Thought and Thinker Essay Example for Free

Thought and Thinker Essay What is faultfinding approximateing? What atomic number 18 the terzetto most significant things that you learned almost critical persuasion during this class? How has your critical thinking changed since starting this course? Reevaluate your stage of development in critical thinking and why you placed yourself in that stage. If your rating has changed since Week One, explain why you think this change occurred. How do you plan to move yourself from your watercourse stage of development in critical thinking to the stage of master intellect?Format your paper consistent with Associate Level Writing bolt Handbook guidelines. According to Ruggiero (2012), thinking is any mental activity that helpsformulate or solve a problem, make a decision, or fulfill a desire to understand. Critical thinking enables us to recognize a wide range of subjective analysis of otherwise objective data, and to evaluate how well to each one analysis might meet our needs (Ku rland, 2000). From the definitions, we see that there is a big difference in the midst of thinking and critically thinking. As human universes we think all day, every day. We think about what we are going to wear in the morning, what task we have to complete at work, what we have to do later work, and even what we have to do the next day. When you are critically thinking, you are analyzing and breaking things down. For instance, when someone presents an idea to you at work. When that idea is presenting to you, you immediately begin to disassemble the idea how it will benefit, what is the systematics, what will it take to get the idea approved, etc.The three most significant things that I have learned about critical thinking during this class are the kind of thinker I am, the steps to take to not let my habits hinder my thinking and telling the difference between an issue and a problem. The beginning of the class was an eye-opener to me. Since I had taken the CAP class at my prev ious education institution, I never thought about what kind of thinker I was. This class has made me see that I am still a beginner thinker trying to improve without timed practice (Ruggiero, 2012). Chapter three taught me many things about myself also. There were things that I knew I did out of habit but did not know that sometimes my habits hinder my thinking capabilities. I never took the time to distinguish the difference between an issue and a problem.After going through week 5, I learned that they are both different although they go hand in hand. My critical thinking has changed since starting this class because now I am able to understand the splendor of critical thinking and how to use it appropriately. The stage of development that I placed myself in at the beginning of this course has changed slightly. I went from a beginner thinker to a practicing thinker.This change has occurred because I went from trying to improve without regular practice to acknowledging the practic es and including them in my daily critical thinking. I plan to more myself from being a practicing thinker to a master thinker by using all my skills acquired from the practices and involving them in my everyday thinking. I am thankful that I had the opportunity to participate in Humanities/111. Withthe skills and practices that I have learned in this course, I am able to work more efficient in my forthcoming courses.ReferencesKurland, D. (2000). What is Critical Thinking?. On CriticalReading.com. Retrieved from http//www.criticalreading.com/critical_thinking.htmRuggiero, V. (2012). In The Art of Thinking A Guide to Critical and Creative Thought, Tenth Edition, Chapter 1 and 3.

K to 12 in the Philippines Essay Example for Free

K to 12 in the Philippines EssayThe Department of Educations delegating speaks clearly of the provision of a quality basic education that should be accessible to all and one which shall lay the foundation of a lifelong scholarship and self-actualization needed for citizenship at the local, national and global milieu. This mission can only be realized if indeed our educational system meets the challenge of the new millennium. Currently, educators upright realized that our educational system has not been updated as to meeting the global competitiveness. It must be an acceptable fact that we deliver produced graduates who lack the skills, who cannot be accepted globally, and who do not possess entrepreneurial skills or the basic knowledge for higher education.I personally believe that it is high time that we start changing the educational system of the Philippines through the executing of the K to 12 Basic Education Program. As a secondary school teacher, I have witnessed p ersonally how our young generation graduates without having themselves equipped totally the basic knowledge they must have developed in the previous curriculum implemented in the schools. harmonize to a survey, it is only the Philippines which has not adopted the 12 years basic education program in the whole of the Asia. This is the very reason why even off if we have intelligent and globally competitive graduates, these graduates cannot still be recognized as professionals abroad because they lack the number of years to complete the basic education.Its implementation is actually a bold and a great challenge to curriculum developers and implementers (teachers) in our country. There are several problems that we have to overcome. But with everyone looking at one vision, holding hand in hand towards its successful implementation, lifting up each of our spirits then the K to 12 implementation will have a successful journey.TERESA E. INDACMAED-CMUGS

The importance of socialization

The importance of enculturation friendlyising 1Running Head The Importance of socializationThe Importance of SocializationSocialization is the routine of diddleing how to make fall in of a culture. Through socialization one learns the cultures langu season, their role in life, and what is evaluate from them. Socialization is a very significant process in the forming of soulfulnessality. Socialization occurs when one interacts with other(a) people. Socialization allows all individuals in a community to get around very similar values, norms, and beliefs (ONeil, 2009). Socialization is a lifelong process, though the primordial points of socialization argon crucial (Shepard, 2009, p. 90). Without Socialization a person will develop different physical and mental disabilities. Socialization is a very important life process.The socialization of young children is very important. During the first fewer years of childrens live, children interacts only with a few different people , in general family. Everything children see and hear leaves an pestle on them. In this date children learn to walk, learn talk, develop the ability to have a relationship, and start underdeveloped personality. A very important part of socialization is role taking. The first step in role taking is the preparatory stop. The Preparatory stage is also known as the imitation stage. This stage begins shortly afterwards the first year of life. In this stage children imitate things happening around them, including sounds and physical movement, simply do non derive what they are imitating. Around age three or four