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

Would You Buy a Car That Looked Like This Essay -- Article Review, And

Andrew Simms, a policy director and head of the Climate Change Program for the New Economics Foundation in England, presents his argument about the impact SUV’s have on our roadways, and the air we breathe. â€Å"Would You Buy a Car That Looked like This? â€Å". The title alone gives great insight on what the article is going to be about, (vehicles). â€Å"They clog the streets and litter the pages of weekend colour *supplements. Sport utility vehicles or SUV’s have become badges of middle class aspiration† (Simms 542). Simms opening statement not only gives his opinion on how SUV’s are the new trend, but he also paints a picture of what we see every day driving down our roadways. Simms also compares the tobacco industry’s gap between image and reality to that of SUV’s; stating that the cause and consequences of climate change resemble smoking and cancer. Simms comparison between SUV’s and cigarettes shows how dangerous he believes SUV’s are. Simms believes that the SUV’s we’ve grown to love are dangerous and polluting. Simms describes just how damaging he believes SUV’s to be with a quote, set to become, â€Å"one of the world’s most common causes of death and disability-ahead of TB, HIV, and war† (qtd. in Simms 542). This is a very strong statement; so strong that it causes the reader to question the source. It also promotes an emotional appeal to the reader. Death, war, and HIV are very serious issues; comparing them to SUV’s causes a need for attention. Next Simms addresses how the Global warming conference in two weeks causes urgency for some new thinking on SUV’s. This statement shows Simms concerns about Global warming and the effects from SUV’s. It also shows his need to inform. Then Simms introduces his solution, â€Å"So shouldn’t SUV’s now ... ...countries Simms assumes readers will feel that it’s time for America to acknowledge the SUV Problem too; and also take action. Finally Simms concludes his argument with his labeling solution. Simms proposes setting a threshold guideline; which could be set to trigger the labeling when the efficiency drops below a certain threshold. â€Å"Like those for cigarettes, the warnings could cover 30-50 percent of the vehicles surface area† (Simms 544). Simms also states that this method won’t stop SUV’s from being driven, but would force them to except the consequences of their actions, and help the education drive on global warming and traffic safety .In other words it would help the industry move out of denial. Simms statement shows that he has a realistic view on his solution. Also his conclusion reinforced his idea, promoted thought and gave readers a visual.

The Result of Sin Essay -- Literary Analysis, The Scarlet Letter.

Sin is the â€Å"wrongful conduct of a moral code selected by either society or the transgressor.† Sin is one of the main themes in Nathaniel Hawthorne's The Scarlet Letter. The Puritan society that Hester Prynne resides in does not accept people who deny to follow the moral code of the town. Throughout the novel three main characters are involved with the act of sin, Hester Prynne, Arthur Dimmesdale and Roger Chillingworth. Adultery by definition is voluntary having sexual intercourse between a married person and someone other than his or her lawful spouse. It is part of the ten commandments and a law that the Puritan village frowns upon. During the Puritan time period, crimes for adultery ended in execution. However Hester is only forced into wearing the scarlet letter due to the unknown information of who her husband and her lover were. Through adultery Hester Prynne and her daughter are forced to reside to the outskirts of town and be neglected by the rest of society. Hester is forced to wear the scarlet letter embroidered to her chest. This is to symbolize the adultery she has committed. "It [has] the effect of a spell, taking her out of the ordinary relations with humanity and enclosing her in a sphere by herself " (Hawthorne 49). This spell, the scarlet letter is "so fantastically embroidered and illuminated upon her bosom" (Hawthorne 49). The scarlet letter is what separates Hester from the rest of society because it symbolizes her sin. To make up for her sin Hester â€Å"bestowed all her superfluous means in charity, on wretches less miserable than herself†. (Hawthorne 76) However, although Hester tries her best to contribute to the less fortunate than even herself citizens continue to â€Å"[insult] the hand that [feeds] them†... ...t that out of the three characters Roger Chillingworth has the darkest conscience. This is apparent considering he feels no remorse or guilt from the people he is hurting. It is obvious that Roger does not think of the impact of his actions and does things for self gratification. There are many moral lessons demonstrated in the novel The Scarlet Letter. Hawthorne is able to get the point across that it is better to confess your sins rather than hide them. It may ruin ones reputation, or destroy a career, but it is better for yourself than to live in guilt forever. This is proven significantly through Hester Prynne at the end of the novel. Hester is able to overcome her sin and learn from her mistakes. She is discovered to be a woman who helps others and eventually regains the respect of the town. She is eventually is finally accepted by herself, society, and God.

