Physical Fitness and Sport Policy in the Cold War

Introduction The period of the Cold War can be considered the time of depression or the time of dramatic progress and changes. As two superpowers competed in all possible domains, it was apparent that athletic fitness and physical training could become the same premises for a competition as the arms race or other areas where some rivalry between the United States of America and the Soviet Union occurred.Advertising We will write a custom critical writing sample on Physical Fitness and Sport Policy in the Cold War specifically for you for only $16.05 $11/page Learn More As such, Thomas M. Hunt analyzes the rise of competition in the field of physical training, especially in Olympic Games in the period of the Cold War. The author claims that the time of Lyndon B. Johnson presidential administration shifted the priorities in the sports national policy and vision of sports rivalry in the United States. Analysis of the thesis â€Å"Addressing the subject in terms of federal initiatives during the 1960s, this article will argue that the years of the Lyndon B. Johnson presidential administration served as an important transition period between competing visions of American sport policy† (Hunt 274). Though Hunt suggests that vision of the rivalry in sport shifted in the years of Johnson administration, this change had efficient premises and was a matter of time. I believe that the thesis is rather strong though it makes the readers think about other factors that could have contributed to reorganization of the sports policy in the United States. However, the thesis in this article is well-though and formulated on the basis of an introductory part where the author explains his point of view. For instance, Hunt discussed rivalry between two superpowers in the period of Cold War and inferred from it that sport policy is another area for competition and that the administration of Lyndon B. Johnson contributed greatly to shifts made in ph ysical training policy and vision of the conflict between the Soviet Union and the United States. Evidence to support the thesis Hunt uses reports and facts to support the thesis why I believe that the entire discussion of the topic lacks analysis of other perspectives that could be interesting in this issue. First, the author mentions Kennedy’s attempts to propagate physical fitness as a way to make the mute conflict even more tensed as well as Eisenhower’s vision of the level of physical fitness in the national framework. As such, Kennedy claimed that â€Å"Communist system possesses the vigor and determination necessary to satisfy awakening aspirations for progress† (Hunt 275) which can be treated as a way to make people more ideologically concerned with their physical fitness in order to be ready to reflect the enemy’s ‘aggression’. On the other hand, this fact supports the ideas introduced in the thesis: Cold War period shifted prioritie s and the nation became more concerned with the rivalry in the domain of sport policy and Olympic Games.Advertising Looking for critical writing on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The rivalry in physical fitness could also reflect the desires of the nation and its administration to attain superiority and show that the American people can succeed in other areas than technological development and arms race. Hunt did not discuss rivalry broadly in other domains in terms of failures and victories of each side while other factors could be essential for Johnson administration to bring the concept of physical fitness into a brand-new level. The war in Vietnam was not as effective as the Americans thought it to be and thousands of people were not satisfied with the policies of the President administration to get involved into other military conflicts. As such, the only way to distract the population from the administration wa s to give people another enemy to fight against. Consequently, physical fitness concept and sport policies, as well as competitions in the international athletic arena, became the primary goal of all people whereas this strategy was not more than a mere propaganda. Two superpowers in the period of Cold War were in the condition of permanent stress and every event was treated as a chance to demonstrate superiority over the rival. The arms race is the most essential domain in which no winner could be while physical fitness and sports competitions became a matter of efforts, propaganda, sacrifice, and many other issues that became important for people who thought about the conflict and believed it necessary to do everything to support their compatriots. Hunt analyzes the emergence of physical fitness concept and its increasing importance in the period of Cold War which is the strength of the author’s argument while every domain was the ‘field of battle’ and people s pecializing in different domains were encouraged to perform a labor feat as a means to demonstrate patriotism and loyalty to the country. In this respect the weakness of the argument is that it could have focused on physical fitness and sport policy as one of numerous displays of the Cold War but not emphasize that the President Johnson and his administration catalyzed desire of the American people to win all the competitions in sport by means of telling them that it is great to develop physical fitness. Conclusion The tension apparent for the period of Cold War can be evaluated with regard to achievements in different domains though Hunt attempts to prove that sport policies are the result of shifts in the consciousness of the president administration in the years of Johnson when the matter of physical fitness and victories at the Olympics were considered a feat in the name of the country.Advertising We will write a custom critical writing sample on Physical Fitness and Sport Policy in the Cold War specifically for you for only $16.05 $11/page Learn More The evidence is rather convincing, while many other ideas emerge while reading the article. The author focuses on the sports policies and tries to identify who began the shift in the domain whereas there are other important factors that could have been evaluated in terms of contribution to the development of sports propaganda. Work Cited Hunt, Thomas M. â€Å"American sport policy and the cultural Cold War: The Lyndon B. Johnson presidential years.