children begin the play stage. In the play stage children start to take the role of one person at a time (Chapter 4 Socialization). Children pretend to be a mother, father, police officer, firefighter, teacher, doctor, or someone the children know or see most belike someone the children look up to. In this stage children imitate being someone else by doing things they th ink that person would do. The third and final exam stage of developing role taking is the game stage. The game stage generally starts around age six. In the game stage children imitate the roles of several others at the alike time. In the game stage the children learns to play sports and participate in group activities that require them to have some idea of what other people expect from them. In this stage the children understands the roles of multiple people at the same time. Role taking allows people to be part of a group (Shepard, 2009, p.96). Another part of the process of socialization is cognitive development. Cognitive development refers to the development of thinking, knowing, perceiving, judging, and reasoning. Children develop these abilities through things occurring around them. According to Piagets possibility Cognitive intelligence develops in stages. In Piagets theory there are four stages the sensorimotor stage, the preoperational stage, the concrete operational stag e, and the formal operational stage (Huitt and Hummel, 2003). The sensorimotor stage begins at birth and ends around age twain. During this stage the children learns how to coordinate body movements with thoughts. They learn that they are separate from other objects, and can cause things to happen. The second stage is the preoperational stage. This stage starts around age two and ends around age seven. In this stage the children learns to associate symbols and language with objects. Children see everything through their own view point. During this stage children are very self-centered. The third stage, the stage of concrete operations, starts around age eight and ends around age twelve. In this stage children learn to solve problems and reason using physical objects. The fourth and final stage is the Formal operation stage. This stage begins around age thirteen and continues into adulthood. In this stage individuals begin to reason without using physical objects or symbols. They le arn to make a hypothesis to solve a problem. All of these stages make up cognitive development (Shepard, 2009, p.95, 96). There are three major Sources of Socialization that affect Children family, school, mass media. The Family is one of the most important parts of socialization for children, because, their first contact is with family, and for the first few years of life children interact mostly with family. Children learn their values, norms, and beliefs from their family. Their family is a large factor in what other people think about individuals. In School children are in the hands of adults other than parents. In school children learn to be less dependent on their parents. In school children learn discipline, order, cooperation, and conformity. In schools children socialize with friends. Mass media includes television, radio, newspapers, magazines, movies, books, and the internet. This form of socialization can be positive or negative. Children learn how different social statu ses are expected to behave. Sometimes mass media distorts reality, and makes things appear more exciting than it unfeignedly is. These things have a great influence on children and are a very important part of socialization (Shepard, 2009, p.102-106).Without socialization children will not develop skills necessary for living. They are not able to learn to talk, walk, eat, use the bathroom, read, write, and many other things. There are some documented observations of children who have been socially isolated. tether of these are Anna, Isabelle, and Genie (shepard, 2009, p.91).Anna was the second child to her unmarried mother. They lived with Annas grandfather. Annas mother thought that if her father would see Anna he would be angered. Because of this, Anna was forced to live in a room that was much like an attic. She was never given food, she lived solely on milk. When she was discovered at age five, she could not walk, talk, and she showed no sign of intelligence. Shortly after she was discovered, she was placed in a country home for children. Within a year and a half at the country home she learned to understand simple commands, eat, keep herself clean, and walk. Her speech made some improvement, but her speech was still the equivalent of a one-year-old. After the year and a half at the country home, she was transferred to a school for retarded children. At the school she made some progress in her speech, it was equivalent to the speech of a two-year-old. She learned to do lots of very basic things, such as bounce and catch a ball, eat normally, use the bathroom, dress herself, build with blocks, identify a few colors, and brush her teeth. She died at age ten (Shepard, 2009, p.91, 92).Isabelle was the daughter of a single mother. Her mother was a deaf-mute. Isabelle was kept in dark room with her mother. She was found at age six. Her legs were bowed, she could not talk, and she was scared of strangers. She was put into an intensive program of rehabilitation, she had a slow start, but then she progressed very quickly. In two years she acquired the skills of a six-year-old. When she was eight, her education was equivalent to the children her own age. Her progress may be linked to the presence of her mother when she was isolated (Shepard, 2009, p.92).Genie was locked in a room from the time she was two till she was discovered, at age thirteen. She was completely silent, because her father punished her for making any vocal sounds. She could not chew food, because she had never been given comforting food. She could not stand strait, or straiten her arms. Genie was not successful in her four years of rehabilitation. After her rehabilitation she could not read, could only peach in short phrases, and she just started to control her feelings and behavior (Shepard, 2009, p.92).Socialization among children is very important. Children must learn to walk, talk, eat, and lots of other life skills. Without socialization individuals can not develop intelligence, and never learn how to perform basic daily functions. Children must know the values, beliefs, and norms of the surrounding culture, so that they will be able to know what is expected from them. The process of socialization and the sources of socialization are very important in the developing of children. Socialization is a very Important Process throughout life, but it the most important in young children. Works CitedChapter 4 Socialization. (n.d.). Retrieved October 5, 2009, from http//www.latech.edu/tech/liberal-arts/sociology/white/3socialization.htmHuitt, W., Hummel, J. (n.d.). Piagets theory of cognitive development. Valdosta, GA Valdosta State University, Retrieved October 5, 2009, from http//chiron.valdosta.edu/whuitt/col/cogsys/piaget.htmlONeil, D. (2009, January 3). socialization. Retrieved September 28, 2009, from anthro.palomar.edu/social/soc_1.htmShepard, J. M. (2009). Sociology (Cengage Advantage Books). Belmont, CA Wadsworth Publishing Company.