Event Facilities and Management

There are no sporting events that rival the scale and profile of the Olympic Games (Faulner, Spurr, Chalip, Brown 2000). Its substantial impact on economic and social aspects of national and international levels, international event tourism, marketing strategies, provides plenty of points for study and insight. Moreover, officially the Games of the XXIX Olympiad, the 2008 Beijing Summer Olympics is primarily a major international multi-sport event, which required plenty of technical, marketing, and event planning.Hosted by the People's Republic of China however, the sporting event was also or perhaps translated into, a national economic strategy and was subject into an international political debate and public scrutiny. Clamor against the games were rampant and widespread, various political issues hounded event organizers and sponsors. Nonetheless, the Games were participated by 11,208 athletes from 205 countries in 302 athletic events. Interest of the PRC to host Olympics is quite c lear. Aside from the new jobs that could be created in the tourism industry, worldwide publicity of the Games will change the way the rest of the world views China.Thus, the Beijing Olympics is a good case study for large events that requires vast logistical management and planning, and present prospects for future State-sponsorship of large special events. Costs of the Games fell largely on Government funds, on the grounds of tourism benefits. To justify spending of the national purse and to thwart cynicism among the public is relevant in pursuing State-sponsored special events (Burgan, Mules, 2000). Evaluating on the benefits of a special event is relevant not only for accountability reasons but to guide future public fund spending; as well as the feasibility of sponsoring mega-events.This paper will provide some insights and analyses on the impacts of the Beijing Olympics, and marketing strategies utilized. Long-term economic impacts of the Games in China are not yet evident. Alt hough some sectors may have benefited from a momentary influx of tourists, hard industries suffered losses due to factory closures to ease air pollution. Social impacts however, tell two sides. While national pride rode high upon the ability of the Chinese economy and technology, there are sectors who suffered from the feat.Mass dislocations and disruption of everyday lives also took toll on the national mood. Internationally, China proved itself as an economic giant, despite negative propaganda and calls to boycott the Games. Marketing for the event is another interesting aspect of the event. Done amid considerable negative publicity, political turmoil, the global financial crisis, and inexperience of the Chinese government in international marketing, marketing for the games fared well. An effective marketing strategy or fortunate circumstances may have contributed to its achievement.With increasing frequency, hosting of international events has been used as a platform for States t o bolster economic and development activities (Burgan, Mules, 2000). The potential for national development, media attention, tourism, community involvement and national pride, the Olympic Games calls for a systematic research and analysis. Impacts To fairly analyze and gauge the impacts of the Beijing Olympics, assessment will include economic and non-economic values of the event; covering preparations, actual outcomes, and potential benefits.The costs of the event is estimated to have reached an astounding $40 billion–exceeding the elaborate 2004 Athens Olympics by $25 billion–with costs lying heavily on investments on infrastructure and improvements on transport systems to keep up with the expected influx of spectators and tourists. Event organizers renovated and constructed 37 Games venues and 66 training centers, the largest of which are the Beijing National Stadium, Beijing National Indoor Stadium, Beijing National Aquatics Center, Olympic Green Convention Center , and the Beijing Wukesong Culture and Sports Center.Expenditure on the Beijing Olympics depended largely on