and sense of well-bein rg. If a child has Special Educational Needs their development can be severely delayed in comparison to their peer group. Children who have conditions such as autism or global development delay social skills will not develop as expected, they may not have the skills required to interact with their peer group or learn through play. Children who fall in to this group may also lack the ability to copy or communicate through gesture and language and can often be described to be ‘in their own little world’. If a child has a physical disability their rate of development could be adversely effected. Children with mobility issues may not be able to walk or run. Their social interaction and opportunities may be limited and they may not mix as much as an able bodied child with their peer group. Appointments  with consultants and hospital could mean that they miss school. Their disability may mean they are not invited to birthday parties and social functions as an assumption could be made that if they can’t join in, they won’t enjoy it. If a child comes from an abusive home they could have emotional disabilities preventing them from trusting other people, especially adults. Doubting their own self-worth and their confidence in their own ability. It is very difficult for a child who has been mentally or physically abused to understand a safe and secure environment as it is alien to what they have come to accept as their ‘norm’. They can feel they are not as good as other children and believe that they cannot achieve what their peer group is achieving. Feeling like this about oneself can be crippling and can prevent a child achieving their full potential and it takes a lot of input from appropriate professional to help the child to recover. 2.2 Explain how children and young people’s development is influenced by a range of external factors. Children and young people’s development is influenced by a wide range of external factors. These can include anything from situation in the home, school or local community. If a family moves house when a child is young this can adversely affect their development. A child of school age could be plucked from the security of a community and school where they feel safe and have a group of friends and find themselves in a new school, living in an unfamiliar community and what could feel like a scary and alien environment. It can be daunting to the point of socially crippling for some young children to join an established class, to be the ‘new’ child and to learn how to fit in with their new peer group and understand the rules of how the peer group function. As a consequence struggling to fit in could impact on the child’s academic achievement, self-confidence and social development. A child’s development can be affected if a new baby arrives. When the family dynamic changes all members of the family will subconsciously review their  place in the family structure. Whether they go from being an old child to eldest child; baby of the family to middle child or only boy / girl to eldest boy / girl etc. It can be difficult to find your niche and the introduction of the new member of the family can result in feelings of jealousy, no longer being needed, feeling you have been replaced or feeling less special. All of these feelings can cause the child to stop talking, regression, bed wetting or spiteful behaviour toward the baby. When a family are expecting a baby they should take time to discuss the new arrival, think about how it will effect ‘me’ and encourage the children, reassuring them that they are very much loved and that the new baby will really need it’s big brothers / sisters and that all the children in the family are special. It is possible to manage and plan to minimise the effect of some external factors that could influence the development of children and young people such as moving house and having a new baby. Unfortunately, sometimes things happen which we haven’t had time to prepare for. If a family member, close friend of the family, class mate or even a pet dies a child can find it very difficult to understand. The concept of death is challenging for most adults to comprehend so trying to explain to a child that someone they love has left and they won’t be seeing them anymore can devastate a child. They will struggle to manage these new emotions and there is a risk they blame themselves. As with other external factors which influence their development the child could regress, become introvert, find it hard to trust relationships with people who might just leave them. It can affect their school work and may take them some time to accept the death and move forward. They will need a hug e am out of emotional support. 2.3 Explain how theories of development and framework to support development influence current practice. Over the years there have been many theorists who have studied child development and considered what might effect and influence their stages and rate of development. The theorists were all driven by individual ideals and beliefs. Many of their theories influence common practice in early year’s environments and schools today. Piaget’s (1896-1980) theory looks at stages of cognitive development. According to Piaget children progress through four stages of cognitive development which indicate how they see the world. Piaget believed that children actively try to explore the world around them and try to make sense of it. Through his observations Piaget’s developed a theory of intellectual development that included four stages. The sensorimotor stage from birth to 2; the preoperational stage from 2 to 7; the concrete operational stage from 7 to 11 and the formal operational stage which begins in adolescence and continues in to adulthood. Piaget thought that all children develop at their own speed but got there in the end. By considering each child individually and thinking about how one would create the best learning experience for them we are providing them with a quality learning experience. In the classroom we must consider that all children are not at the same stage of cognitive development. There needs to be a variety of suitable learning experiences for children at various levels of cognitive development. This supports outcome-based education (OBE) principals which state that individual learners needs must be catered for through multiple teaching and learning strategies and assessment tools and that learners must be allowed to demonstrate their learning achievements and competence in whatever manner and most appropriate to their abilities. Marlow (1908-1970) was a humanist. His theory suggest that our actions are motivated in order to achieve our needs. His theory ‘A theory of Human Motivation’ is often displayed as a pyramid detailing a hierarchy of need. The lowest levels of the pyramid are made up of our most basic needs i.e. physical requirements including the need for water, food sleep and warmth. Once these are met people move up