† Journal of Sport History, 33.3: 273-297. Print. This critical writing on Physical Fitness and Sport Policy in the Cold War was written and submitted by user Chaya Moran to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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buy custom Ingram essay This paper will give a detailed account of how technicians can ethically deal with objectionable files on computer systems by first exploring what these files are, their types, origin, how they can be detected and appropriate ways of protecting machines of them. These discussions will however base on normative ethics as applied to determine what is right or wrong in this specific field. Objectionable files are unwanted content that may find their way in to a computer system or program. The problem of objectionable content is universal and millions of computer users all over the whole world are faced with it (Nick, 1999). Computer technicians are therefore charged with ultimate responsibility of ensuring that all unpleasant materials are eliminated from computers. Technicians especially those who specialize in this particular field have the ability to point out the specific files essential for the computer system and those with harmful or explicit content and get rid of them appropriately. Ingram (2004) asserts that these objectionable files are very harmful not only to the computer system but also to humanity especially children. They are a bad influence because pornographic content on the internet on the computer system can easily initiate them into immorality and other forms of sexual violence. Viruses and Trojan horses have harmful effects on the computer system depending on what they were specifically designed for. Being software programs, they are capable of performing operations just like other programs that run the computer. They damage other important files or interfere with normal computer operations. There are other forms that just spread themselves in the computer system but also harmful as they end up corrupting other files. Ethics presents itself when individuals reflect on the purpose and implications of their acts. Consequently ethical theory approaches apply to everyone on daily basis and in every environment. Computer technicians, due to the nature of their must apply ethicaal theories to govern their handling of objectionable files. The most appropriate approach of ethical theory that applies to this situation is normative ethics. Normative ethics seeks to determine morality standards which define wrong and right other than dictating the way one should act to purse what is right (Ganguly, 2010). Objectionable files like viruses and pornographic content should not be tolerated and therefore normative ethics dictate that technicians must use appropriate ways of getting rid of them to be morally right. The society still respects the rights of children and they should be protected from all scenes that can corrupt their minds. Viruses negatively affect the working of computers and therefore they have to be removed (Ganguly, 2010). These are the proper standards which have been defined as valuable and if exercised, they go a long way in ensuring harmony at work. It is morally wrong for computer technicians to expose children and computers to objectionable content. However a good technician will do as discussed below. Buy custom Ingram essay

The Relationship Between Sharia Law and International Commercial Dissertation

The Relationship Between Sharia Law and International Commercial Arbitration - Dissertation Example ration. Procedural issues, such as: access to justice, service of process, standards of fair trial, evidence, independence and impartiality of arbitrators, joinder, intervention and consolidation, confidentiality of the arbitral proceedings, arbitral interim measures, requirements for an arbitral award. Substantial issues involving the merits of the dispute, such as the application of uniform law and mandatory rules. Acceptance of prior or intervening court judgments/ arbitral awards that may be recognized as res judicata and similar issues.4 Overall, the central debate in resolving issues about the merits of a dispute revolves about whether arbitrators can or should rely upon the general principles of law instead of the legal system of any one State. The debate gains significance when the issue is addressed differently by the general principles of law and the legal system of the state, and controversy exists in the degree to which the clashing principles of sovereignty and pacta sun t servanda should apply. b) Source of general principles of law in international commercial arbitration The phrase ‘general principles of law’ conveys the impression of a set of rules spontaneously arrived at by international businessmen; the truth, however, is that they are rules grounded in national legal systems. It must be clarified that the general principles of international law are not always applicable in all situations. In those instances that the parties have stipulated in their agreement their choice of law or rules of law that is to govern their relationship, there is no instance when general principles of law shall apply. Arbitrators are bound to respect the choice of the parties. The following are the more popular ICA rules according to institution: i) International Centre for Settlement of Investment Disputes (ICSID) Convention, Regulations and Rules ii) ICSID Additional Facility Rules iii) London Court of International Arbitration (LCIA) Arbitration Rule s iv) International Chamber of Commerce (ICC) Dispute Resolution Rules v) (United Nations Commission on International Trade Law (UNCITRAL) Arbitration Rules vi) Permanent Court of Arbitration Rules vii) American Arbitration Association (AAA) International Arbitration Rules viii) International Bar Association (IBA) Rules on the Taking of Evidence in International Commercial Arbitration 2) Islam and its Legal System a) Overview of Sharia The word â€Å"Shari’a† is Arabic for â€Å"the path† or â€Å"the way,†5 or more descriptively, â€Å"a path or way to a water hole in the desert.†6 The more figurative meaning would be the path Allah or God had designated for humankind to follow in