government spending: government-owned banks, local government, and institutions funded more than half of total costs. Subject to criticisms by locals and economists around the globe, China’s willingness to spend public money seemed to be fueled by its determination to prove itself among the most important nations. However, it could be argued that there are also substantial cultural returns and international exposure benefits of hosting the Games.The targets being inflow of consumers outside China, producer surplus could be a more appropriate and descriptive measure to determine success. Producer surplus is derived from the increase in production levels due to a special event, which are assumed to be taken from the opportunity cost of producers (Burgan, Mules 2000). In this case, influx of outside tourism should be placed in high priority. The Games were set to accommod ate 2 million tourists–from this number, 500,000 were projected to come from overseas.However, turnout during the Games were below expectations. Hotel occupancy was only at 70% in 5-stars and below 50% in 4-stars, surprisingly even lesser than hotel occupancy at 2007 of the same month. Despite these numbers, the organizers insisted that the 6. 8 million tickets printed were sold out. This could be explained, speculatively, at the low number of foreign tourists: the heightened security, negative propaganda, and strict visa acquisition could all factor in the failure to attract foreigner spending.Considering the amount of money, planning, and logistical requirements of the Beijing Olympics, event tourism through the Beijing Olympics did not meet its ? 8 billion profit from actual event. Nevertheless, impact of an event does not bank solely on fiscal benefits in a cost-benefit evaluation (Dwyer, Mellor, Mistillies, Mules 2000). Other non-tangible benefits are also taken into acc ount.

Earl’s Top 5 Filipino Traits Essay

1. Adept†¦ Filipinos are very flexible at surging any difficulty and hardship 2. Craftsmanship†¦ Filipinos are very crafty 3. Obsessive†¦ Filipinos wish to improve their lives and those around them and are willing to go through great hardships and efforts, but don’t always know when to stop or how to balance it all. 4. Mimicry†¦ Filipinos tend to copy or gain that which others have. In this respect, that’s why you see groups of Filipino’s in foreign countries that are so similar (like in LA every Filipino seems to have a piano at home that no one buys, or in Japan every Filipino on a military base seems to own rose wood. But if they move to a new group, then they easily wish to change and copy the new styles. Kind of like following a fad. 5. Short memories†¦ No I don’t mean their dumb or something, I mean they forget the past or let go of the past easier. They don’t hold grudges quite so bad. Filipino’s are not more family oriented than in other cultures, but what makes them Filipino’s is they think they are. No offense. But many people have strong relations with their families. I lived in a home for six months and had to listen to my Brother in law tell me how family oriented they are as he yells at his father, and puts down his dead mother. I watched as just about every male member of the family had girlfriends, and the wives knew and ran those girls out of town when they got pregnant. I watched families that lived across the street visit each other once a year. I had a Filipino tell me that my daughter (half Filipino isn’t Filipino enough to live in his house with my 2nd wife for a short time). So in any respect, I’m not say they are less family oriented, but that we all have our issues with getting along, and Filipinos are no more family oriented than other cultures. This is according to the yahoo answers dot com. Well I agree with these because most of the Filipinos come from poor families and they can survive any trials becsuse they are already used to it. They are already down, so they on;y way to go is up. In the Philippines the most common thing that is talked about is the government. This is because this is the largest contributor of the poverty in the Philippines.