to the next level, a need for security and safety. People move up the pyramid towards the top requiring the need for friendship, love and a need for personal esteem and feelings of friendship. Maslows theory can be seen in the classroom by the introduction of water  bottles, regular healthy snacks, breakfast clubs and lunch at appropriate time in the school day schedule. Once the child’s basic needs have been met it is presumed that the child is best placed to learn. There is a huge emphasis on safe guarding in schools, everyone working in the school environment is trained to look out for possible signs of neglect, and this too supports Marlow to ensure the child’s needs are met. Skinner (1904-1990) believed the best way to understand behaviour is to look at the cause of an action and its consequences. He called his approach ‘operant conditioning’. This means the changing of behaviour by the use of a reinforcement which is given after the desired response. Skinner identified three types of response i) neutral response – responses from the environment that neither increase nor decrease the probability of a behaviour being repeated. Ii) Reinforcer’s – responses from the environment that increases the probability of a behaviour being repeated. Reinforcer’s can be either positive or negative. iii) Punishers – response from the environment that decrease the likelihood of behaviour being repeated. Punishment weakens behaviour. Skinner’s theory can be implemented in the classroom by introducing a reward system. In younger classes ‘smiley/sad’ reward charts are displayed and smiley faces are given for good behaviour and sad faces for less favourable behaviour. As children grow older merit marks are given in recognition of good behaviour and detention for unwanted behaviour. Handout Number Three: how to monitor development and make appropriate interventions Assessment Criteria:   Please tick the box when you believe you have covered this in the content. 3.1 Explain how to monitor children and young people’s development using different methods 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern 3.3 Explain how disability may affect development 3.4 Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern 3.1 Explain how to monitor children and young  people’s development using different methods. There are various methods of monitoring children’s and young people’s development. There are both summative (the assessment of the learning and summarizes the development of learners at a particular time) and formative (a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension) methods such as formal testing i.e. SATs, which record a child’s academic achievement or observations, target checklists, tick box checklists. Early Years Foundation Stage (EYFS) sets the standards for development, learning and care of children from birth to 5 years. There 2 main assessments of children carried out i) EYFS check children at 2 yrs providing a short summary of a child’s development between 24 and 36 months. ii) the EYFS profile provides a summary and details the child’s attainment at the age of 5. In Primary and Secondary Education the National Curriculum is followed. The National Curriculum covers learning for all children aged 5 -16 in state schools. Children with Special Educational Needs (SEN) work to ‘P’ scales, this is the statutory method used for reporting attainment. Key Stages were intruded in 1988. Targets defined in the National Curriculum are assessed at the end of each key stage. Key Stage 1 covers years 1 and 2, Key Stage 2 covers years 3 to 6. At the end of the Key Stage the children are tested by using SATs (Standard Assessment Tests). These are tests that are set for pupils in Key Stage 1 in year 2, in Key Stage 2 in year 6 and in Key Stage 3 during years 7-9. They are designed to measure pupil’s progress in the core national curriculum subjects compared to other children of the same age. They are a method of assessing pupils, monitoring progress and help plan future teaching. The children are tested in an exam like environment and provide a comprehensive indication of the child’s academic attainment. SATs provide a method of understanding academic achievement, however, many other methods are used to monitor children’s development including observation. It’s essential to maintain paper records, recording what you see and feeding back to the parents. Teaching Assistants support the teachers with observations and will monitor areas of development such as  speech, language, social interaction, physical and age appropriate behaviour, feeding back to the teacher with any area of concern. 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern. 3.3 Explain how disability may affect development.  There are lots of reasons that children and young people’s development may not follow the expected pattern. It’s important to mindful that all children are different and will develop at different rates. However, it is also very important to observe children and be aware of significant differences in their development to that of their peer group. Emotional issues can impact on child development. Children who have experienced the death of a parent; sibling; close family member can become socially isolated. Not understanding the emotions they are experiencing, managing their own loss and grief and watching the grief and loss of their loved ones can cause them to regress. Some children have been known to stop talking when they experienced the loss of someone who was integral to their safe and secure world. They can experience anxiety and feel that others may suddenly die/disappear from their life. Children who are in care could have difficulty with their social development. If they do not have the opportunity to form a loving, trusting relationship with their parents then they could have difficulty forming trusting relationships with other people. Their own self value and self-worth could also be effected, feeling if their parents don’t want them then why anyone else would. Children do not have the capacity to completely understand all of the details of why they are in care but will feel the pain of rejection and in order to protect themselves could build up barriers, preventing them from interacting fully with their peers, teachers and care providers. Children who suffer with ongoing health issues development may not follow the expected pattern. If they have an issue which could result in lots of hospital appointments or days absent from school due to ill health not only can th eir academic achievement be adversely effected so can their emotional and social development. If their health issue is also a physical disability it could prevent them from participating in sports and physically able events. They could find that they are not included in activities or invited to parties as they are unable to take part. This in turn could  affect social skills and self-confidence. Children from different cultural backgrounds may develop