Identify a nursing informatics project Coursework

Identify a nursing informatics project - Coursework Example The need for the replacement arises from the changes and technological innovation most of which have created better digital infrastructures that promise increased efficiency and fidelity of communication and databases. Replacing the information system at the facility is therefore important since it will not only update the facility’s database but will also enhances the efficiency of operations and the quality of services at the healthcare center. The stakeholders in the project will include the service provider. The facility contracts the service provider to install an appropriate information system at the facility. As such, the service provider will not only install the system but also advise the other stakeholders on the features of the system thereby enhancing its functionality. Other stakeholders will include the doctors and nurses at the facility the two will use the system on a daily basis as they access various files. They therefore require appropriate technical knowhow and understanding of the system in order to use it effectively (Blick, 2011). The project’s priority at the facility is to offer a secure and efficient information system at the facility. The new information system will consist on new computers coupled with many other auxiliary equipment and programs that will safeguard the safety and integrity of the facility’s database. The success of the project results from the timely installation and a delivery of the improved efficiency among other features missing in the current system. Installing the information system in time is mandatory since it enhances and upholds the timely vale the organization prides in; this enhances the reputation of the facility besides complementing service delivery. The information system will necessitate the creation of an information department within the facility.

Intercultural Communication in Workplace Case Study

Intercultural Communication in Workplace - Case Study Example Morgan. He seemed to be in a jovial mood. Immediately Mrs. Morgan followed him to his office. Mrs. Morgan didn't understand why Mr. Ablerto could have called her this early to his office. Although she did not understand why she was called she remembered that there were some sales document that were supposed to be signed by the general manager and passed to the production department as the deliveries were expected to be made by that afternoon. But when she reached the office she found it in a total mess as it had not been clean and she thought she had been called to put it in order. As she was collecting the papers on the floor she remembered about the sales documents. First when Mr. Alberto waved his hand, he did not intend to call Mrs. Morgan but it was a form of greeting. Mr. Alberto happens to be an Italian while Mrs. Morgan was an American. Apparently in the Italian culture, their form of waving is the same as telling someone to come while waving in the sense that they move their fingers up and down while waving. In the American culture this is same as calling someone. So when Mr. Alberto waved at Mrs. Morgan he was greeting her but not calling her. But this was misinterpreted by Mrs. Morgan who followed him to the office. Not knowing why she was called, Mrs. Morgan immediately went and started collecting some papers which were scattered in the office. She apparently judged that the only reason why Mr. Ablerto would have called her was that his office had not been cleaned and perhaps wanted her to keep it in order. So she apparently set out collecting the paper that had been scattered on the floor. She decided to ask about the status of the documents that were to be signed. According to the answer that she was given by Mr. Ablerto she interpreted it for yes though Mr. Alberto meant no in his Italian language. Apparently he appeared very busy and did not pay attention to the details of the conversation. Mrs. Morgan left the office satisfied that the documents had been signed and she relaxed in her office waiting to collect and deliver the orders. These two issues as presented in the conversation are actually some of the cultural issues that acted as a barrier to communication. First Mrs. Morgan didn't understand that Mr. Alberto was waving at her to greet her and was not calling her. This was a misinterpretation of the meaning of the non verbal expression. The difference in the interpretation here was affected by the cultural interpretation of the meaning of the gesture between the Italian and American cultures. This created as barrier in

Child care and education