Relative Frequency And Effects Of Disasters Environmental Sciences Essay

IntroductionHarmonizing to India catastrophe study 2011, 14 States and one Union Territory of India had experienced at least one catastrophe during the twelvemonth 2011. The harm occurred in footings of figure of human lives lost was 1432 and figure of cowss perished was 6266. In entire 6,84,901 houses were damaged and 16.28 lakh hectares of cropped country were affected. 1 Rank Catastrophe Year of happening Entire figure of people affected 1 Drought 1987 300,000,000 2 Drought 2002 300,000,000 3 Drought 1972 200,000,000 4 Flood 1993 128,000,000 5 Drought 1965 100,000,000 6 Drought 1982 100,000,000 7 Drought 2000 50,000,000 8 Flood 2002 42,000,000 9 Flood 1975 34,000,000 10 Flood 1982 33,500,000 Source- EM-DAT: The OFDA/CRED International Disaster Database www.em-dat.net – Universite Catholique de Louvain – Brussels – Belgique Table1.2 Top 10 Natural Disasters in India during 1900-2012 in footings of economic harm Rank Catastrophe Year of happening Damage ( 000 US $ ) 1 Flood 1993 7,000,000 2 Flood 2006 3,390,000 3 Flood 2005 3,330,000 4 Earthquake 2001 2,623,000 5 Storm 1999 2,500,000 6 Flood 2004 2,500,000 7 Flood 2005 2,300,000 8 Storm 1990 2,200,000 9 Flood 2009 2,150,000 10 Flood 2010 1,680,000 Source- EM-DAT: The OFDA/CRED International Disaster Database www.em-dat.net – Universite Catholique de Louvain – Brussels – Belgique Droughts and inundations were the catastrophes which affected maximal figure of people in India. Table1.1 shows the top 10 natural catastrophes in India in footings of entire figure of people affected during 1900-2012. In footings of economic harm it was once more the inundations which had caused immense economic losingss to India. Table1.2 shows the top 10 natural catastrophes in India in footings of economic harm during 1900-2012.1.2 CatastropheSo what is a catastrophe? Let ‘s discuss about it. Disaster is defined as happening of calamity in any country which may be due to natural or manmade causes. It can happen as an accident or due to negligence and may ensue in loss of human life and/or cattle life and/or harm to belongings. It may besides take to debasement of environment. Community of the affected country normally do n't hold the capacity to get by with the state of affairs without external support. 2 Catastrophes can be classified into two wide types: natural catastrophes and manmade catastrophes. The High Power Committee on catastrophe direction in India, constituted in 1999, has identified 31 different catastrophes which can be categorized into five major groups. 3 I. Water and clime related catastrophes two. Geological catastrophes three. Chemical, industrial and atomic catastrophes four. Accident related catastrophes v. Biological catastrophes1.2.1 Disaster directionDisaster direction is necessary non merely for prompt response during catastrophe but for bar of it and for decrease of hazard and badness of any catastrophe. It is a uninterrupted and incorporate procedure of planning, organizing, organizing and implementing different activities and steps. It includes readiness, appraisal of magnitude of effects, prompt response such as emptying, deliverance and alleviation. It besides includes rehabilitation and reconstruction.2 A typical catastrophe direction rhythm has six elements ; the pre-disaster stage comprises of bar, extenuation and readiness while the post-disaster stage comprises of response, rehabilitation, Reconstruction and recovery. 4 Traditionally, direction of any catastrophe worldwide, focussed on immediate deliverance and alleviation operation, so as in India. After the Great Famine of 1876-1878 in India, the Famine Commission was constituted in 1880. The Famine Relief Code was besides adopted. 5 Relief sections were set up under British regulation for exigencies during catastrophes. After independency, catastrophe direction in each province was looked after by Relief Commissioners, under Cardinal Relief Commissioner. Their function were limited to distribution of alleviation stuff in the affected countries. 3 Consequent upon announcement of the decennary 1990-2000 as International Decade for Natural Disaster Reduction ( IDNDR ) by the general assembly of the United Nations 6 and the universe conference on natural catastrophes decrease at Yokohama, Japan in 1994, Government of India constituted a High Powered Committee in August, 1999. 7 The High Power Committee gave its recommendations in October 2001 including a bill of exchange of the catastrophe direction measure and suggested for the constitution of National Disaster Management Authority. 3, 5 After Odisha Super Cyclone ( 1999 ) and Gujarat Earthquake ( 2001 ) , India changed its catastrophe direction attack from reactive to proactive. 8 After the super cyclone, the Government of Odisha established the Odisha State Disaster Management Authority ( OSDMA ) . 