Users Who Suffer With Schizophrenia Social Work Essay

Users Who Suffer With Schizophrenia Social Work EssayIntroductionThis report will look at utility users who drive with schizophrenia, it will highlight what schizophrenia is. The leads of avail users who suffer from schizophrenia will be identified including personalised, interpersonal, mixer, educational, accommodation and medication needs. The go available to service users which meet these needs will also be identified.What is SchizophreniaSchizophrenia is a complex disorder with a number of variants, although the prognosis is wellhead understood by specialists. It is a neuropsychiatric disorder where a number of factors may have impacted upon the central nervous system and which results in a cluster of symptoms that atomic number 18 classified as schizophrenia. It is commonly thought, incorrectly, by the general public to be associated with dangerous and extreme madness and thus carries a sword which other diagnoses do not (Eldergill 1997).About one in 100 battalion will have one outcome of schizophrenia, and two thirds of these will go on to have further episodes. Schizophrenia usually starts in the late teens or primaeval 20s, but stack also affect older community for the first time. The causes atomic number 18 unknown but episodes of schizophrenia appear to be associated with changes in some brain chemicals. Stressful experiences and some recreational drugs can also trigger an episode in vulnerable pot. (www. psychichealth.org)Needs of service users with schizophreniaPersonal needsAn persons personal needs includeGood basic personal hygiene this may include assistance to wash and brush their teeth or the individual may need prompting/reminding do so.Having clean naming clothing dish or prompting again may be needed to assist the individual to suck up dressed.Food and drink supplies individuals may need assistance shopping or making meals, to ensure good diet and physical health.Interpersonal needsIt is important that individuals g ain support from their family, friends and professionals.Awareness of the individuals illness and needs is also paramount.It would also be useful to the individual if their family and friends have an idea of what causes their episodes and slipway of defusing the situation or a point of clashing when these situations arise.Social needsIt is important that the individual does not feel excluded from society because of their illness.To be able to carry out social activities on a continuous basisMeet other people with the same illness this can provide an understanding of their illness as well as peer support.educational needsEducation about their illness and also education for their family and friends.What to do or who to contact when experiencing the onset of a psychotic episode.Education on ways to prevent or control the psychotic episodes.AccommodationStable adequate housing.Depending on the severity or their illness supported living or re human facential accommodation.MedicationI t is important that the service user understands what medication they are taking, if any.What the medication does.Side effects of the medication.ServicesThe National Service Framework for adult amiable health has seven standardsStandard one frustrates noetic health promotion and aspects of discrimination and social exclusion that is associated with rational health problems.Standards two and three cover primary caveatfulness services for people who have psychical health problems and include 24-hour crisis services.Standards four and five highlight what is needed to provide effective services for people with mental health problems. This includes being familiar with the care programme approach and its relation to care management.Standard six relates to the individuals who care for people with mental health problems, with social service departments being given the lead responsibility in ensuring that all carers needs are assessed and that they receive their own written care plans .Standard seven sets out what is needed to achieve a reduction in suicides. This will potentially involve all social workers in a range of settings. (Golightley 2009)Social servicesSocial services are put in place to assist people who are experiencing a crisis or are in need of ongoing support. The adult mental health services would be the provider of this service to individuals with schizophrenia. Golightley (2009) highlights the role of social workers working(a) with sufferers of a mental illness to beEducating service users and their families about their illness.Helping to arrange appropriate low stress accommodation.Networking with the service user to provide community support.The use of behavioural techniques to modify behaviours.Encouraging compliance with medication.Acting as an advocate for the service user where appropriate.It is important that social workers are able to identify whether the service user is a risk to either themselves or others. If so it is important to id entify the risk and a way to manage it.General practitionerMIND the mental health charity state that General practitioners are usually the first point of contact for individuals who believe that they are experiencing the onset of a mental illness. GPs can offer advice and referral to other specialised mental health services and interpositions. It is also attainable for them to prescribe anti-psychotic medication once assessing an individuals situation and they feel the individual would utility from it.After diagnosis GPs still play an important role in individuals aftercare and physical health. The GP will be able to provide advice about the medication, what it does and its side effects. According to the Government, GPs play a central role in the care and treatment of people with mental illness. (Department of health 2001) lodge mental health teams participation mental health teams are put in place to assist and treat service users who suffer from mental disorders which primary c are teams cannot treat including schizophrenia. Community mental health teams usually consist of professionals such asPsychologistsPsychiatristsNursesSocial workersOccupational therapistsSupport workers(www.mind.org.uk 2012)All of these professionals work alongside each other as part of a multidisciplinary team. They create individual care plans for each service user and assist them to either maintain their disorder or work towards skilful recovery depending on the severity of their disorder.To access the services of the community mental health team service users would need to be referred by their general practitioner, social worker or health visitor. These professionals will only refer individuals to this service if they believe that it would be appropriate and their patient would make headway from the services they have to offer. once the service user has been referred, they will receive an assessment from the community mental health team which will determine the next steps fo r them to take towards recovery. The assessment will give the service user a diagnosis .Depending on the outcome of the assessment their next steps may include advice, treatment or ongoing support from the team and in some cases referral to another service which specialises in their disorder. (www.mind.org.uk 2012)Early intervention serviceThere is some evidence that early intervention can prevent psychosis and can help to prevent some of the worse consequences of psychosis, such as periods of unemployment, misuse of drugs or alcohol, getting into trouble with the natural law or becoming depressed. (Care services modifyment partnership and national institute of mental health England 2006)The early intervention team is part of the wider community mental health team framework. This service is specially designed for sufferers of schizophrenia and associated psychotic illnesses. This service aims to assist people who are at risk of experiencing their first episode of psychosis or are in the early stages of a psychotic illness. The early intervention team consists ofPsychologistsPsychiatristsCommunity psychiatric nursesSocial workersSupport workersThey aim to improve the effectiveness of short and long term treatment by providing prevention strategies, detection of illness, support and treatment in the early stages of psychosis (www.mind.org.uk 2012).Crisis resolution and Home treatmentTo access this service, service users are usually referred by a community mental health team, general practitioner, social worker or health visitor, although it is possible for service users to refer themselvesThe team is staffed by mental health professionals including PsychiatristsMental health nursesSocial workersOccupational therapistsThey provide intensive and rapid support for people aged 16-65 years old who are experiencing a mental health crisis and who, without the teams help, would be