Child care and education Introduction Play is central to the development of children which helps them make sense of the world they live in and they learn by playing, exploring and trying things out. From 2008, child minders, nurseries, pre-schools and reception classes are required to pursue the Early Years Foundation Stage (EYFS), and will be checked under this framework by OfSTED. The EYFS has been planned to provide support and direction to all those working with children up to the age of 5 in how best to enable children to feel safe and supported and to extend their learning and development. In EYFS, stress is placed upon understanding that each child and their family are unique, with different needs and concerns. Effective practitioners should be asking themselves What sort of child is this and how am I going to support their development and learning? The EYFS has rightly set the relationship between practitioner and child at its core because we have a very special, influential and vitally important role as we support, facilitate, model, reflect, evaluate and engage with children along their learning journey. www.foundation-stage.info Childrens learning and development is from 6 areas personal social emotional development; communication, language and literacy; problem solving, reasoning and numeracy; knowledge and understanding of the world; creative development; physical development They bring together the skills, understanding and experiences appropriate for babies and children as they grow up, learn thing and develop. Childrens development happens generally in six overlapping phases birth 11 months, 8 20 months, 16 26 months, 22 36 months, 30 50 months and 40 60 months. The overlap is planned to emphasise the fact that are differences between the development of children in different varying of learning, and between children of similar ages. It strengthens the principle that children learn and develop in different ways and at different rates but also that all areas of learning and development are equally important and are interconnected. There are a number of current influences on play and a couple are highlighted below. Forest Schools Their are a number of points where Forest Schools encourage and inspire children of any age through positive outdoor experiences. Forest Schools aim to develop: The personal development of the children so that there personal confidence, self esteem, self awareness, and social skills improve A wider range of physical skills Understanding of natural and man made environments Understanding of environmental issues Self Regulation, Intrinsic Motivation, Empathy, Good social communication skills, Independence and a positive mental attitude. Forest School create a unique learning environment they are used to support a range of individuals, community groups and larger organisations to use their local open space for play, health, activity and personal development uses. The children would be encouraged to learn through play in the forests and develop their imagination through play Forest Schools originated in Sweden in the 1950s when children were taught outside. They learnt about the world and nature and the environment through stories, songs and activities with woodland materials. The first Forest School in Britain was initiated by Bridgwater College 10 years ago. Forest Schools use the open space to help children learn practical and social skills as well as freedom. From as young as 5 years old, children can sit around a fire and learn how important it is to treat fire respectfully. Child Care and Education pg 289 Reggio Emilia Started in Italy in the late 1940s after the war. The aim is based on the ideas that a child is creative competent learner who discover in collaboration with adults and other children so they develop social learning. The basic idea of Reggio is believing in the importance of discovery, both indoor and outdoor, learning environments are stimulating and that children should reflect on their learning and document their own learning. There are seven points that Reggio is based on Creative thinking / using their imagination Exploring and discovery / finding things out on their own Free play Following childrens interests / doing what they enjoy Valuing, encouraging all ways children express themselves Asking children to talk about ideas and to expand on them Asking children to re-visit their ideas There are also some central approaches to the Reggio Emelia approach Low adult to children ratios Teachers as learners and reflective practioners. Child Care and Education pg 289 Child Development pg 155 What is child development theories? There are many theories and research , national and local initiatives as well as policies, physical, intellectural, emotion and social as well as psychological reasons such as security and safety,lifestyle,play . Technological reasons also affect child development Child development theories are sets of principles that are designed to predict and explain something. Over the years, psychologists and scientists had devised many theories which help explain observations and discoveries about child development. Also, providing a broader framework of understanding, a good theory allows educated guesses about aspects of development that are not yet clearly understood. These ideas provide the basis for research. A theory also has practical value. When a parent, educator, therapist, or policymaker makes decisions that affect the lives of children, a well-founded theory can guide them in responsible ways. Child development theories can also limit understanding, such as when a poor theory misleadingly emphasizes unimportant influences on development and underestimates the significance of other factors. The regulation states that Play underpins the delivery of all the EYFS and has many constant reminders throughout the guidance for practitioners to aid child initiated learning through play. The effective practitioner is tuning into childrens interests and thoughts so that you can tap into what they love and know which stimulate and inspire. Play is also at the forefront of the EYFSs delivery and can be the start for everyone involved. You can enrich young childrens lives by being reflective and be a well equipped facilitators enjoying the learning journey with them! The EYFS programme is about improving chances for life for all children, by giving them all an opportunity to have the best possible start, regardless of their family status or circumstances or where they attend. The EYFS delivers improved outcomes for all children, across all areas of development and learning. The Childcare Bill seeks to establish a single standard phase of development for all children, as it set the 10 year strategy for childcare Choice for parents, the best start for children. Its provides a flexible system that helps and supports childrens development from birth, when they will interact with adults that