51.2.2 Relative frequence and effects of catastrophesWorld meteoric organisation statistics shows that harm caused by natural catastrophes during 1963-2002 was worst for inundations ( Flood-32 % , Tropical cyclone-30 % , Droughts-22 % , Earthquakes-10 % and other disasters-6 % ) . 3 78.4 % of all catastrophe events worldwide occur due to hydro-meteorological causes and 47.94 % of all catastrophe deceases worldwide are due to hydro-meteorological catastrophes from 1900 to 2009. 3 Children and adult females are the most vulnerable group as 85 % of the deceases during catastrophes are of adult females and kids. 31.3 FloodFlood is defined as ‘the status that occurs when H2O overflows the natural or unreal confines of a watercourse, river, or other organic structure of H2O, or accumulates by drainage over low-lying countries ‘ . 9 Flood can happen in a little localised country due to heavy rainfall over a sustained period of clip and the attendant drainage job. Flash implosion therapy occurs when it rains excessively rapidly, by and large for less than six hours. But river inundations are normally of longer continuance as it may last a hebdomad or more and in some instances for months together doing more harm to human lives and farm animal. Coastal inundations are caused by tsunami, heavy costal rainfall and tidal action.10 River inundations are expected in some geographical countries. Peoples by and large welcome inundations as they provide rich dirt for cultivation and H2O for assorted intents. But flood at an unexpected graduated table and with inordinate frequence causes harm to lives, farm animal and the environment. Matter of concern is that, there is addition in the frequence and strength of inundations in many parts of the universe including India due to current clime change.111.3.1 Flood in IndiaThe Indian sub-continent is extremely vulnerable to assorted types of natural catastrophes like drouths, inundations, cyclones, temblors, and landslides etc. India is one of the 10 worst catastrophe prone states of the universe. 3 Among all these natural catastrophes that occur in the state, river inundations are the most frequent and frequently the most annihilating. In India, 40 million hectares of land which is about one-eighth of the entire country of the state is prone to inundations. Flood occurs in 23 out of entire 35 provinces and brotherhood districts in the state. 3 To command inundation in the state, The National Flood Control Program was launched in India in 1954. 31.3.2 Flood in OdishaOdisha province which is situated in the east seashore of India is one of the most vulnerable Indian provinces to climate change.12 It is located between 170 48 ‘ N and 220 35 ‘ N latitudes, and 810 47 ‘ E and 870 32 ‘ E longitudes. 1 The chief rivers of Odisha are Mahanadi, Brahmani, Baitarani, Budhabalanga, Subarnarekha, Rushikulya etc. These rivers are perennial with sulky flow throughout the dry season. With the oncoming of monsoon they swell threateningly and deluge big countries. 1 Odisha experiences terrible inundations in about every two old ages. 131.3.3 Flood in Kendrapara territory of OdishaKendrapara territory is one of the coastal territories of Odisha. After separation from Cuttack territory as a separate territory in 1993, Kendrapara has faced terri ble inundations in 1994, 1995, 1997, 1999, 2001, 2003, 2006, 2007, 2008, 2009 13and late in 2011.14 Harmonizing to India catastrophe study 2011, Kendrapara territory was severely hit by inundation in 2011. All the nine development blocks in the territory were affected. 473 small towns of 116 Gram Panchayats and two Urban Local Bodies ( ULBs ) were affected. Entire figure of population affected were 507145 ( Third highest after 625897 in Puri territory and 526923 in Cuttack territory ) with 13 human casualties ( Highest in the province ) . 27000 houses were damaged ( Second highest after Puri territory ) including kuchha and pucca houses. 11.3.4 Health effects of inundationFloods are frequently considered the most frequent and dearly-won of all natural catastrophes in footings of human agony and economic loss.15 Health impacts of inundation vary between populations and these depend on the physical exposure of population, single every bit good as community readiness and the type and continuance of flood event. The immediate wellness effects of inundation can be submerging, hurt, acute asthma, tegument roseolas, stomach flu, and respiratory infections. The mid-term effects of inundation are infected lesions, toxic condition, catching diseases, and famishment. The long-run wellness effects of inundation can be disablement, hapless mental wellness and malnutrition. 