admitted to a psychiatric hospital. Sometimes the CRT can support people in their own ho mes, shortening their stay in a psychiatric hospital. For people in the community, CRTs arrive quickly ideally within an hour. The team is hence available 24 hours a day, seven days a week. Support continues for as long as it is needed or until the person transfers to another service (www.mind.org.uk 2012).Burton (2009) describes the crisis resolution and home treatment team as the gatekeeper to other mental health services, prompt assessment of an individual suffering a crisis, community based care, remain involved throughout the crisis, undertake crisis prevention planning and work in partnership with the sufferer, family and carers.Residential careIf service users feel they are not ready to live in the community independently or supported, residential care may be the next step for them to take. Residential care services provide service users with rehabilitation and support if they are suffering with a severe long term mental illness. This service provides 24-hour care by reside ntial social workers, nurses and mental health support workers. Care homes are for people who need a high level of care and find it clayey to manage in their own home (www.mind.org.uk 2012).This service can be accessed by having a community care assessment, service users may have to ante up for this service as it is means tested.Service user groupsService user groups are put in place to assist service users of all types. severally group is tailored to suite specific service user groups. Service user groups that specialize in assisting individuals with personality disorders, emotional or behavioural difficulties would attain sufferers of schizophrenia. These specific groups aim to make service users feel supported, empowered, included and a part of something. New coping strategies are provided which can lead to service users experiencing less crises.Self-help and peer-support groups enable people to meet and share information, friendship and support. They often bring together pe ople with a similar mental health issue, on a short- or long-term basis. (www.mind.org.uk 2012)Talking therapiesTalking therapies, such as psychotherapy, counselling and cognitive behaviour therapy (CBT), can help to manage and treat schizophrenia. Talking treatments help individuals to identify the things they have issues with, explore them and discuss strategies or solutions. They can allow individuals to explore the significance of their symptoms, and so to defeat them. (www.mind.org 2012)Cognitive behaviour therapy can be accessed through the NHS service users can access these service through their GP. Many voluntary associations including MIND offer these services at no cost.BenefitsThere is financial help available to those who cannot work due to a mental illness. These makes can help towards care, rent and other commitments. damage living allowanceService users who suffer from a mental disability such as schizophrenia may be eligible to claim this benefit whether they are w orking or not. Disability living allowance is a tax free benefit put in place to help with extra costs you have because of your disability.To apply for this benefit service users must first apply through the jobcentre plus, their social worker or support worker would be able to assist them with this process. The claimant may then(prenominal) need to undergo a medical examination in order to receive the benefit. Receiving this benefit could increase the amount of other benefits the service user is authorise to. (www.direct.gov.uk)Housing benefitHousing benefit can provide individuals on a low income with financial support to pay their rent. How much each individual receives depends on their circumstances. Housing benefit depending on the service users income can pay all or part of their rent. Individuals are eligible to apply whether they are working or not, they can apply through their local council or jobcentre plus by filling in a housing benefit form.(www.direct.gov.uk)Council tax benefitService users can apply for council tax benefit through their local council. Depending on individual circumstances service users may be eligible to get all or part of their council tax bill paid. Individuals can get a council tax benefit claim form from their local council.Summaryhttp//www.rbwm.gov.uk/ entanglement/social_mental-health.htmhttp//www.smhp.nhs.uk/OurServices/MentalHealth/CommunityServices/Communitymentalhealthservices/tabid/2538/Default.aspxwww.mentalhealth.org.ukhttp//www.nice.org.uk/usingguidance/commissioningguides/schizophrenia/specifying.jsphttp//www.cwp.nhs.uk/OurServices/adult/CrisisResolutionHomeTreatment/Pages/default.aspxhttp//suite101.com/article/what-is-a-crisis-resolution-team-a204890http//www.mayoclinic.com/health/schizophrenia/DS00196/DSECTION=symptomshttp//www.nhs.uk/Conditions/Psychosis/Pages/Introduction.aspxhttps//www.gov.uk/housing-benefithttp//www.nao.org.uk/publications/0708/helping_people_through_mental.aspxhttp//www.rethink.org/how_we _can_help/our_services/nursing_and_resident.htmlhttp//www.mind.org.uk/help/diagnoses_and_conditions/schizophreniahttp//www.mentalhealth.org.uk/help-information/mental-health-a-z/S/schizophrenia/Department of Health (DH), 2001, The Mental Health Policy performance Guide, London DH.

The role of parents in young childrens development

The role of parents in upstart childrens teachingIntroductionThe pursuance essay proposes to look into the changing role of parents at heart the context of childrens development and skill, focusing in particular upon the federal agency in which government form _or_ system of government has wedged upon this change at both an ideological level and a grass roots level. We propose to concentrate upon the change in language and focus intact within contemporary curriculum documents, analysing the shift in polity discernible within the earliest years base of operations typify as a content of accenting the changing role of parents with regards to childrens development and learning.This, therefore, cl untimely represents an especi bothy complex topic to attempt to tackle with the vast array of reforms to procreational standards witnessed over the be given of the ult cardinal decades constituting a watershed moment in the history of social offbeat provide in the contempora ry era (Ball, 20081-11). We shagnot, in the concluding analysis, divorce the rearing reforms of the 1990s and the first decade of the xx dollar bill first century from the broader changes to the welfare show that have come about as a result of a combination of economic, social and cultural forces in the post-modern epoch. Education to twenty-four hour period should therefore be seen within the context of the broader ideal of market forces, which frame of reference the socio-political pattern of life in every post-industrial democratic capitalist recount. Concepts relating to change magnitude competition, social inclusion and the fostering of a decidedly a market expectation consequently dominate the contemporary policy making agenda with regards to the pro romance of information (Jones, 2002143-170 Tomlinson, 200548-71).Thus, where, prior to the advent of the privatising policies of the Thatcher era and the neoliberal assault that characterised the first dickens foothold of the Blair governments upbringing was conceived of as a matter for the state of matter and central government, after the widespread reforms to the open sector administered over the course of the past ii decades, education has increasingly become the concern not only of the government but also of private sector institutions as well. As a result, topical anesthetic businesses and families have been increasingly integrated into the concept of educational render in the contemporary era with this saucily policy initiative resting upon the twin pillars of confederation and accountability (Chitty, 2004114-119). Partnership therefore represents the learn fruit concept underpinning all education and social reforms at the dawn of the twenty first century, constituting evidence of a shift in emphasis at government, topical anaesthetic and settings level a management from a top-down go about towards a bottoms-up approach. (Gasper, 20091)As a consequence, it is important for us t o note from the offset the way in which the role of parents and of the family and the central office should no longer be seen as beingness separate from the role of the state as the primary educational provider. Rather, we should make a point of underscoring the way in which the vast array of education and social policy reforms witnessed over the course of the past two decades represents a protracted process best silent in terms of the blurring of the boundaries surrounded by the exoteric and the private spheres set to the backdrop of a devolved vision