are trained and experienced; in environments that are safe, caring and loving. The Early Years Foundation Stage is a central part of the ten year childcare strategy: Ensuring a consistent approach to care and learning from birth to the end of the Foundation Stage. Incorporating elements of the National Standards. Has a play-based approach Focuses on stages of development rather than chronological, age based teaching and learning The overarching aim of the EYFS is to help children achieve the Every Child Matters five outcomes: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic wellbeing The EYFS principles are grouped into 4 themes A unique child. Principle Every child is a competent learner from birth who can be resilient, capable, confident and self-assured Positive Relationships Principle Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person Enabling Environments Principle The environment plays a key role in supporting and extending childrens development and learning Learning and Development Principle Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected. The theorists, Piaget, and Vygotsky, both viewed the significance about the role of play and learning in the early years. Both found it to be a vital part of a childs development. Piagets idea of self discovery suggested that children needed minimal adult interactions to help them learn through life. He believed that the children tried, without adult help, to make sense of the world and understand what was going on around them. He also had similar thoughts on his theory of child language acquisition. He had a idea notion that play was a window that reflected the goings on in the life of a child. Vygotsky saw it differently. He suggested that children are social learners, and liked to explore and discover new things with the help of adults and not without. This was his scaffolding theory and the zone of proximal development. Bruner said that when the children get older they stop learning new things.They start to build on what they already know. If children were left to teach themselves, as Piaget said, the child may not learn all they need to know, eg Maths. The subject of Maths needs adult help and teachings ensure that the children understand correctly, and that the necessary information is being learnt. Also some children, even in a play situation, will continually return to the same area and objects because it is their comfort zone. Evidently this way the child will fail to benefit from the learning Banduras Social Learning Theory modified traditional learning theory which was based on stimulus-response relationships. It considered learning to be no different among infants, children, adults, or even animals. Banduras approach is influential in the treatment of problem behaviors and disorders. Learning can be based on a spiral approach (Janet Moyles 1989)which starts with free-play.It allows children to explore e.g. To explore water using equipment provided. e.g. To explore how to change the size of a splash. Can they make a small splash, can you make a big splash? It is vital to allow children the chance to practise the skill they have learnt through lone and peer supported play. Childrens play reflects their wide ranging and varied interests and pre-occupations. In their play children learn at their highest level. Play with peers is important for childrens development. Through play children learn experiences by exploring and developing, which help them make sense of the world. They practice and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations. Observing children is different from being alert and noticing what is happening around you. Observations have to be focused and carried out in an order to plan for and assess children in a purposeful manner The information below gives advice on the following on some principles for observational assessment, and how they can be put them into practice: Assessment must have a reason and a purpose. Continuous observation of children participating in every day activities is the most suitable way of building up an accurate picture of what the children know, understand and feel, what they are interested in and what they can do. Practitioners should plan observations and also be ready to capture the spontaneous but important moments. Judgement of childrens development and learning must be based on skills, knowledge, understanding and behaviour that are demonstrated consistently and independently. Effective assessment takes equal account of all aspects of the childs development and learning. Accurate assessments are reliant upon taking account of contributions from a range of perspectives. Assessments must actively engage parents in developing an accurate picture of the childs development. Children must be fully involved in their own assessment. Record keeping is important and are an important tool to help practitioners and childrens attainment and progress. A multi professional approach when working with children and parents is important as it helps children not to slip through the net. Communication is the biggest part of the multi professional team, as everyone needs to know what is going on. The multi professional approach team is made up of a lot of different agencies, they are agencies including Schools and teachers, Hospitals and doctors, Social workers, Police and many more. They all work together to help parents and children to stop tragic cases such as death, child abuse, etc. Multi professional approach allows professionals share knowledge about a family needs so that the parents dont have to ask the same questions over and over again. The professionals are aware of each others roles in supporting the family so that conflicting advice can be minimise. It is essential that each agency communicates well and understands not only there role and responsibilities but the others agencies as well. Parents/guardians are the most important people in a childs life, and recognise the importance of this. We have a responsible role that involves sharing care of the