16 Approximately two-thirds of the flood deceases can be attributed to submerging. This implies that other one-third human deaths are due to causes other than submerging, such as physical injury, bosom onslaught, fire, C monoxide toxic condition and electrocution.17 In inundation state of affairss, there are ever increased opportunity of transmittal of diseases like cholera, cryptosporidiosis, infantile paralysis, rotavirus, enteric fever and paratyphoid, particularly in countries if the community does non hold entree to safe imbibing H2O and sanitation.18 Common mental upsets like anxiousness, depression and posttraumatic emphasis upset are common after a nerve-racking event of an exceptionally baleful nature like terrible inundation. 18 These may attest with symptoms like upseting memories, turning away of fortunes associated with the stressor, sleep perturbations, crossness and deficiency of concentration.18 Loss of cherished ownerships in inundation can hold much more impact than fiscal losingss. 19 One survey found a four times increase in unwellnesss among people whose places were flooded compared with those whose places were non flooded.20 Referrals to infirmaries were more than double from the flooded families than not flooded families for the old ages following the inundations in Europe. 21 One community degree survey in rural Odisha, India shows that exposure to inundations is associated with long-run malnutrition. Children who are exposed to inundations during their first twelvemonth of life show higher degrees of chronic malnutrition compared to the kids who are non exposed to deluge during their infancy.221.4 Public wellness system and inundationPublic wellness system should stay prepared to supply exigency services to the community as the demand may increase all of a sudden when inundation strikes the community. 23 but public wellness systems face tonss of jobs in pull offing the inundation state of affairs.1.4.1 ProblemsFlood can hold impact on the public wellness attention systems in two ways. The direct impact is due to structural harm to wellness installations and the secondary impact is through other direction jobs. 24 Scarcity of resources reduces the ability of the wellness system to react efficaciously. 25 Public wellness systems besides face jobs in presenting services due to population supplanting and power failure. Population supplanting leads to herding and sanitation job around the impermanent colonies. This may take to outbreak of diseases. 26 Water intervention workss may halt working due to power failure job during inundations. This increases the hazard for waterborne diseases. Power failure job besides affects proper operation of wellness installations such as care of cold concatenation. 26 Disease surveillance in affected countries is of import to understand the impact of inundation on diseases. But acquiring accurate and timely information during inundation is often disputing. 26 Healthcare instantly after inundation is frequently delivered by many bureaus and organisations. Coordination among them at that clip becomes a challenge. 261.4.2 ReadinessIn general inundation readiness steps include building of dikes, land usage planning, watershed direction, inundation prediction and warning system, inundation eventuality planning and readiness of community for self-defense activity and capacity edifice programmes. 11 Public and the public governments ever focus on structural intercessions that modify and control the velocity and the force of flood.10 Primary wellness Centres under public wellness system are the chief wellness attention establishments in rural countries to cover with wellness impacts of catastrophes. 27, 28 Poor people are more likely to be affected than the wealthier, when public wellness establishments are affected. 29 To cut down the wellness impacts on a population significantly, wellness system should hold information on impending inundation. 30 Flood readiness planning for public wellness system should be an on-going procedure. It should embrace all stakeholders so that the corporate wisdom can be utilised to cut down the impact of inundation, to take necessary action during the inundation event and to take up proper rehabilitation and recovery activities. 31 but it is a common fact that public wellness planning processes in most of the states including India are based on premises and guesss instead than grounds. 271.4.3 CommunityNational Disaster Management Authority ( NDMA ) has advised the Ministry of Panchayati Raj and Rural Development to turn to the concerns of catastrophe direction in the preparation of representatives of the Panchayati Raj Institutions and local organic structures. Women Self Help Groups ( SHGs ) , Anganwadi workers and adult females voluntaries are playing a lead funct ion in catastrophe direction readiness. Accredited Social Health Activist ( ASHA ) workers are besides easing first assistance and hunt and deliverance preparation for big figure of people. 