of welfare provision in the contemporary age (Alcock, Daly and Griggs, 2008108-130). In this way, policy makers have intended to establish a clear and concise framework for education provision that would finally positively daze upon paradigms relating to inclusion, equality, selectivity and most importantly standards (Alcock, 200848-50).It is within this radically altered landscape of welfare provision, education policy an d social policy reform that the new educational framework for twenty first century Britain has been creationed with parents invited to play an increasingly prominent role in the development and learning of their children, particularly new-fashioned children in a pre-school context (Clark and Waller, 20071-19). As a consequence, it is prudent to begin our examination by analysing the early(a) geezerhood policy initiatives of the New apprehend government and their broader impact upon parents and the family in order to establish an ideological and conceptual framework in which the remainder of the discussion can effectively take place.The Early Years policy initiatives and the familyThe election victory of New Labour in May 1997 telegraphed a major turning point in the way in which archeozoic eld education provision would be meted out in contemporary Britain. Indeed, compared to the relative inertia of the previous Conservative government, the New Labour regime can be seen to ha ve radically altered the very concept of Early Years social policy with much greater attention being paid to the way that young children are looked after and taught during the preschool years (Palaiologu, 20093-10). This fits neatly into the broader policy objective of raising standards and imposing a discernible market mentality into education, which we briefly describe during the introduction. Improving the way in which early years education is provided impart, in theory, have a positive impact upon the way in which primary and second-string education is provided with a new generation of economically independent young adults emerging from the reforms enacted during the last decade of the twentieth century and the opening decade of the twenty first century. Viewed from this perspective, Early Years education policy in the contemporary era can be characterised in terms of a social construct part of a much broader vision of a reinvigorated twenty first century British confederati on built upon ideals relating to equality and cohesion as opposed to difference and segregation (Baldock, Fitzgerald and Kay, 200939-43).When, for instance, we pause to consider the Statutory Framework for the Early Years Foundation face (2008), we can see that the New Labour government has taken significant policy making steps towards reconstructing the provision of education for young children virtually the new paradigms of accountability and partnership. Further much, by analysing this document we can see the foundations upon which this new early years educational has been built with the role of the parents underlined at a fundamental level, especially with regards to fostering a on the melody(p) consanguinity with the education superiors charged with bringing about reform to the youngest elements of contemporary British society (Statutory Framework for the Early Years Foundation Stage, 20086).As a consequence, we should sleep with the important change to the partnership a pproach where, rather than teachers working with parents under the auspices of the old Childrens Act of 1989 where professionals were conceived of as an aid to parents in need of advice and patron concerning bringing their children up, under the auspices of the Statutory Framework for the Early Years Foundation Stage, professionals and parents are supposed to work to reapher during the key, formative years of a young childs educational, social and cognitive development. In this way, the role of the contemporary education professional at the early years foundation stage is integrated around childrens lives and childrens learning (Tarr, 200992-111).As a result of the fresh, partnership-centric ideological impetus fuelling the policy initiatives of the New Labour government, we can begin to see a new working partnership mingled with the state, education professionals and parents emerge that is increasingly reminiscent of the relationship in the midst of the producer and the consumer in the private sector with educational change being underpinned by greater scope with regards to educational choice (Coffey, 200122-37). In integrating parents and the family into the policy making landscape of the Early Years Foundation Stage the state can be understood to have facilitated an increase in choice with both parents and professionals working out the best way to move forward with regards to implementing government policy (as opposed to simply following legislative guidelines as was previously the case).When, for example, we consider the advent of the Sure Start Centres in the UK and the way in which these state-funded nurseries and daylight care institutions look to adopt a decidedly holistic interpretation of early years education, incorporating educating parents as well as children, we can see the boundary to which the blurring of the boundaries between the public and the private spheres has served to incorporate a wholesale re-configuration of the role of the pare nt within the context of the development of their children (Weinberger, 200531-43). Indeed, according to Valerie Wigfall, Janet Boddy and Susan McQuail, parental involvement is a vital component in the ongoing development of childrens services in the contemporary era, especially in state run institutions such as day Care centres which have been built upon the premise of partnership as the key concept upon which childrens learning and growth can be further consolidated (Wigfall, Boddy and McQuail, 200789-101).As a direct result of this fundamental shift in both policy and practice, the concept of partnership need no longer be purview of solely in terms of government rhetoric and political hyperbole. Unlike, for instance, the concept of partnership as it relates to the community and the police which, on account of the special important powers placed upon the police force, is a partnership more in name than in unimaginative purposes, understood within a discussion pertaining to edu cation, the ideal of partnership is a contemporary, relevant manifestation of policy and practice at both a central governmental level as well as a local grass roots level. Without the restless in wander of parents, New Labours Early Years initiatives would differ little from previous governments attempts at overhauling and modernising the British educational system. By including parents within the policy making framework of young children, the state has therefore championed a radical new approach to rights and responsibility in contemporary society whereby the government plays only one part within the broader tapestry of public service provision. This is especially true(a) with regards to education where the New Labour government has do a clear and identifi equal effort to tackle deep-seated inequalities in all aspects of the British educational system (McKnight, Glennester and Lupton, 200569-93).We should, at this point, though acknowledge the essential paradox that resides at the epicentre of the discussion whereby, on the one hand, the state has advocated a de-centralised approach to government, reducing the impact of policy upon practice in the process, while, on the other hand, the state can be seen to have presided over a period of policy overkill where, as far as education and indeed all social policy reform is concerned, there has been dramatic rise in the visibility of the government as both the arbitrator and instigator of education policy and educational standards (David, 1999111-132). This paradox is a reflection of the uneasy relationship between the public sector and the private sector as well as the contrast demands of instilling a policy making landscape built upon the harmony of the home and the family while at the same time championing education policies aimed at get parents back to work as quickly as possible. Understood in these terms, New Labours educational reforms enacted since 1997 can be understood in broad terms relating to indu strial policy with pupils and parents alike both being conceived of as economic actors working within the framework of a more efficient early twenty first century state (Stedward, 2003139-152).This paradoxical relationship between economic and social policy, and between the public and the private spheres, is likewise mirrored in the a good deal uneasy relationship between professionals and parents within the context of Early Years welfare provision. To understand more about this paradox and the way in which it impacts