child with parents/guardians; listen to parents/guardians, as they are the expert on their child. Every Child Matters is a important part of the curriculum. Its aims as agreed by leaders, teachers and other education professionals and is about promoting childrens wellbeing and enabling them to develop their potential as healthy, enterprising and responsible citizens. Every Child Matters states that every child, whatever their social upbringing or circumstances, should have the help they need to be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic wellbeing These five outcomes need to be at the centre of everything a nursery or school does and reinforced through every aspect of its curriculum- lessons, events, routines, the environment in which children learn and what they do out of school. Early Education Providers involved in the care and education of young children from birth to five follows rules from the Department for Children, Schools and Families. These rules are intended to support practitioners to meet the diverse needs of all children, enabling them to enjoy and achieve. Children birth to three years Care, learning and development for babies and children up to three is available at a variety of settings including day nurseries, registered pre schools and childminders. Practitioners use the Birth to Three Matters Framework to support the young children in their care. The Framework: values and celebrates babies and children recognises their individuality, efforts and achievements recognises that all children from birth develop and learning though interaction with people and exploration of the world around them recognises the holistic nature of development and learning The child is at the centre of the Birth to Three Matters Framework. It highlights four Areas which mark the skill and competence of babies and young children and shows the links between growth, learning, development and the importance of the environment in which they are cared for and educated. These four areas are A Strong Child A Skilful Communicator A Competent Learner A Healthy Child All children, whichever provision they attend, will experience a play based curriculum of planned, independent and adult led activities. These experiences may take place indoors and/or outdoors and will aim to develop knowledge, skills and understanding in the following areas: Personal, Social and Emotional Development Helps children to mix and form relationships with individuals and groups, playing and learning co-operatively. Children are supported to develop a positive sense of themselves and an awareness of the needs and feelings of others Communication, Language and Literacy Children are supported to develop skills in talking and listening, reading and writing. They are introduced to a rich learning environment where these skills are valued. Mathematical Development Mathematical understanding is developed through a variety of practical activities based on every day situations. Children are supported to develop mathematical ideas and use related vocabulary while taking part in sorting, matching, ordering, counting, pattern making and working with numbers, shapes and measures. Knowledge and Understanding of the World Children are encouraged to be curious, to ask questions, to experiment and solve problems to help them make sense of the world they live in. A variety of practical experiences build the foundation for later learning about science, design and technology, information and communication technology, history, geography and religious education. Physical Development Young children are supported to develop physical control, co- ordination and manipulation, confidence and ability to move in different ways and handle large and small equipment. Children learn how their bodies work and how to stay active, safe and healthy. Creative Development Children have opportunities to take part in a range of creative experiences. As their imagination develops they have opportunities to communicate and express their ideas and feelings in a number of ways through artwork, music, dance and role play. These six areas of learning are of equal importance and through activities and experiences children learn and develop in a holistic manner. Parents are childrens first educators and are highly valued in the contribution that they make. The role that parents have played, and their future role, in educating the children do this through: before their child starts in our school talk to parents about their child; children have the chance to spend time with their teacher before starting at a nursery school by having Induction Session. Giving parents regular opportunities to talk about their childs progress Giving free access to their childrens Learning Journey record books . Encouraging parents to talk to their childs teachers about any concerns they may have. A range of activities throughout the year that will encourage collaboration between child, nursery school and parents. Ie.fund raising days, themed activity days, concerts like Harvest Festival, nativity, Easter and leavers concert. Have 2 formal meetings per year (Autumn and Summer term) with parents to discuss the childs progress and development. All staff who are involved with EYFS should aim to develop good relationships with children and interact with them and take time to listen to the children. Recognising diversity is about recognising that children can come from lots of different backgrounds and family structures and this could be from the language they speak, culture and beliefs. Diversity means responding in a positive manner to differences, valuing all people. All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter: what they think or say what type of family they come from what language(s) they speak what their parents do whether they are girls or boys whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting. Improving the physical environment physical aids to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. New buildings should be physically accessible