8 So community should be cognizant about their exposure and strength. They are themselves the first respondents to any type of catastrophes. Education and preparation of the general community in first assistance and resuscitation decidedly helps in salvaging many lives before formal medical assistance reaches the catastrophe site. Evaluations of developing plans on first assistance and resuscitation have shown good consequences. Contingency plans and extenuation programs for inundation become successful merely when the planning procedure involves all the community members and it take into history the bing societal constructions and dynamics.32 It has been estimated that, 80-90 per centum of wellness attention demands in the first 24 hours after inundation strikes the community can be managed by trained voluntaries from the community itself. This besides reduces the work load on the public wellness system. 331.4.4 Public wellness workersEnrolling and retaining human resources in public wellness system is an all clip challenge. There is acute deficit of human resources in rural countries and it is felt clearly during catastrophes like inundation. 34 But Training of available human resource in flood direction can cut down the service spread during inundation well. 35 Training and capacity edifice of wellness forces is one of the most of import elements of catastrophe readiness program of public wellness system. Trained work force shows assurance in managing exigency state of affairss. Evaluation of preparation and capacity edifice activities are normally done by comparing pre-tests and post-tests36 but the existent rating of competence and effectivity occurs as the jeopardy strikes the community. Training besides helps to detect inadequacies in accomplishments, determination pickings pattern and information systems. 37 Training should hold theory Sessionss based on success narratives elsewhere in the universe and mock Sessionss supplying accomplishments to cover with the practical job. The most of import thing is that there should be refresher preparations on a regular basis with regular updating of cognition. 38 There should be more capacity edifice activities for community degree wellness workers as they are the first contact points for the community in exigency state of affairss like inundation. These activities should be based on recognized scientific attacks but adapted to the local culture.391.5 Public wellness system in OdishaCommissioner-cum-secretary of section of wellness is the administrative caput of the section and studies to the wellness curate. Nine managers and the drug accountant of Odisha study straight to the commissioner-cum-secretary. These managers are Mission Director, National Rural Health Mission ( NRHM ) ; Project Director, Odisha State AIDS Control Society ( OSACS ) ; Dir ector, Medical Education and Training ; Director, Acharya Harihar Regional Cancer Centre ( AHRCC ) ; Director, Family Welfare ; Director, Health Services ; Director, Public Health ; Director, State Institute of Health and Family Welfare ( SIHFW ) ; Director, Indian System of Medicine ( ISM ) and Homeopathy. Commissioner-cum-secretary is besides helped by secretaries at assorted degrees such as particular secretary, extra secretary, joint secretary, deputy secretary and under secretary. ( Annexure-1 ) District wellness disposal is headed by head territory medical officer. Public wellness system below territory degree has been described in the subdivision 3.1 ( Health system in the survey territory ) of consequence chapter. Table1.3 gives an thought about the figure of public wellness attention establishments in Odisha which provide services to entire population of 41,947,358 ( Rural 34,951,234 and Urban 6,996,124 ) in Odisha.40 Medical College and Hospitals 3 District Hospitals ( 30 territories + Capital Hospital, Bhubaneswar & A ; Rourkela General Hospital ) 32 Sub-Divisional Hospitals 26 Community Health Centres 377 Other Hospitals 79 Primary Health Centres 1228 Sub-Centres 6688 Ayurvedic Hospitals 2 Ayurvedic College & A ; Hospitals 3 Ayurvedic Dispensaries 619 Homoeopathic College & A ; Hospitals 4 Homoeopathic Dispensaries 561 Unani Dispensaries 9 Source- Annual Activity Report 2011-12, Health and Family Welfare Department, Government of Odisha.1.5.1 Public wellness system response to inundation in OdishaDirectorate of Public Health in Odisha has been created by a declaration of Department of Health & A ; Family Welfare in 2009. Disaster direction is one of the chief activities of the board of directors. 14 The State unit of Integrated Disease Surveillance Project ( IDSP ) becomes the province control room during inundation. During 2011 inundation, 135 medical alleviation squads were deployed and 482 Medical Relief Centers were opened in the inundation affected districts.141,73,374 packages of ORS and 52,74,613 Halogen tablets were distributed. 11.6 Rationale for the surveySuccessful direction of wellness impacts of inundation depends on the coordination of assorted sections and bureaus with the wellness section, cooperation from the community and leading of the wellness section. This can merely be achieved by bettering the ap prehension of wellness hazards in local scenes and of the societal and cultural qualifiers of those risks.17 Research on inundation hazards and response has mostly focused on economic sciences, support and agribusiness. Very few researches have given attending to wellness dimension of inundation. 