upon the governments vision of a more egalitarian society constructed upon premises pertaining to choice, competition and inclusion we need to turn our attention towards attempting to understand the home-school setting as the basics of the partnership approach to education and social policy that defines New Labours approach to governance.Home-school setting partnershipThe changing role of the home-school partnership reflects the everlastingly shifting landscape of po licy and practice with regards to childrens development, especially children operating within the context of the early years. Where, previously, education was interpreted as a matter for the state with teachers constituting the primary means of educating young children about both themselves and the world in which they live, today there is an increasing emphasis upon the home as the new venue for learning with a radically new vision of educational culture being founded upon a partnership between the school place and the home (Beauchamp, 2009167-178). As Miller succinctly observes, education is not aroundthing that happens to children is something that they do. (Miller, 2002373).Thus, we should observe the fundamental difference between a passive early years education and an active early years education with the latter representing the front line of contemporary approaches to young childrens education and preschool development. It is therefore the stated aim of contemporary policy m akers to instigate a partnership approach towards an active Early Years education with professionals, parents and day care workers all judge to move away from the passive approach to young childrens development which some(prenominal) educational researchers and experts believe represent an outmoded method of educating preschoolers.When, for instance, we pause to consider the way in which the curriculum for the Early Years Foundation Stage has evolved over the course of the past decade, we can better understand the extent to which the home-school partnership represents the ideological backbone of the new active approach to young childrens learning and development. Unlike the national curriculum in the primary and secondary stages of the educational system, which is conceived of as a rigid framework where teachers and students must cling to certain rules and regulations, the curriculum at the Foundation Stage is a much more amorphous concept where teachers and education practitione rs have more leeway with regards to crafty the best way of improving learning and instigating development. Thus, the curriculum for the Foundation Stage is not defined by dictatorial rules rather the curriculum for the Foundation Stage is underpinned by guiding principles which, in this instance, are understood as a unique child, positive relationships, enabling environments, and learning and development. Each of these guiding principles is further increase by four commitments that explain how these principles can be put into practice. (Department for Children, Schools and Families Website first accessed 02.04.10)Examining the guiding principles of the Early Years Foundation Stage Framework serves to bring to giddy some important points on both the perspective of parents and young childrens learning that are crucial to our understanding of the subject matter at hand. Firstly, it is clear that, in keeping with the shift towards a discernibly more active educational environment, yo ung children are expected to learn and develop by means of doing, not merely through being told about themselves and the world in which they live by adults. Thus, we should, once again, underscore the significance of an active Early Years curriculum which focuses upon development, social interaction and play as much as language and cognitive development. This, in turn, has impacted upon the role of the adult within the learning and development of young children with a much greater emphasis placed upon adults as educational enablers charged with creating a learning culture in both the home and the school or day care environment which, in conjunction with one other, can help to significantly and positively impact upon learning and development. By this we mean to state that, rather than passively transferring information to young children as a means of educating and developing them, adults working within the Early Years setting are expected to adopt a more involved, participatory rol e in the learning and development of young children. For instance, according to the Northern Ireland Curriculum Guidance notes, young children choose adults who get out treat them as individuals and sensitively participate in their play. (Miller, Cable and Devereux, 200596)In this way, therefore, the revised role of the adults as the key enablers within the broader context of young childrens learning and development represents the convergence of the four guiding principles for the Early Years Foundation Stage with the principles of a unique child, positive relationships, enabling environments, and learning and development all being underpinned by a new role ascribed to adults as facilitators within the new educational environment offering a decidedly more active approach to the Early Years curriculum underpinned by ideals relating to playing, moving and learning as a way of young children becoming better present with the world and the society in which they live (Parker-Rees, 2007 13-24). It is under the auspices of these guiding principles for the Early Years Foundation Stage that the new home-school partnership has been championed with the key part to be played by parents being underscored time and again, as the following excerpt from the Department for Education and Skills attestsPartnership with parents should be a key aspect of provision. Parents should be recognised as childrens first and enduring educators, and should be seen as key partners in supporting childrens learning and development. (Draper and Duffy, 2006151)Understood in this way, the home and the epicentre of the private sphere that this represents is no longer seen as constituting a separate realm from the educational environment of the school and day care centres. Rather, understood in these terms, the home and the school appear to have been fused into one realm where children learn and develop through play and interaction with adults in both the school environment and the home. Parents, t herefore, are interpreted as educators in the same sense as educational professionals which, has created fresh dilemmas for both parents and teachers seeking to construct a common ground upon which these new Early Years guiding principles can flourish (Nurse, 20079-19). As a result, it is prudent to turn our attention towards highlighting the true nature of the key problems and dilemmas of the partnership approach to learning and development within the Early Years context in order to understand how partnership in preschool education can be made more effective. In this way, we will be better able to comprehend the nature of the paradox that characterises the blurring of the boundaries between the public and the private spheres.Making partnership effective Obstacles to effective partnershipPerhaps the greatest restriction to championing an effective partnership approach to Early Years provision concerns the views of both the parents and educational professionals who are the key actor s charged with responding to the vast, fundamental changes to education policy and social policy witnessed over the course of the past two decades. govern simply, it is clear that not all families and parents wish to be involved in partnership. some(a) families and parents will expect education professionals to perform the travail of educating their children, keeping within the guidelines of the Early Years framework as is the case with children operating in the primary and secondary spheres. There are a number of reasons why this, preferably logically, is the case. Firstly, we have to acknowledge the pressures upon working parents in the contemporary era where, with many mothers and fathers having full time jobs, parents do not feel as if they are able to make the time to take such an active role in the learning and development of their children. Understood in this way, when parents drop their children off at day care centres, nurseries and other preschool institutions, they exp ect the education professionals working within these buildings to take care of all the important aspects of learning and development so that parents can get on with their own work commitments while at the same time getting on with the basics of parenting once they finish their jobs in the evening. The idea that the task of learning and development should be undertaken on a partnership basis with parents having to take on the role of educational enablers in addition