at different rates and stages purely because the expectation of their culture is different. Some cultures view boys and girls differently and their expectations are according to gender could vary, there focus on areas of development and personal achievements to strive toward may differ to those that are in the UK’s expected pattern. The most significant factor that will affect development and prevent it from following the expected pattern is disability. Disability covers a multitude of issues including physical disability, sensory impairment (sight, hearing) or a developmental disorder such as autism. If a child’s fine motor skills and gross motor skills are not developing they will have problems controlling a pencil, developing independence skills feeding themselves (holding a spoon), walking, running, jumping. Children who are different will struggle in their peer group whether it be because they physically can’t keep up or if they socially can’t keep up. Communication problems can create a barrier to forming friendships and social integration. Children with severe developmental disabilities such as autism will develop very differently to the expected pattern. The world could seem alien to them, language a mystery, everything could cause confusion. Children with sensory processing disorder can struggle to cope in their environment and find it very hard to tolerate various experiences. A lot depends on the severity of the disability and the support and facilities available to the child. A child born with Down Syndrome will have a care plan in place from birth , their development pattern already differentiating from their peer group, expectations adjusted to take account of the delays one would expect to see in a Downs baby. Children with medical conditions such as cerebral palsy, again diagnosed from birth, could have associated learning difficulties which will effect both physical and mental development, so their expected development plan will be adjusted to include in their areas of disability. Children born with autism may not receive a diagnosis until they reach school age. Although they may have always been slightly different to their peer group, left undetected and diagnosed the expectation would still be to follow the normal pattern. However, once diagnosed adjustments would be made taking in to account the triad of impairments and how the child autism impacts on their development. Their social skills may not develop as  expected, they may not see the need to have friends or want to have friends. They may not understand role play, have appropriate communication skills. They may have sensory issues. These children are unique and they will develop at their own pace and in their own time. 3.4 Explain how different types of intervention can promote positive outcome for children and young people where development is not following the expected pattern. There are many types of interventions promoting positive outcomes for children and young people where development is not following the expected patterns. Social Workers work closely with the family and care providers to support a child who has been identified with having developmental problems or a disability. Social workers are a key link to other professionals who will work with the child. Their role is to form a professional relationship with the family and become someone the family can trust and turn to if they need to access other services. A social worker will assess the family’s needs and identify what is required to support the family and the child and channel this through to access the resources required to meet the needs. They will intervene if there are problems at school and remain a constant between the parents and child if a child is placed in temporary care, providing the child with a familiar trusted adult. Educational psychologist’s asses’ children in school, working with the class teacher to identify how a child learns. They look at the individual learners who have been identified as gifted and talented or with learning difficulties and provided a detailed report discussing what external and internal factors may impact on the child’s ability to learn. The educational psychologist will report on areas including physical development; communication; cognitive; educational attainment; approaches and attitude to learning; social emotional behaviour; independence/self hep skills; child’s views; parents views and factors impacting on progress. The report will detail recommendations to the school and if the child has a Statement of  Special Needs to the Local Authority. The recommendations will include the type of provision a child needs to learn, the type of environment and the type of strategies that will support the child to achieve their full potential. Speech and Language Therapists (SaLT) provide expertise in language, communication and swallowing disorders. They will assess the child in clinic and work closely with allied professionals to provide support. During the assessment they will provide a differential diagnosis, interventions and management for children with difficulties. They work closely with the child’s family; paediatricians; SENCO’s; teachers etc. to provide strategies and techniques to reduce the impact these difficulties have on the child’s learning. SaLT’s work with children who have difficulties including articulation delay; phonological delay; phonological disorder; developmental language delay; developmental language disorder; specific language impairment, dysphagia; dysfluency; social communication disorder; voice disorder; cleft lip/palate and oral dyspraxia. A SaLT uses their discretion to identify if a child’s SaLT difficulty is an educational requirement or not and where is should be situated on the child’s Statement of Special Needs. Occupational Therapist’s (OT) asses and treat physical and psychiatric conditions using specific activities to prevent disability and promote independence in daily life. They work with a wide range of people including children and young people to support them to overcome their disability. OT will work with children who have been given a diagnosis and will implement strategies which will support the child become part of the child’s daily tasks. They deliver support to children with diagnosis’ including physical disability and Cerebral Palsy; Developmental Co-ordination Disorder (DCD)/Dyspraxia; Autism Spectrum Disorder (ASD); Attention Deficit Hyperactivity Disorder (ADHD); Sensory Processing Disorders; Significant Development Delay and Chronic Fatigue Syndrome (CFS). These are only a few of the many professionals working with children and  young people to provide strategies and on-going support to ensure that the child’s need are met and that they are placed in the best possible education environment. Working together to provide a multi-agency approach will ensure a positive outcome for the child and their family enhancing and enabling the child to achieve their full potential.