41 A study of primary wellness centres in Jagatsinghpur territory of Odisha, surrounding territory of Kendrapara was done instantly after 2008 inundation. The aims were to measure the readiness and functional capacity of primary wellness centres in the territory for inundation response. Pretested questionnaire was used to interview medical officers merely. Health workers and other back uping staffs were non interviewed. 42 No mentions of survey conducted in Kendrapara territory which tries to understand the wellness hazards of community and wellness staffs, inter and intra wellness section work kineticss, outlook and cooperation of community and community based organisations in flood state of affairss were found. This survey is an effort to understand these local wellness system kineticss which can be utilized to alter the policy for better readiness of wellness system to pull off and extenuate the inauspicious wellness impacts of inundation in Kendrapara territory.1.7 Aims of the surveyaˆ? To analyze the major jobs encountered by public wellness workers in presenting the services after inundation aˆ? To analyze the readiness of public wellness workers for pull offing inundation state of affairs aˆ? To happen out the capacity spreads of public wellness workers in covering with inundation state of affairs

The Fugitive Slave Law Essay Example | Topics and Well Written Essays - 1250 words

The Fugitive Slave Law - Essay Example The rights of the citizen especially freedom should be upheld by such legislation in Massachusetts. However, there is higher prevalence of slavery ever since the beginning of the 19th century. The law is supreme and south Massachusetts is a free state. As a citizen, human being and a free member of the American society, just like Jim, therefore, has a right to fare trial and treatment as a human being and not as a property that someone can claim and possess without considering his own personal feelings. This is the quandary (Baker, 167). The Legal Defense Fund Based on the later relationship and existence of Jim among the free members of the state, He has enjoyed better living conditions where, his fundamental rights were upheld. He has thus realized himself, appreciated the role of the society more positively and has come to contribute positively and effectively to the development of the society in the state and America without fear of oppression (Baker, 146). The person claimed to be a property to someone has been enjoying this freedom and rights for over three years now and is happy to remain in this state. As a citizen, the law should allow him to make rightful choices of whether to get back to his original master, where he was the slave or live with his new employers as a free person of rights. The Hearing I have this case due to the fact that much is at stake with the previous ruling already delivered. We realize the supreme nature of the law and we also appreciate that human beings have their rights which the law should strive to protect in whatever circumstances. During the hearing of this case, we note that there was no jury as one of the legislations requirement for this country require. Further, we should note that North Massachusetts is a free state with specific legislations and principles on slavery though most of the time we have never had such complications to call on our state laws in regard to this matter but there is always precedence and thi s is one such circumstance (Baker, 210). It is therefore, highly significant that the above elements are considered in determining this case so as to ensure the slave, as we can not prove otherwise here in Massachusetts, can testify and make rightful propositions. The Procedures The procedures and legislations established by congress are legal and supreme as they form part of our constitution. We therefore realize that the Fugitive Slaves Act established by 1850 belongs to superlative laws, which this State must abide. As a free state, Massachusetts has established its own procedures aimed at ensuring that the rights of its citizenry towards fair legal processes are consistent. Though the Fugitive Slaves act govern the matters of slavery, the Massachusetts procedures should have been used to offer Jim a fair trial. We ask ourselves whether the rights of Jim to a jury trial were upheld and whether he was subjected to fair and due legal process. It is based on this that we can give a final verdict or ruling on this matter. Massachusetts is a free state and by purely abiding to the procedures outlined in the Fugitive Slaves Act, we undermine our own procedures and thus should reconsider this. The Fugitive Slave Laws Though the fugitive slaves Act only requires a hearing, which has been held so far, we should appreciate that this was not done according to the proced