to working appears as something of an anathema to many parents and families.Ultimately, this is a problem arising from the generational aspect of the vast array of education and social policy reforms enacted in the contemporary era whereby many parents assume that the conditions in which they were brought up remain the same at the present time. As a result, we have to underline the nature of the obstacle posited by a lack of perspective afforded to parents attempting to understand the new educational parameters dictating the pattern of Early Years provision at the dawn of the twenty first century. As Norman Gabriel observes, adults concepts of childhood are rooted and rigid as such we have to be aware of the major obstacle to partnership manifest in the way in which parents think of the early years and preschool provision where conceptions of childhood harboured by adults are inherently difficult to change (Gabriel, 200759-69).We must, therefore, observe the dichotomy between conventional interpretations of early years learning and modern notions of early years learning and the way in which this threatens to undermine the partnership approach to Foundation Stage education in the contemporary era (Waller and Swann, 200932-40). The paradox of the blurring of the boundaries between the public and the private spheres can therefore be seen to have been meted out in a practical level within the context of the partnership approach. Although, in theory, there exists fertile grounds upon which parents and e ducation professionals can work together in order to amend the learning and development of young children in the Early Years Foundation Stage, in practice there remain many obstacles to achieving a consensus between the public and the private spheres as they relate to the partnership between parents and education professionals. Overcoming the considerable branch between theory and practice remains one of the great obstacles to achieving a harmonious, effective partnership during the Early Years Foundation Stage.We also have to take note of the other ways in which parents might be put off working with teachers and professionals within the context of the contemporary partnership approach to education and welfare provision. We should, for instance, bear in mind that many parents will by nature shy away from any involvement with any form of state and welfare services because of a previous history of neglect or incompetency. Some families and parents that have been involved in child p rotections proceedings, for example, are afraid of engaging in any kind of partnership approach to early years education because of the inherent possibility that their children could be taken away from them. A lack of trust on the part of some parents is therefore another major obstacle to attaining an effective relationship between the public and the private spheres.Furthermore, we must take due note of important social and cultural differences in contemporary multicultural society whereby diversity can negatively impact upon attempts at fostering an effective and harmonious partnership approach to education provision in the early years. Certain ethnic, racial and religious groups will not, for instance, be versed in the modern approach to child care provision championed in the vast legal age of western post-industrial capitalist states and, as such, will not be prepared for the joint venture of learning and development that characterises the Early Years Foundation Stage curriculu m. There are also a number of related issues to consider involving single mothers whereby much of the language and rhetoric surrounding the education and welfare reforms of the past two decades have been shrouded in problems pertaining to gender inequalities and socio-economic differences. As a result of all of these inter-related factors, we have to acknowledge the implications of diversity and difference upon Early Years Professionals (EYP) who will be faced with a variety of social, economic, cultural and political obstacles to partnership at a practical level (Tedam, 2009111-122).Although policy makers might assume that, in theory, professionals and parents ought to understand the need to work together in order to raise educational standards, in practice there remains a considerable divide between the school place and the home which is mirrored in the vast differences in society at large. Overcoming these obstacles cannot be achieved solely via recourse to policy and principles rather, education professionals and parents need to be able to find a common ground so as to put into practice some of the ethics and ideals talked about at a settings and policy making level. Thus, improved communication between parents and professionals represents the greatest opportunity of the new partnership approach to education provision and it is towards such a scenario that we ought to now turn our attention before necessarily attempting to formulate a conclusion as to what this means for parents within the context of young childrens learning and development. procreation Good CommunicationWe have already noted the chasm that exists between theory and practice when it comes to implementing the reforms to Early Years policy enacted over the course of the past two decades with parents and professionals having to work together, bringing together two very separate spheres of the private and the public sectors. The crux of the problem consequently relates to a lack of communicati on between the two spheres with parents in particular being wholly unsure as to the new guidelines and principles which form the backbone of contemporary Early Years policy. It is, therefore, up to the Early Years Professionals to better equip parents with the requisite knowledge they need to assist their understanding of the deep-seated changes that have occurred to education and indeed the whole concept of welfare provision at the dawn of the twenty first century.This increasing emphasis upon good communication as a means of bridging the divide between Early Years Professionals and parents has been addressed in a number of recent policy documents published by the New Labour governments departments. For instance, one of the key documents for the training and professional development of teachers and Early Years Professionals is the Common Core Skills and Knowledge for the Childrens Workforce (Department for Education and Skills, 2005), which observes at the point of introduction the significance of effective communication and elaborateness with children, young people, their families and carers. (Tarr, 2009102).As a consequence, it is clear that fostering good communication between teachers and parents serves to narrow the divide between the private and the public spheres (Beckley, Elvidge and Hendry, 200953-63). This has been proven in a number of independent studies and surveys undertaken in recent years. A developmental project undertaken at the Pen Green Centre in Corby, England, for example, found that increased dialogue between professionals and parents from the outset directly and positively impacts upon the learning and development of children in the Early Years. Positive communication related to childrens achievements and learning served to erode some of the barriers that exist between families, carers and education professionals.The results suggest that rich and challenging dialogue can develop when early years practitioners work collaboratively with children and families and when, given the opportunity, parents demonstrated a deeper and more extended interest about their children and became more equal and active partners. (Einarsdottir and Gardarsdottir, 2009200)Thus, it is evident that, as we outlined in the above chapter, effective partnership between the home and the school place can occur where parents are willing to engage in such a collaborative developmental scenario. Furthermore, it is evident that parents will be more likely to engage in the partnership approach to Early Years education when the teachers and professionals make parents and families feel as if they are equal, active partners as opposed to pupils being taught how to bring their children up (Beckley, Elvidge and Hendry, 200953-63). Thus, it is also clear that good communication and effective dialogue between education professionals and teachers is the key to achieving this more effective, harmonious partnership where parents feel as if they are playing an active role in their childrens learning and development. It is, therefore, crucial that Early Years Professionals instigate a dialogue with parents and families from the very beginning of the relationship. In this way, the partnership approach to development and learning can become normalised and routine.More importantly, parents, carers and families will not feel as if teachers and Early Years