to disabled pupils and will involve improving access to existing buildings including ramps, wider doors, low sinks, etc Improving the delivery of information to disabled children at nurserys or schools The information should take account of pupils disabilities and parents preferred formats and be made available All children should be treated in the same way regardless of race, religion or abilities. Nno matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting and all children have a need to develop, which is helped by exploring and discovering the people and things around them. Some childrens development may be at risk, for example children who are disabled and those with special educational needs , those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness, children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves. In the UK, children are being raised in a society with many sources of enriching diversity. Good early years practice needs to sustain this from the earliest months of babyhood. Practitioners need to work to create a encouraging learning environment. Play materials, books and other resources can be on hand in a helpful way by reflecting on how young children learn about culture and cultural uniqueness. Diversity and inclusion is also linked to legislation such the Childrens Act 1989, SEN act 2001, Rights of Children 1989 and the Race Relations Act 1976. Also included is the Disability Act 2004. Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences. Early childhood is a good time to offer opportunities that enable children to stretch beyond the familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance. All opportunities need to be well grounded in positive pride for the styles common in every childs own background. Learning about identity and cultural diversity can help young people to live and work together in diverse communities, both in this country and the wider world. It can also help them develop their identity and sense of belonging which are fundamental to personal well-being and the achievements of a flourishing and cohesive society. The United Kingdom already has of a large range of ethnicities, cultures, languages, beliefs and religions. These are not staying still but are constantly changing and interacting, so that everyone can identify with different aspects of their heritage in different situations. Diversity also cover, social class, regional differences, gender, sexual orientation, religious and non-religious beliefs and values. Young people need to develop the ability to see themselves as part of this diversity, and to reflect on who they are. Schools can give them the opportunity to explore their identities in a safe and positive environment, and to discuss what is important to them and their families. This develops a sense of belonging to a community that values them and improves their understanding of what binds people in communities together. When individuals recognise and value their own culture, beliefs and traditions, they can better understand how others develop their identities. The identity and cultural diversity curriculum dimension helps learners to gain a broad understanding of the country they are growing up in: its past, its present and its future. They learn about its range of cultures and traditions, its political system, values and human rights, how it has evolved to be as it is, and in particular, how they are able to contribute through democratic participation to its future development. References Child Care and Education Tassoni. P. (2007). Heinemann (Harcourt Education Limited). Oxford , England Child Development Meggitt. C. (2006). Heinemann (Pearson Education Limited). Harlow, England Department of education and Skills (DFES) 2007 Early Childhood Studies, Willan, Parker-Rees, Savage: (2004) :Learning Matters ltd

Canterbury Tales Essay - Quest for Power in The Wife of Bath :: Wife of Bath Essays

The Quest for Power in The Wife of Bath The Wife of Bath is a very envious women, who desires only a few simple things in life. She likes to make mirror images of herself, through her stories, which in some way reflects the person who she really is. This is all proven through the many ways she portrays her characters. The Wife of Bath desires the obvious in life, but what she most desires above all is being more powerful than her man, her spouse, and her lover. In a relationship, she wishes to be the dominant of the two. The one who has the last say. The one who is in control and decides all of the matters in the relationship. This is shown in her tale when the knight fulfills his task to her."'...a women wants the self-same sovereignty over her husband and her lover. And master him: he must not be above her. This is your greatest wish...' In the court not one that shook her head or contradicted what the knight had said..." (lines 164-170) The knight had spoken and fulfilled his quest, he found what women what the best. No women in the assembly disagreed with the knight's reply and certainly not the old hag. So it must be true power is what women what the most. There is another example of the desire of power for the women it the relationship. The old hag, after marrying the knight, gives him a choice. For her to either stay ugly and be faithful or to become beautiful and wonder. " 'My lady, my love, my dearest wife, I leave the matter to your wise decision. You make the choice yourself, for the provision. I don't care which; whatever pleases you suffices me.'" "'Have I won the mastery?' she said 'Since I am to choose and rule as I think fit?'" "'Certainly, wife, that's it.'" (lines 310-318) Consequently, the hag became beautiful, but yet still faithful. This example shows how happy the women became when she was given the power. So happy that she rewarded her husband by becoming beautiful. " 'And may Christ Jesus send us husbands (that are) meek and young and fresh in bed. And grace to overbid them when we wed.and-Jesu hear my prayer!- cut short the lives of the those who won't be governed by their wives.