education practitioners are encroaching upon their own sphere of influence. Thus, the key to creating a more effective partnership approach to Early Years education rests not in perpetually merging the private and the public spheres rather, success within the context of partnership rests upon adopting a fresh perspective where teachers go forward influence in the classroom, parents retain influence at the home and where both parties can meet in an open manner in the territory that exists between the two. With this in mind, we must now turn our attention towards reaching a conclusion as to t he changing role of parents within the context of young childrens learning and development.ConclusionWe have seen how a fresh approach to welfare provision in the contemporary era has telegraphed a completely new ideology of education based upon a partnership approach with a bottoms-up policy of integration and accountability being championed at both a policy making and local level. This, in turn, has had a clear and identifiable impact upon the role of the parents as educational enablers with the previously private sphere of the home being opened up to the same curriculum and policy making objectives that serve to shape the school place. In this way, the role of the parent has become merged with the role of the Early Years Professional with both parties being charged with improving standards by working together to positively influence the learning and development of preschoolers.There are, however, obvious obstacles to achieving a harmonious partnership between parents and Early Ye ars education practitioners with the blurring of the boundaries between the public and the private spheres resulting in a discernible sense of paradox with regards to rights and responsibilities concerning the learning and development of young children. Parents and families still expect professionals to take care of the education of their young children while, conversely, teachers and practitioners are swamped within an avalanche of policy overkill that makes the day to day job of teaching increasingly difficult. Finding a lasting, durable common ground between these disparate spheres represents the greatest

Theory Of Varied Consume Choice Behavior And Its Importance :: essays research papers

Theory Of Varied Consume Choice Behavior and Its ImportanceFor decades, scholars and practitioners have been frustrated by the verylimited capability of either psychological or marketing models to predictindividual choices on particular occasions. This paper discusses a theorywhich apologizes the degree to which the extant models omit alpha influencesthat produce varied individual choice behaviour. The focus of this paper is onthe sequences of product purchases. Discretionary actions and activities arealso covered.THE THEORETICAL AND APPLIED RELEVANCE OF varied BEHAVIOUR     The assumption that consumers make rational, utility-maximizing choiceshas played an important role in economic thought. As long as preferences remainunchanged, the consumer is expected to choose the close preferred of theavailable products. Thoughts about consumers behaviour towards substituteshold a interchangeable position. If a consumers preference for the most preferredalternative product declines or the product is currently unavailable, theconsumer is expected to choose a close substitute. From the firms strategicpoint of view, this means that the marketer of a secondary brand should makeits brand similar to the most popular brand.Careful consideration of the preceding description of consumer choicebehaviour and the firms selection of a strategy immediately leads one toquestion the oecumenical applicability of these assumption / thought. Althoughconsumers often display stable preferences, sound choice behaviour seldomremains constant. Instead, consumers frequently change their choices ofproducts or brands. Furthermore, the choices made on different occasions ofteninvolve two very different products or brands. In summary, changing, variedbehaviour is the rule. Managers often avoid the use of primary "me-too" brands,recognizing that consumers are seeking more than simple substitutes. Thistendency is seen directly in a number of product categories in which successfulproducts are seldom replaced with exceedingly similar products. Instead, a degree ofproduct newness is viewed as being essential to maintain consumer interest.The theory of consumer choice behaviour that is presented in this paperis designed to explain the typical degree of variability that consumers exhibitin a series of related choices. Should this theory more accurately describeindividual choices, than the meaning and prophetical power of many models must bequestioned. For example, the results from all preference-based mapping methods,such as MDPREF (Carroll, 1972) and the Schonemann-Wang (1972) models, should beinterpreted with great care. In these cases, the analyst must deny jumping tothe conclusion that the choice objects that appear close to each other havesimilar characteristics. All simple attribute-based choice models, such as the astray used conjoint method, must also be interpreted carefully. Here one mustresist the assumption that the set of most pr eferred items get out necessarily have

Raise the Red Lantern Essay -- Women Raise Red Lantern Essays

Raise the Red LanternAll the military personnels a stage all of us argon taking the elements of plot, character, and costume and turning into performances of possibilities(Ward1999 5) Raise the Red Lantern tells a compelling and sorrowful story of a young woman whose life is destined to be ruined in a male-dominated society. This can be an awakening of some sort to any woman. As Ward states in her text, women l understand the rules of our half of the world as well as those of the other half, since we regularly move in and out of the male world. There she defines womens culture. The term has also been used in its anthropological sense to encompass the familial and friendship networks of women, their affective ties, their rituals. It is important to understand that womans culture is never a subculture. It would hardly be appropriate to define the culture of half of humanity as a subculture. Women live social existence within the general culture. Whenever they argon confined by patriarchal restraint or segregation into separateness, they transform this restraint into complementarily and redefine it. Thus, women live a duality- as members of the general culture and as partakers of womans culture. (Lerner 1986242)Much like the quote stated, Raise the Red Lantern is set in Northern China in the 1920s. For thousands of years the people of China have organize family life around patrilineal decent. The assessment of customal China life was patriarchal. A basis of this set up would be from Confucius. In childhood, Before marriage, conform your fatherIn adulthood, During marriage, Obey your husbandIn widowhood, After marriage, Obey your sonStates in the text, the lowest moment of a womans life was her wedding day. Cut off from her natal family, the young bride was an outsider and the object of deep suspicion in her new husbands homehold. The only was to earn a place for herself was to have sons. Songlian quits college after her father has passed away a nd becomes Zuoquian Chens fourth wife. When Songlian, who chooses to walk from her house to Chens house instead of riding in the wedding carriage, arrives at Chens house, there is no sign of a celebration, an omen of things to come. Bound by tradition and inflamed with jealousy, none of the three wives come out to greet the new bride. An old housekeeper welcomes and acknowledges ... ...y. Much as the film was, as it was structured, this film could be a parable of some sort. Songlian would be the individual, the woman. The master would be the government and the customs of the house are the laws of the country. It is an archaic system that always rewards those that play and pay exactly destroys those who violate.One thing I found appealing about Red Lantern is that while the film portrays a brutally patriarchal system in which women are clearly very oppressed and dependent on their lord and master for everything, it does not idealize the women or turn them into doe-eyed, swee t, saintly victims. The wives and concubines are resourceful, smart, competitive, and very unflinching to make the best of their situation... in any way they can. They can even be cruel and downright evil. Forget the cliche that men are fire in power and women are interested in love. These women are definitely interested in power and status -- though, of course, the only way they can find out it is by winning the husbands favor. Yet their power struggles are just as ruthless as anything that happens in the male world of politics, business, or war, and just as fascinating to watch.